Curriculum and Assessment in English 11 to 19

"If anyone wants a better plan for English they should read this book. It is a well worked through summary of the great and the good on English teaching; an analysis of the current, often problematic situation that now confronts us and a pleasant reminder of what might be achieved if English teachers were allowed to develop the curriculum themselves. One can only hope that a policy maker might pick this book up and see the sense written all the way through its pages." Dr Bethan Marshall, Senior Lecturer in English Education, Kings College London "Beautifully written and argued throughout, rooted in evidence of what works in classrooms and fully informed by accumulated knowledge of language and literacy development. The perfect antidote to curriculum-meddling politicians world-wide. Simply outstanding". Professor Ronald Carter, School of English, University of Nottingham and Cambridge Language Sciences, University of Cambridge. "Crucial reading for every English teacher and a vital resource for subject leaders and teacher trainers, these two books by John Richmond (one of the most influential proponents of the new English in its early decades), with contributions by other leading names in the subject, powerfully and pragmatically re-state essential principles for English in schools, and explode the myths fostered by current and recent government policy...The material in these two immensely valuable books was originally published in 2015 as a series of UKLA booklets designed to guide teachers and departments in negotiating aspects of the English curriculum in the wake of the problematic new National Curriculum which began in 2014. It has now helpfully been gathered together into one volume for primary English and one for secondary English, both absolutely essential for every department to have and to use...Its important to note that, whilst the books provide critique of current policy, their main thrust is the setting out of a positive, inspiring programme that can guide schools in implementing the curriculum and designing its own programme. Each chapter could provide a fantastic starting point for professional development within departments and discussion in department meetings, as well as key readings for PGCE courses. As well as clarity and succinctness of argument, the books also helpfully provide many clear and concise summaries of and quotations from key theorists work on all of the different aspects of the curriculum, and the ways in which they are relevant to classroom practice." - Gary Snapper, Editor, Teaching English "If anyone wants a better plan for English they should read this book. It is a well worked through summary of the great and the good on English teaching; an analysis of the current, often problematic situation that now confronts us and a pleasant reminder of what might be achieved if English teachers were allowed to develop the curriculum themselves. One can only hope that a policy maker might pick this book up and see the sense written all the way through its pages." Dr Bethan Marshall, Senior Lecturer in English Education, Kings College London "Beautifully written and argued throughout, rooted in evidence of what works in classrooms and fully informed by accumulated knowledge of language and literacy development. The perfect antidote to curriculum-meddling politicians world-wide. Simply outstanding". Professor Ronald Carter, School of English, University of Nottingham and Cambridge Language Sciences, University of Cambridge.

John Richmond has a breadth of experience as a classroom English teacher in London, as a local-authority English adviser, as an officer on the National Writing Project and the Language in the National Curriculum Project, and as commissioning editor in schools television. Andrew Burn is Professor of English, Media and Drama at the UCL Institute of Education, UK. Peter Dougill is Senior Visiting Research Fellow at the University of Sussex, UK. Angela Goddard is Chair of A-level English Language examiners at a national examination board, Professor of English Language at York St John University, UK, and a Higher Education Academy National Teaching Fellow. Mike Raleigh was Senior Regional Director of the National Strategies in England and an adviser to the Department for Education and Ofsted. Peter Traves is an independent educational consultant in the UK.

Preface Introduction 1. Talk 2. Reading 11 to 16 3. Writing 11 to 16 4. Grammar and knowledge about language 5. Drama 6. Media 7. Learners of English as an additional language 8. Speakers of non-standard varieties of English 9. An alternative curriculum for English 11 to 16 10. Assessment and examinations at 16 11. English 16 to 19 References