What are the key priorities for English departments at the moment?

English, and education generally, has never been under so much scrutiny; from our status within the 'Ebacc' to Literacy Across the Curriculum priorities, English departments country-wide are having to deal with unprecedented change. The Ofsted document 'Moving English Forward' (2012 http://www.ofsted.gov.uk/resources/moving-english-forward) identified a series of 'problems' with regards the teaching of English in Britain's schools (no comment on the use of negative language used...):

• The problem: the teaching of writing needs to be more effective and to include a stronger emphasis on spelling and handwriting 
• The problem: there are too few English coordinators in primary schools who are subject specialists The problem: too few pupils read widely enough for pleasure 
• The problem: national tests and examinations have too much impact on the range and content of the English curriculum 
• The problem: curriculum transition in English from Key Stage 2 to Key Stage 3 is underdeveloped in too many schools 
• The problem: lesson plans are often insufficiently flexible and lack clarity about what pupils are expected to learn 
• The problem: many children have weak levels of language and communication on entry to school The problem: the Key Stage 3 English curriculum lacks a clear enough sense of purpose or rationale for students The problem: too many pupils, especially older students, do not see English as a subject that affects their daily lives 
• The problem: too few schools have effective programmes for developing literacy skills across the curriculum 

(Its sister document 'Excellence in English' (2011 http://www.ofsted.gov.uk/resources/excellence-english) is worth a read for its diverse examples of best practice.) Listed below are the priorities for each Key Stage and some suggested supportive strategies.

  Key Stage 3 Priorities: 

• New NC will be available in Autumn 2013; to teach in Sept 2014 (little or no mention of drama, multi-media and technology, creativity, different types of talk, relevance of English) 
• KS2 assessment: what will replace the existing NC tests and Levels? Renewed focus on SPAG at KS2 (in the NC and in the end of KS2 tests) 
• Redesigning KS3 curriculum; building on the learning experience children have at KS2 and the transition between Key Stages 
• Phonics at KS3 

 KS3 Supporting Strategies 

• Keeping on top of new government initiatives to ensure dissemination of accurate and prescient information Provide a forum for discussion on what needs to be taught in English – creativity, drama, Speaking and Listening etc. 
• Ensuring these remain part of the training provision of PGCE (and other ITT) English courses and support schools so that they are able to provide a broad and balanced curriculum 
• Utilizing existing networks and the Teaching & Learning Academy (providing a forum for sharing best practice and resources) 
• Regular dialogue between provider ITT and schools (HoDs, KS Co-ordinators, LEA Advisors) 
• Provision of specific training and resources (contextual and bespoke). 
• CPD of middle-leaders: ASTs, Leading Teachers to facilitate project-based Action Research; mentor/coaching training; phonics beyond Early Years (promote a range of approaches); develop cross-phase working parties SPAG: specific strategies to integrate this into the English curriculum (Research/school-led projects: discrete lessons? Embedded within reading/writing strategies?) 
• Literacy across the curriculum & the role of English departments in supporting this across the school (e.g. a conference to develop literacy across the curriculum – across a partnership of schools; whole school CPD)

 KS4 Priorities 

• New curriculum and the very limited skeleton provided by the National Curriculum Programmes of Study 
• Modular assessment replaced by terminal exams - change of ethos and approach to planning Programmes of Study at KS4. 
• Exam skills become paramount 
• Speaking & Listening removed from GCSE 

 KS4 Supporting Strategies 

•  ITT training ensuring a rich diet of texts; maintaining the discussion of what ought to be taught (especially in the era of the Academy – with freedom comes responsibility!) 
• Renewed focus on skills (rather than content) within English – analysis and writing for different purposes. Current SoW-based assignments to reflect this change. 
• Return to whole-text teaching? Strategies for doing this 
• Ensuring core Speaking & Listening remains a part of the teacher training for English trainees – research-based (e.g. Talk for Writing); use of national associations (e.g. NLT, NATE) 

 KS5 Priorities 

• Introduction of new Creative Writing A level 
• Increased uptake of Lit/Lang A Level KS5 

KS5 Supporting Strategies 

• CPD
• Links with Creative Writing degrees at HEIs 

The shifting sands of government policy, assessment, league-tables and media debate should not detract from the excellent practice that goes on in so many English departments across the country; providing we stay true to our professional instincts and teach what is best for the students.