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Is the English curriculum too ‘restrictive’?

Discussion in 'Education news' started by TES_Rosaline, Jul 19, 2019.

  1. TES_Rosaline

    TES_Rosaline Administrator Staff Member

    What are your views about the English curriculum? Some teachers believe that the preoccupation with vocabulary and technique-spotting are overshadowing thoughtful debate and philosophical views of texts:

    ‘English teachers have called for more creativity in the curriculum, saying that “knowledge” is being prioritised over “know-how” when it comes to reading a range of texts.

    Jonathan Morgan, director of NATE, the main English subject association, said the revised curriculum at key stage 4 was “particularly restrictive”, while KS3 was often being used as a “stepping-stone” to GCSE.’


    Do you agree? Is the exam criteria and limited curriculum stifling creativity and students’ responses?
  2. maggie m

    maggie m Senior commenter

    Is there a preoccupation with vocabulary? I teach science and find that a very poor vocabulary ( and I do not mean subject specific) is a major contributor to poor results. Even "most able" candidates struggle to read and understand what questions are asking.
    phlogiston likes this.
  3. moscowbore

    moscowbore Lead commenter

    The life or death significance of y6 exams ensures that students learn nothing except exam knowledge. It all goes wrong from there.
    Students can find themselves in A level classes with gcse English yet unable to write cohesive English.
  4. Easyasabc

    Easyasabc Occasional commenter

    No. You are referencing Literacy within Science. The report is more to do with mks being awarded for the vocabulary connected with Techniques used in poems and writing.

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