Primary review - QCA/CfCA consultation, UKLA response
In terms of progression in English, we see the key issues to be those of the developing range, repertoire, techniques, knowledge and behaviours which contribute to a rounded description of progress. The significance of breadth and depth should not be underestimated, nor the growing metalanguage of the learner, who, as he/she progresses, becomes more able to reflect upon and articulate their knowledge and understanding, for example of the process of composition. In addition, the growing independence, autonomy and agency of the learner deserves recognition within any discussions of progression, since as they progress their growing command of a wider range of text types, whether written, designed or spoken, enables them to make more of their own decisions and take increased ownership of their own learning. This needs to be overtly planned into curriculum provision. Work in English orients around texts, so we have attached several outline examples of units of work suitable for different ages and levels of experience, indicating through these the elements of progression noted above, but connected to the key concepts and processes as outlined in the QCA documents. Whilst profiling one of the four core threads articulated within the concepts listed in English, languages and communication, the others would obviously be integrated within each unit. It was our members’ views that one of the four strands would need to be highlighted at any one time enabling closer examination of each thread to ensure progression within and across these elements of English. I trust these are of interest to you. In addition, our new digital teachers Task Group has submitted a valuable reponse from their perspective on the ELC threads which I also attach, demonstrating the potential of new technologies within such a framework. There are two other points we would like to make:
- We think the task may have been more useful if it had been developed in a cross curricular manner. This would require the time and space for subject associations to work together. UKLA would be keen to take part in any such future planning events and regard them as essential if the profession is to be helped to find coherent and holistic ways of working in response to Rose.
- We perceive the fourfold processes of the curriculum as largely appropriate but are concerned that the ‘develop ideas and solve problems’ in ELC is far too limited and does not sufficiently reflect the generative, compositional processes involved in writing for example. The statements within Artistic and Technological Understanding suit ELC rather better, for in much compositional and representational work, children are integrally engaged in’ creating-composing and designing’ and ‘rehearsing and refining ideas iteratively… ‘. At present the creative component of ECL is massively underplayed and this is a matter of considerable concern. Howver we appreciate these are draft materials.