Wed 25 Mar 2015
Much teaching and learning is at present being driven chiefly by what can be assessed and is distorted by the pressures of accountability, rather than being shaped by what is educationally desirable for pupils
Who are we? The Common English Forum represents all the major bodies with a
professional interest in the teaching of English, from Primary level to Higher Education
(a list of members is provided at the end of this document). We are committed to the
furtherance of English as a subject and to fostering the highest standards in its teaching
and learning.
What are our concerns? We believe that good English teaching is under threat for a
number of reasons. The pace of change in education in recent years has been considerable
and seems set to continue. Much teaching and learning is at present being driven chiefly
by what can be assessed and is distorted by the pressures of accountability, rather than
being shaped by what is educationally desirable for pupils.
At Primary level there is widespread concern among teachers that the phonics and
grammar tests for 7 and 11 year-olds are inefficient and imprecise ways of assessing
children’s literacy standards, to the extent of being positively harmful to our youngest
childrens’ experiences of reading. The tests which 11 year olds are required to take
continue to have a negative effect in the English curriculum, particularly in Year 6 where
‘teaching to the test’ inevitably takes place.
At Secondary level the recent reforms to GCSE examination introduced in the name of
making both assessment and demand more rigorous are leading to an unforeseen and
undesirable narrowing of the curriculum as early as KS3. As schools begin to ‘teach to
the test’ as early as Year 9 or even before, there will be an impoverishment in pupils’
experience of both reading and writing. The study of ‘canonical’ texts is important, but its
new prominence devalues other forms of literary and linguistic experience. Pupils will
have much less time for ‘reading for pleasure’, and they will thereby be deprived of
access to the range of high-quality writing which exists for children and young adults.
The exclusion of media and multi-modal texts, and the reduced emphasis on speaking and
listening threaten to deprive pupils of skills and knowledge which are vital in the
contemporary world. The absence of any kind of coursework assessment at GCSE also
restricts pupils’ opportunities for the independent work, personal research and extended
writing, which are essential to undergraduate study and future employability.
At Advanced level, the decoupling of ‘A’ and ‘AS’ poses acute logistical problems for
schools and colleges. Whilst Cambridge University has issued advice to schools
advocating the retention of ‘AS’ for all, the new system is not designed to serve this
purpose. The full ramifications of the current reforms have been so far inadequately
understood.
In the training and recruitment of teachers, there is currently a shortage of graduates
with a specialist qualification in English. Recently introduced arrangements surrounding
the training of teachers are fundamentally incoherent, involving different routes,
sometimes leading to different qualifications, and embodying different aims and different
experiences. The application process is complex and confusing. The current situation
needs rationalisation.
In short, initiatives have been introduced quickly. They have involved major upheavals
and are now issuing in unforeseen consequences. We think that at this time there is need
for policy-makers to develop a coherent overview of the position of English in schools
and universities. Fresh policy for any new government needs to be based on a full
awareness of all the issues involved either in the further implementation or in the halting
of these reforms.
We would like to provide an appropriate context for discussion, and to explain the
implications of these critical decisions for our subject. We would like to share our
concerns with you, either formally or informally.
We look forward to your response.
Martin Blocksidge, Chair
The Common English Forum membership:
The English Association;
The English and Media Centre;
Heart of English;
The Institute of English Studies;
The National Association of Advisers in English;
The National Association for the Teaching of English;
The National Association of Writers in Education;
The United Kingdom Literacy Association;
University English
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