From The Victorian To Gove To Greening: How Far Has The English Curriculum Really Come?

“We must not delay! Upon the speedy provision of elementary education depends our industrial prosperity. It is of no use trying to give technical teaching to our artizans without elementary education….If we leave our workfolk any longer unskilled, notwithstanding their strong sinews and determined energy, they will become over-matched in the competition of the world. If we are to hold our position among men of our own race or among the nations of the world we must make up the smallness of our numbers by increasing the intellectual force of the individual.”

In 1870, an Education Act was passed which paved the way for the achievement by the end of the century of compulsory free state education for children between the ages of five and thirteen. The driving force behind the Act was clearly articulated above by W.E. Forster in his speech to the House in February of that year. The education of the masses came also to be seen as a possible and desirable solution to problems of social unrest and rising crime, and to carry the important function of socialization, to be achieved through the inculcation of such moral values as piety, honesty, industry and, significantly, obedience. These principles are surely held good in schools today, though promoted in a different vocabulary.

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What The Research Says: The 13 Most Effective Ways To Improve Children’s Writing.

This article is based on the work of Graham & Perin (2007), The DfE (2012) and other influential research (Beard, 2000, Gadd, 2014, Education Endowment Fund, 2017). There is now a core of consistency to be found across a variety of studies in several different countries on what makes for good writing lessons. We also now know what causes poor writing outcomes – see here. In the case of Graham & Perin (2007), their meta-analysis comes from the largest collection of writing research ever pooled. It analysed all contemporary research into the teaching of writing and looked for significant patterning. You can find a more formal summary of how their and the DfE’s findings marry together to create these 13 strategies at the bottom of this article. This is what research analysis concluded:

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They Won’t Have Anything To Write About: The Dangers Of Believing Pupils Are ‘Culturally Deprived’.

We can’t give children rich lives, but we can give them the lens to appreciate the richness that is already there – Lucy Calkins (1991)

As teachers, our job is to help children claim more control over their own lives. One of the ways people most lack control over their own lives is through lacking control over words. Especially written words. – Peter Elbow (1998)

Within a vast educational literature there is a substantial number of treatises that deal with the failure of the primary school to make connections with the lives of working-class children. –Carolyn Steedman (1982)

Think about it. Is there any lower expectation than thinking children will have nothing to write about?

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Children Writing Memoir : A Great Literacy Topic.

As you may have read here, this half term we focused on the teaching of memoir.

In our first week we discussed the genre using our genre-booklets and this created a buzz for the rest of the project. Focusing on the genre and why people write memoir allowed the generating of ideas to happen fairly quickly.

We used around three techniques for generating memoir ideas. These included:

  1. Questions for memoirists – Children answer questions to jog their memories for potential memoir ideas (see our article about memoir writing).
  2. Using the ‘Michael Rosen’ effect. This is where children can take an otherwise ordinary moment and make it extraordinary. This can be an alternative to memoir writing for children who would much rather not write about anything overly heartfelt or emotive – which we can occasionally come across.
  3. Creating an Ideas Heart and allow children to add to it throughout the year.This includes: What makes me happy, angry, scared or upsetlists.

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Genre-Booklets: Helping Both Children & Teachers To Write

What Are Genre Booklets?

Genre-based approaches to teaching writing…achieve spectacular improvements in student outcomes, from twice to more than four times expected rates of learning’ (Martin & Rose, 2007, p.1)

Our booklets teach children the meaning and purposes behind certain text-types. They make this information explicitly available to teachers but are also really child friendly.

The booklets share with children the characteristics of the different text-types. They cover the most popular genres across the curriculum and also children’s favourite genres. They explain the social goals of the text type without telling children exactly what to do! Instead, they help children enjoy and develop their own ideas and make their writing academically successful.

I’ve used these genre booklets and think they are utter genius. Brilliant, so thank you!

These booklets are brilliant. They are a ‘show rather than tell’ of how to write.

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Why The Over Use Of Writing Stimuli & Book Planning Could Be Damaging Children’s Writing Potential.

I should start out by stating quite clearly that this is not an article advocating for the removal of all stimuli or book inspired writing tasks from classrooms. I myself use them. However, this article looks to reflect on what contemporary writing and research is telling us about these dominant writing practices.

We begin with some wise words from Donald Graves, writer, teacher, researcher and thinker: ‘Children want to write’.

In this post, I want to suggest, through use of research findings, that the provision by teachers of cross-curricular ‘topics’ or ‘writing stimuli’ for writing in schools could be inhibiting children’s desire to write. As a result, this may effect the quality of their writing too. Is it the case that too few children are realising that they can do more with writing than simply imitate or produce ‘writing to order’? Is there another way of offering topic choice which can redress this?

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