Curriculum and Assessment in English 11 to 19: A Better Plan provides an overview of the subject in considerable breadth and depth, and offers a clear, balanced and forceful critique of the current English curriculum and its associated examinations for 11- to 19-year-olds in England, and of developments in the area during the past thirty years. The book restates fundamental truths about how students speak, read and write English with confidence and control. It describes how English can be taught most effectively, calls for an urgent review of some aspects of the current National Curriculum and its examination arrangements, and - crucially - proposes viable alternatives. This invaluable resource for those working in English, media and drama education has a wide perspective and takes a principled and informed pedagogical approach. Based on a series of much-admired booklets released by the UKLA in 2015, this accessible guide to both theory and practice will be of interest to teachers, student teachers, teacher-educators, advisers and policy-makers in the UK and internationally.

Curriculum and Assessment in English 11 to 19: A Better Plan provides an overview of the subject in considerable breadth and depth, and offers a clear, balanced and forceful critique of the current English curriculum and its associated examinations for 11- to 19-year-olds in England, and of developments in the area during the past thirty years. The book restates fundamental truths about how students speak, read and write English with confidence and control. It describes how English can be taught most effectively, calls for an urgent review of some aspects of the current National Curriculum and its examination arrangements, and - crucially - proposes viable alternatives. This invaluable resource for those working in English, media and drama education has a wide perspective and takes a principled and informed pedagogical approach. Based on a series of much-admired booklets released by the UKLA in 2015, this accessible guide to both theory and practice will be of interest to teachers, student teachers, teacher-educators, advisers and policy-makers in the UK and internationally.

Curriculum and Assessment in English 3 to 11: A Better Plan provides an overview of the subject in considerable breadth and depth, and offers a clear, balanced and forceful critique of the current language and literacy curriculum and its assessment arrangements for 3- to 11-year-olds in England, and of developments in the area during the past thirty years. The book restates fundamental truths about how pupils speak, read and write English with confidence and control. It describes how English can be taught most effectively, calls for an urgent review of some aspects of the current National Curriculum and its associated tests, and - crucially - proposes viable alternatives. This invaluable resource for those working in English, language and literacy education has a wide perspective and takes a principled and informed pedagogical approach. Based on a series of much-admired booklets released by the UKLA in 2015, this accessible guide to both theory and practice will be of interest to teachers, student teachers, teacher-educators, advisers and policy-makers in the UK and internationally.

Curriculum and Assessment in English 3 to 11: A Better Plan provides an overview of the subject in considerable breadth and depth, and offers a clear, balanced and forceful critique of the current language and literacy curriculum and its assessment arrangements for 3- to 11-year-olds in England, and of developments in the area during the past thirty years. The book restates fundamental truths about how pupils speak, read and write English with confidence and control. It describes how English can be taught most effectively, calls for an urgent review of some aspects of the current National Curriculum and its associated tests, and - crucially - proposes viable alternatives. This invaluable resource for those working in English, language and literacy education has a wide perspective and takes a principled and informed pedagogical approach. Based on a series of much-admired booklets released by the UKLA in 2015, this accessible guide to both theory and practice will be of interest to teachers, student teachers, teacher-educators, advisers and policy-makers in the UK and internationally.

Not Great Hopes is a personal account of episodes from the author’s childhood and a vivid evocation of life during the 1950s and 1960s. The chapters range from everyday life in the Birmingham suburb of Northfield, to school life, sport, television, holidays, a first experience of foreign travel, extended family and the account of a bitter family breakdown. They include details of a childhood that is in many ways dramatically different from the childhood of today, though many themes will resonate across the generations. The book also gives an account of the author’s relationship with and impression of a city, Birmingham, in a period of tumultuous demographic and architectural change. It ranges in emotional tone from the light and humorous to the poignant and tragic. Older readers will find much to recognise; younger readers, much to surprise them.