I read with interest the profile of Dr Bethan Marshall and her attack on the key stage 3 English framework (“English warrior warns of revolt”, TES, April 27), claiming that the prescriptive nature of the framework would damage creativity.
When I became an advanced-skills teacher I realised that we needed a system of letting students into the “secret” of effective writing. At the point where students needed most support, to become fluent and assured writers, they were left to sink or swim. This is why I am a firm believer in the English strategy at KS3.
Finally, we are making explicit to students the language and the tools they need not only to access the texts we love, but also to become excited about the power of language for its own sake.
I have been teachingat a difficult school in special measures. I can honestly say that the framework has enabled my students to make clear progress - not only that, but they are invigorated, and so am I, with new enthusiasm.
My students love the lesson structure - the starter activities in particular are great fun and have empowered my learning support assistant who regularly teachers phonics and correct vowel choices because of her experience in the primary sector.
The framework is interactive, and investigative, trying to eradicate what Ron Dearing described as the “one-way traffic” of judgments in English classrooms. I feel I know what is best for my students and, in my opinion, it is the KS3 framework.
Jane Panter
99 Oakleigh Park Drive
Leigh on Sea, Essex
