3rd October 2014 2:00
By Blue Tutors
This term a new cohort of GCSE students will be beginning the new GCSE English curriculum. The new syllabus requires them to study more ‘classic’ English literature in depth, and develop an ‘appreciation of the depth and power of the English literary heritage’. These changes are part of the widespread reforms brought in by the former education secretary, and are designed to bring GCSE students back to a more traditional curriculum which focuses on rigorous study of classic English texts. The requirements dictate that students will study at least one play by Shakespeare, at least one 19th century novel, a selection of poetry since 1789 which must include traditional romantic poetry, and fiction or drama from the British Isles from 1914 onwards.
As if it wasn’t clear enough from the specification, the regulations also state that all works must be originally written in English. The effect of the new syllabus is to ensure that students only study traditional English texts, removing any possibility that they might study world literature or have room to explore more progressive texts and poetry in detail. It should be said that it isn’t the exams regulator or the exam boards that have pushed for these changes, but the government. The majority of teachers and academics have warned about the lack of diversity, and hold concerns that saturating kids with this amount of traditional English literature will ruin their enjoyment of the subject.
As tutors, those of us who teach English will now have to respond to these new requirements and find ways to help our students engage with their courses. It isn’t that English teachers and tutors object in principle to traditional English literature – it is our bread and butter, and no doubt inspired our love of the subject. However, we know that these texts are challenging, and pilling these requirements on students is likely to make them hate the subject rather than growing to love it as we did. We also know that English class is a key opportunity to introduce students to ideas of social justice, progressive social commentary and works from other cultures. The new curriculum has removed these opportunities, and is much poorer as a result.