I read your editorial in delighted agreement with much of its argument (The Guardian view on English lessons: make classrooms more creative again, 2 May). My particular experience is working with the youngest children as they begin learning to read. Since 2021, schools in England have been required to follow the highly prescriptive systematic synthetic phonics (SSP) scheme. The “fully decodable” books approved for SSP schemes must focus on the spelling pattern to be learned, usually at the expense of a good story or any literary merit. Right from the start of school, enjoyment of books is being squeezed out.
However, your contention that the curriculum model of little blocks of tightly controlled content is “more suited to science and maths” must be challenged. My other role is as a maths tutor to teenagers. I find that they have been rushed to learn ever more complicated formulas and procedures without time to investigate ideas, to make links between topics or to develop thinking skills.
