Four years ago when Anna Bolt was appointed Principal of Glyncollen Primary School in Swansea, she asked her staff to abandon the formal literacy program and adopt the Story Telling Curriculum (STC) instead. As a pilot she focused on the Foundation Stage, which includes the Nursery School (3 to 4 years) Reception, Year One and Year Two.
This was radical thinking and planning. It challenged officially sanctioned ways of promoting literacy. It questioned the assumptions made about how children learn to be literate. It disrupted the views of ‘good practice’ and ‘what works’. The approach is led by the theory that narrative understanding is the primary meaning-making tool. It reinforces that children from 3-7 are highly imaginative. As an example of the theory into practice, young children tell their stories to an adult who scribes them. These stories are then read back to the children then become part of the class reading, drama and philosophy stimuli for discussion. In all classrooms, teachers leave motivational triggers for children to explore.
The morning I visited the Reception class, the children had found a letter from the Queen asking for help to find her crown. In the captured moment below, some children were writing letters to the Queen on Ipads, others were creating possible scenarios on how the heist happened and others were redesigning another crown. In this Reception class the class were using The BFG by Roald Dahl as the year long novel.
I observed how all aspects of the learning curriculum stemmed from the novel like ‘Who is the class giant?’ (measurement), tallying the giant’s tasting table (numeracy), ‘describe the BFG’ (literacy), writing letters on Ipads, creating menus for the BFG, writing stories, drama and of philosophic discussions the emerged from the story. This week the discussion question was ‘are Queens and Princesses always good?’ Children are responsible for their own progress which has led to a change in classroom structure. Children work on tasks and the teacher and two aides (yes a teacher and 2 aides for 30 children) move between groups to support the the learning. Teachers programs in Foundations Stage are written after the event demonstrating what and how the teacher has covered rather than the traditional way of planning what will be taught and directing the learning to prescribed outcomes. I talked at length with Sian, the Year Two teacher who had based her year program around James and the Giant Peach and I was able to retrospectively read through her program. Sian had built not only her Literacy program on the novel but also her entire program including Science, Mathematics, and Personal Development. Dr. Sue Lyle had undertaken action research with Sian and in brief they noted that standards had risen dramatically and the biggest impact had been on reading and writing.
My initial thinking is that Story Telling Curriculum could be an effective planning tool in Preschool and Kindergarten classes in Australia. However, I am still trying to get my head around how the dictated outcomes of the curriculum are achieved without any explicit teaching.
Reference: The Impact of the Storytelling Curriculum on Literacy Development for Children Aged Six to Seven and their Teachers, Sue Lyle & Anna Bolt, University of Wales.