Too much, too young? An analysis of the key stage 3 national literacy strategy in practice

English in Education

Volumn 36, Issue 1, 2002, Pages 5-15

  Allen, Neil ^a  

^a Norton College   (United Kingdom)

Author keywords

English teaching; Key stage 3; Lesson starters; National literacy strategy; Personal growth; Progress units

Indexed keywords

EID: 77954274386     PISSN: 04250494     EISSN: 17548845     Source Type: Journal    
DOI: 10.1111/j.1754-8845.2002.tb00750.x     Document Type: Article

References (10)

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2. Cox, B., (1991) Cox on Cox: An English Curriculum for the 1990s. Sevenoakes: Hodder and Stoughton.
3. Frater, G., (2000) Reading: The Journal of the United Kingdom Reading Association, November, pp.107-12.
4. Hilton, M., (2001) ‘Rapidly rising standards - or are they?', Primary English Magazine, June, pp.6-7.
5. Key Stage 3 National Strategy: Framework for Teaching English: Years 7, 8 and 9 (2001) DfEE 0019/2001, date of issue 4 January.
6. MacDonald, I., (2001) ‘A Strategy too far?', Times Educational Supplement 25 May, English Curriculum Supplement, pp.8-9.
7. Protherough, R., Atkinson, J., and Fawcett, J., (1989) The Effective Teaching of English. London: Longman.
8. Smith, F., and Hardman, F., (2000) ‘Evaluating the effectiveness of the National Literacy Strategy’, Educational Studies, vol. 26, No. 3, pp.334-79.
9. The National Literacy Progress Units: Unit 1: Writing Organisation (2000) DfEE 0288/2000; Pilot 11/00.
10. Thomas, P., (2001) ‘The pleasure and the power of the paragraph’, Secondary English Magazine, 4 January, pp.24-8.