ABSTRACT
Th e most fundamental aspect of the NLS is its rationale. What it says about the nature of literacy learning is therefore at the heart of everything else it does. From the outset, this was based on the principles of active learning and autonomy and self-extending competence for children. Th e rationale was captured very simply for teachers in the introduction to the NLS Framework for Teaching and incorporated a diagrammatic metaphor of four searchlights. What it did not do was to articulate the rationale in detail and, on refl ection, that was probably an error, because it led to misinterpretation and left the Framework something of a hostage to fortune at the hands of a few very vocal critics. In this chapter, we have set out the thinking behind the searchlights and their justifi cation. Despite recent revisions to the Framework and the criticism of this metaphor, we continue to believe it is relevant and helpful as a foundation for the teaching of reading and writing across the primary age range.
