The National Literacy Strategy: context and consequences
The imposition of a rigid framework using allotted portions of time to achieve specified learning objectives is a dramatic educational reform. More than just another bureaucratic paper mill, the form and content of the Literacy Strategy may change irrevocably the way we view teachers and teaching. The history of the National Curriculum is one of passionate dispute by politicians and educators about curriculum content. In English the requirement to teach standard English and the importance of grammar have been sites of hotly contested battles (Brooks, Pugh and Hall, 1993; Cox, 1991). Pedagogy-the art of teaching and the decisions class teachers and headteachers make about how curriculum content will be taught-has until now remained the province of trained teachers. There is no precedent for one teaching method becoming a prescription for every classroom in England and Wales1.