ABSTRACT
This chapter focuses on how story-telling can be viewed as a bridge between oracy and literacy and how this relates to the Revised Statutory Orders for English. It starts by considering how the orders might lead teachers into making judgments about children without considering the social context in which learning takes place. The chapter then reviews one approach to supporting children in recognizing the relationship between listening, speaking, reading and writing through their diverse experiences of stories. The next section considers how a wider view of the contribution of story to learning can be integrated with the demands of the new statutory orders. Finally it looks at some of the principles that might inform our work in the classroom.
