ABSTRACT

Many schools and teachers are concerned that all the energy they have put into developing their early English curriculum and practice will now be lost in the quest for the national Literacy Strategy. This is not the case. The Literacy Framework supports all of the examples in response to the key statements above. The planning documentation within the Literacy Framework shows the importance of the range expected for children and reinforces the practice discussed here by emphasising that teachers should strive to promote such opportunities for children. What the Framework does is to ensure that experiences are put into order, that nothing is left out and, that by setting aside time, teachers really do focus upon some aspects that, in the past had been fitted in if possible.