ABSTRACT
If the work currently transforming English, literacy and language skills in Key Stages 1 and 2 is to be given real status and importance, it has to be recognised and built on by teaching colleagues in Key Stage 3. However well individual teachers have prepared their pupils during Year 6, recipient English teachers undertaking lessons with Year 7 pupils should assume that the young people sitting in front of them have, at the very least, been familiarised with the Year 6 programme in the Literacy Strategy Framework for Teaching (DfEE 1998). From that one development alone, English teaching will have moved on a significant stage.
