Discuss the similarities and differences between the National Literacy Strategy at Key Stage 2 and the Framework for Teaching English Years 7, 8 and 9.

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Mairead Mitchell

Discuss the similarities and differences between the National Literacy Strategy at Key Stage 2 and the Framework for Teaching English Years 7, 8 and 9. You must make references to wider research and inspection evidence that has underpinned the development of the two strategies.

There are many similarities and differences between the National Literacy Strategy at Key Stage 2 and the Framework for Teaching English Years 7, 8 and 9. The National Literacy Strategy sets out teaching objectives for reception to Year 6 enabling pupils to become fully literate. It ensures high expectations of pupils, and understands how pupils progress throughout years at primary school, it also helps to offer balance between reading and writing. The Framework for Teaching English builds upon the guidelines and requirements given in the National Curriculum, however it is more specific. Whereas the National Curriculum is statuary the Framework for Teaching is only recommended.

Many small primary schools have classes that have two year groups in them, the teachers of these classes run the curriculum on a two year rolling programme. The National Literacy Strategy is based on 2 year cycles, so objectives within years 2/3 3/4 and 5/6 are more closely linked than those between these pairs of years. It is quite common that these mixed year groups are treated as mixed ability classes. However in these classes there will sometimes be conditions, where more differentiation is justified. It is important to keep the organisation for the amount of differentiation as close as possible to the literacy hour. Changes should be as simple as possible for example; Following the plan for the literacy hour but increasing the time spent working in smaller groups rather than as a whole class; Increasing the time of the literacy hour to allow more time for group work while not altering the whole class working time, however this can take time away from other curricular subjects throughout the rest of the day; and involving an additional adult within the lesson to provide support for those that need it. These options should be thought about carefully to maximise the benefit for all children, it is possible to be able to balance them, the additional adult could help on two day a week, the literacy hour could be extended for some, but not all days to provide the extra focus for the particular groups within the class; able children, low attainers and children who need help to prepare for or to follow up class work. Attainment is carefully assessed. Pupils who in Year 3 have not achieved basic standard can go over Key Stage 1 work, pupils may need to cover or reinforce word level objectives from Key Stage 1. Less able pupils often receive inconsistent attention while the more able ones are left to ‘cruise’.

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The Framework is for all pupils at Key Stage 3. It states that all pupils are entitled to the highest expectations and support, although some pupils will need additional support and others will need to be challenged. Effective differentiation ensures that teaching can be based on the Framework whatever the ability range of the class. Different strategies are used to differentiate work for the different levels of pupil ability. In Key Stage 3 pupils entering Year 7 who have not yet secured the important skills that enable them to be independent readers and writers are able to revise and cover ...

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