The National Literacy Strategy and setting: an investigation in one school

Kate Wall

Research output: Contribution to journal › Article

1 Citation (Scopus)

Abstract

This article investigates the policy of setting that is commonly being seen as an organizational tool for effective delivery of the National Literacy Strategy (NLS). It is suggested that teachers are finding the increased amount of whole-class teaching to a diverse range of abilities, as prescribed by the NLS, problematic. This case-study researches both teachers’ and children’s perspectives on the Literacy Hour as taught in mixed-ability classes and in sets. Reflective commentaries and pupil questionnaires were used to collect data over two years. The results indicate a complex range of issues, both pedagogical and organizational, which need be considered before setting can be promoted as a strategy for literacy delivery. I conclude that there is a need for urgent research into the effectiveness of setting as a means of teaching the Literacy Hour.
LanguageEnglish
Pages233-246
Number of pages14
JournalCurriculum Journal
Volume15
Issue number3
DOIs
Publication statusPublished - 2004

Fingerprint

literacy
school
ability
Teaching
teacher
pupil
questionnaire

Keywords

  • national literacy strategy
  • setting
  • inclusion
  • literacy
  • whole-class teaching
  • literacy hour

Cite this

Wall, Kate. / The National Literacy Strategy and setting : an investigation in one school. In: Curriculum Journal. 2004 ; Vol. 15, No. 3. pp. 233-246.
@article{cad1eb2f3bed47c3a5664d6de16eec90,
title = "The National Literacy Strategy and setting: an investigation in one school",
abstract = "This article investigates the policy of setting that is commonly being seen as an organizational tool for effective delivery of the National Literacy Strategy (NLS). It is suggested that teachers are finding the increased amount of whole-class teaching to a diverse range of abilities, as prescribed by the NLS, problematic. This case-study researches both teachers’ and children’s perspectives on the Literacy Hour as taught in mixed-ability classes and in sets. Reflective commentaries and pupil questionnaires were used to collect data over two years. The results indicate a complex range of issues, both pedagogical and organizational, which need be considered before setting can be promoted as a strategy for literacy delivery. I conclude that there is a need for urgent research into the effectiveness of setting as a means of teaching the Literacy Hour.",
keywords = "national literacy strategy, setting, inclusion, literacy, whole-class teaching, literacy hour",
author = "Kate Wall",
year = "2004",
doi = "10.1080/09585170412331311493",
language = "English",
volume = "15",
pages = "233--246",
journal = "Curriculum Journal",
issn = "0958-5176",
number = "3",

}

Wall, K 2004, 'The National Literacy Strategy and setting: an investigation in one school' Curriculum Journal, vol. 15, no. 3, pp. 233-246. https://doi.org/10.1080/09585170412331311493

The National Literacy Strategy and setting : an investigation in one school. / Wall, Kate.

In: Curriculum Journal, Vol. 15, No. 3, 2004, p. 233-246.

Research output: Contribution to journal › Article

TY - JOUR

T1 - The National Literacy Strategy and setting

T2 - Curriculum Journal

AU - Wall, Kate

PY - 2004

Y1 - 2004

N2 - This article investigates the policy of setting that is commonly being seen as an organizational tool for effective delivery of the National Literacy Strategy (NLS). It is suggested that teachers are finding the increased amount of whole-class teaching to a diverse range of abilities, as prescribed by the NLS, problematic. This case-study researches both teachers’ and children’s perspectives on the Literacy Hour as taught in mixed-ability classes and in sets. Reflective commentaries and pupil questionnaires were used to collect data over two years. The results indicate a complex range of issues, both pedagogical and organizational, which need be considered before setting can be promoted as a strategy for literacy delivery. I conclude that there is a need for urgent research into the effectiveness of setting as a means of teaching the Literacy Hour.

AB - This article investigates the policy of setting that is commonly being seen as an organizational tool for effective delivery of the National Literacy Strategy (NLS). It is suggested that teachers are finding the increased amount of whole-class teaching to a diverse range of abilities, as prescribed by the NLS, problematic. This case-study researches both teachers’ and children’s perspectives on the Literacy Hour as taught in mixed-ability classes and in sets. Reflective commentaries and pupil questionnaires were used to collect data over two years. The results indicate a complex range of issues, both pedagogical and organizational, which need be considered before setting can be promoted as a strategy for literacy delivery. I conclude that there is a need for urgent research into the effectiveness of setting as a means of teaching the Literacy Hour.

KW - national literacy strategy

KW - setting

KW - inclusion

KW - literacy

KW - whole-class teaching

KW - literacy hour

U2 - 10.1080/09585170412331311493

DO - 10.1080/09585170412331311493

M3 - Article

VL - 15

SP - 233

EP - 246

JO - Curriculum Journal

JF - Curriculum Journal

SN - 0958-5176

IS - 3

ER -

Wall K. The National Literacy Strategy and setting: an investigation in one school. Curriculum Journal. 2004;15(3):233-246. https://doi.org/10.1080/09585170412331311493

Access to Document