ERIC Number: ED472216
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Building on Improvement. The National Literacy and Numeracy Strategies.
Department for Education and Skills, London (England).
Standards in literacy and mathematics have risen substantially in primary schools in England in recent years. In 2002, 75% of pupils achieved the expected standard for their age in English and 73% did so in mathematics. This booklet is intended to stimulate discussion about the next steps needed to sustain those improvements and to raise standards further. Some of the material is intended for use with literacy and mathematics coordinators, and some for wider discussion with staff across the school. The booklet is in two parts. Part 1 aims to support an agenda for schools in the coming year in the context of national expectations, priorities, and support. Part 1 covers: successes in recent years; building on improvement; raising standards; support for leadership; management of"catch-up" programs; meeting the needs of more able children; and recent and forthcoming publications for primary schools. Part 2 contains five short papers on: an example calendar of key actions; key messages from the first phase of the National Literacy Strategy and the National Numeracy Strategy; supporting the development of teaching and learning in the school through use of leading teachers for mathematics and literacy; effective management of leading teachers; and making the best use of intervention programs. (PM)
Descriptors: British National Curriculum, Curriculum Development, Educational Objectives, Foreign Countries, Intervention, Leadership, Literacy, Mathematics Instruction, Primary Education, Program Implementation, Teaching Methods
Department for Education and Skills (DfES), PROLOG, P.O. Box 5050, Sherwood Park, Annesley, Notts NG15 0DJ. Tel: 0845 6022260; Fax: 0845 6033360; e-mail: firstname.lastname@example.org. For full text: http://www.standards.dfee.gov.uk/midbins/literacy/improve1.PDF.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: Department for Education and Skills, London (England).