ERIC Number: ED472221
Record Type: Non-Journal
Publication Date: 1997-Aug
Reference Count: N/A
Implementation of the NLS: Final Report.
Department for Education and Skills, London (England).
This document reports on the activities of England's National Literacy Strategy--the government's target and management from 1997-2002. The Literacy Task Force was established in May 1996 and charged with developing a strategy for substantially raising standards of literacy in elementary schools over a 5- to 10-year period. Section One of the report discusses the following: (1) Target; (2) Preconditions; (3) The National Literacy Project (NLP); (4) Management of the National Literacy Strategy 1997-2002; (5) Teacher Development; (6) Implications for Other Aspects of Policy; (7) Children with Special Educational Needs; (8) Parental Responsibilities; (9) Family Literacy; (10) National Year of Reading; (11) Summer Literacy Schools; and (12) Secondary Schools. Section Two of the report cites some of the features which the second phase of the Strategy should include, such as ensuring quality professional training for teachers, continuing to improve links between elementary and secondary schools, and building on the experience of the first phase of the Strategy to enhance home-school links. Contains three appendixes: Key Stage 2 English National Curriculum Tests--Level 4 Description; a Brief Description of the National Literacy Project (Annex A--Extract from the NLP Framework for Teaching; Annex B--The Literacy Hour); and National Literacy Strategy--Professional Development Timetable. (NKA)
Descriptors: British National Curriculum, Educational Change, Educational Policy, Elementary Secondary Education, Foreign Countries, Literacy, Program Implementation, Standards
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/literacy/publications/?pub_id=77&top_id=0&art_id=260.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Department for Education and Skills, London (England).