This paper sets out to document the process of state intervention into the curriculum content and pedagogical practices of the teaching of English in England.  It contains an analysis of the key elements of the National Literacy Strategy, a national programme designed to raise standards of literacy for secondary school pupils in England and Wales.  The key elements of the strategy are outlined; in particular, the oppositional stance of the Strategy to established practices in English education curriculum practice in the areas of Speaking and Listening, Reading and Writing are documented.  The paper concludes with a consideration of the potential (and unintended?) consequences of centralized state control of curriculum and pedagogy for teachers' sense of professionalism and their ability to meet the demands that 21st century communicative practices will make on their students.