English Teaching: Practice and Critique
A framework for English? Or a vehicle for literacy?: English teaching in England in the age of the Strategy
Volume 3 Number 3 December 2004
Andrew Goodwyn (Institute of Education, University of Reading, United Kingdom)
This article considers the evolution and impact on
schools in England of the "Framework for English" since its
introduction in 2001, a national initiative that follows on from the
National Literacy Strategy, which focused on primary schools.
Whilst acknowledging that the Framework is part of a whole school
policy, "The Key Stage Three Strategy", I concentrate on its direct
impact on the school subject "English" and on standards within that
subject. Such a discussion must incorporate some consideration of
the rise of "Literacy" as a dominant term and theme in England (and
globally) and its challenge to a politically controversial and much
contested curriculum area, i.e. "English". If the Framework is
considered within the context of the Literacy drive since the mid-1990s
then it can be see to be evolving within a much changed policy context
and therefore likely to change substantially in the next few
years. In a global context England has been regarded for some
time as at the extreme edge of standards-driven policy and practice. It
is hoped that the story of "English" in England may be salutary to
educators from other countries.