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2 Comparison of flexibility in the national curricula in England, Wales and Scotland

In order to compare the two curricula we need to consider the issue of flexibility. The flexibility of interpretation of literacy frameworks and guidelines by teachers, schools and local education authorities appears to us to be the clearest identifiable difference between these literacy curricula.

Adams has compared the process of development of national curriculum guidance across the UK:

The 5–14 Programm
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Talking and listening

The emphasis on talking and listening in English Language 5–14 was greeted with genuine surprise in schools, despite policy documents since 1965 advocating the importance of planned contexts for talk and of accepting and developing the language children bring to school. Improved standards in talking and listening, measured by AAP surveys and a selection of HMI school reports, came when teachers corrected the mismatch between their practice and the balance required by the Guidelines.<
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Reading and writing

Currently, over 97 per cent of primary schools use a commercial reading scheme and most have programmes for teaching phonics. Beginning readers commonly take words and reading books home to practise. Many schools use class and group novel studies to extend, or in the upper primary stages, to replace the reading scheme. Schools also supplement reading schemes with a variety of reading activities structured around the 5–14 strands.

Reading schemes are used in attainment groups, but whol
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Alumni Profile: Juan Pablo Hernandez de Alba SEP39(1996), Managing Director and Partner, Easyfairs C
Juan Pablo Hernandez de Alba SEP39(1996) reflects on his career and time at the School.
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