Extending
the focus of the Literacy Strategy
- Over the past three to four years, work in literacy has focused mainly on years 1 to 4, although some programmes, such as Literacy Leadership, include years 5 and 6. The focus is gradually extending to years 7 and 8 and into secondary schools, with special attention being paid to the transition points both within and between schools.
- The transition from early childhood education to school is
another significant focus. Work is being done on how early language
and literacy develops and how it can be supported. (See Te
Whāriki Update [item 10093], published in November 2001.)
- Within the context of the Literacy Strategy, the language and literacy programmes for non-English-speaking-background (NESB) students are also being reviewed, refined, and expanded in order to meet the particular needs of specific groups of these students.
- The Adult Literacy Strategy outlined in the report, More
than Words, is building on the work being done in the school
sector.
See the timeline for the development of the Literacy Strategy in
the section Improving literacy achievement.
Evidence
of success for the Literacy Strategy
There is evidence that levels of literacy achievement are rising,
particularly for those groups of students more likely to be struggling
as readers and writers. This evidence can be seen at national level,
for example, in the National Education Monitoring Project (NEMP)
report Reading and Speaking Assessment Results 2000, and
in individual schools, whether they are working collaboratively
in clusters or on their own projects. The challenge now is to sustain
the gains that have been made and to build on them.
See References and contacts
for a list of professional reports, articles, and books referred
to in this Curriculum Update.
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