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The National Literacy Strategy and setting: an investigation in one school

Lookup NU author(s): Dr Kate Wall


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This article investigates the policy of setting that is commonly being seen as an organizational tool for effective delivery of the National Literacy Strategy (NLS). It is suggested that teachers are finding the increased amount of whole-class teaching to a diverse range of abilities, as prescribed by the NLS, problematic. This case-study researches both teachers’ and children’s perspectives on the Literacy Hour as taught in mixed-ability classes and in sets. Reflective commentaries and pupil questionnaires were used to collect data over two years. The results indicate a complex range of issues, both pedagogical and organizational, which need be considered before setting can be promoted as a strategy for literacy delivery. I conclude that there is a need for urgent research into the effectiveness of setting as a means of teaching the Literacy Hour.

Publication metadata

Author(s): Wall K

Publication type: Article

Publication status: Published

Journal: Curriculum Journal

Year: 2004

Volume: 15

Issue: 3

Pages: 233-246

ISSN (print): 0958-5176

ISSN (electronic): 1469-3704

Publisher: Routledge


DOI: 10.1080/09585170412331311493

Notes: This article reports on work completed for my PhD looking at pupils' attitudes to learning in the National Literacy Strategy and the effect of ability grouping on these attitudes. This represents the first research I completed looking at the pupils' voice


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