http://www.theguardian.com/politics/201 ... CMP=twt_fdMichael Gove promises to abolish illiteracy and innumeracy in UK
Education secretary's pledge follows George Osborne's commitment to restore Britain to full employment
He said: "We want at least 85% of primary school pupils to reach the level of literacy and numeracy that means they're on course to get good grades at GCSE."
He pointed out that by the end of year 1 at school, "every child is now checked to make sure they are decoding words fluently – helping teachers to make sure pupils are making progress in reading, and to identify any child who might need extra help. Failure to secure a good maths or English GCSE renders any student effectively unemployable.
"Teachers will also be expected to assess pupils at the end of key stage 1 – when children are 6 or 7 – to ensure they are making appropriate progress in literacy and numeracy. A new test in spelling, punctuation and grammar will inform teachers' assessment of writing and help keep children on course."
Let's hope that the Department for Education, Ofsted and other influential people do not become complacent about standards of teaching the English alphabetic code and phonics skills not only for reading but for spelling.
There are too many signs that whilst teachers teach phonics, it is often at the level of only partially following advice and partially using carefully-designed resources of the recognised high-quality phonics programmes.
Thus, standards rise and teachers are pleased with an increase in results - but may not be aware that results could be so much better still and better for all - even for those with various learning difficulties.
So often the notion is spread that phonics does not suit all children and they have been 'phonicked to death' therefore now need something different. This is a flawed and dangerous notion as it may lead to the very children who need the best phonics teaching possible receiving a hotch-potch of teaching from different staff members not in line with one another and not focusing on teaching the alphabetic code and phonics routines well enough.
All children need to learn the same alphabetic code - and it is the responsibility of teachers/advisors/inspectors to fully appreciate that the quality and content of the teaching and learning opportunities need to be understood and evaluated in full.
No teachers, however, like to think they could teach more effectively still when they have already worked so very hard.
This is not about working harder, but about working more effectively.