Resources

These guidelines are based on a review of currently accepted good practice in the teaching and learning of Language. In describing this, references have been made to the kinds of material provision which support it. In particular, the guidelines note the benefits to pupils and teachers of having access to a range and variety of texts, book and non-book, fiction and non-fiction; a systematically organized range of reference materials; radio and television sets, listening centre, audio and video recording and playback equipment; overhead projector; microcomputing and word processing facilities. The value of such resources in schools is already widely endorsed.

The attainment targets are designed so that evidence of pupil performance can be obtained with no new demands for material resources. However, the targets do make the assumption that schools are already resourced to undertake the development of reading for enjoyment and reading for information, and have sufficient audio-visual equipment to permit viewing and listening to broadcast and recorded texts.

The guidelines ask schools and individual teachers to review and evaluate their English language policies and teaching in relation to attainment targets and good practice. This strategy will require time for planning and for staff development in a number of areas: organization of resources; increased recording and reporting of pupil progress and attainment; the development of talking and listening; the provision and integration of learning support for pupils with special needs.

The main resource implications of the guidelines a re therefore in the area of staff development.