By Donla ui Bhraonain
A set of the preferred proverbs within the Irish language, chosen by means of the editor and observed by means of translations or equivalents in English, Spanish (by Carmen Rodriguez Alonso) and varnish (by Anna Paluch). This assortment, illustrated by means of Fintan Taite, has a common relevance and makes the wealth of Irish lore obtainable to a multilingual public around the globe of every age and backgrounds.
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Extra resources for 500 Proverbs - 500 Seanfhocal - 500 Przyslow - 500 Refranes
14, para. 8) Perhaps even more radical than the support for consistent and systematic teaching of language within the English curriculum was the attempt to specify levels of attainment for pupils at ages 7, 11 and 16, and some means by which progress could be assessed. This specification was crucial to the task of identifying a sequence of progression for all pupils. Although emphasizing the need for English to include something on the structure of language and its workings as a system, English 5-16 did not advocate narrow or rigid teaching; nor did it support an entirely functional view of literacy.
2). Although it attempted to set down broad principles for the teaching and assessment of English, while simultaneously addressing many of the concerns about falling standards of literacy and lack of accountability in the curriculum, English 5-16 was greeted with suspicion on publication and was the object of considerable criticism by those involved in the subject. The National Association for the Teaching of English (NATE) expressed concern at its implications for the future direction of English teaching in schools.
The following chapters examine how some of the issues which arose in connection with establishing English as an important school subject were echoed again in contemporary debates and disputes about English in the school curriculum, particularly in relation to the 1988 Education Reform Act and the National Curriculum. 30 3 Towards a national curriculum The uncertainties of the 1970s and 1980s In the period after the 1944 Education Act, English had an established and secure place in the new primary and secondary school system, and it might be thought that there was little cause for further discussion of the issues.