imposed. English as a subject continued to be regarded as central to the politics of education. Opposing models of English continued, and continue, to create tensions for educationists and policy-makers. It would appear that for much of the latter half of the 1980s the government sought to 'turn back the clock' in order to produce an English curriculum founded upon notions of correctness, standard English and formal grammar, which culminated in the proposals for the Revised Orders for English (DES and WO 1993). Chapter 3 discusses the development of the National Curriculum from the publication of the 1995 Orders.
Together with the NOP's reports on Key Stages 1 and 2, these publications contain accounts of good practice within the English classroom, particularly in relation to equal opportunities, gender and bilingualism.