Write the words of this act the way you think they should read. Solon shows your change as a redline against the published text and pins it to that exact text, so it can never be applied to wording you did not see.
Change 1
As published
17 Duty of local education authority to state policy.
(1) It shall be the duty of every local education authority—
(a) to determine, and keep under review, their policy in relation to the secular curriculum for the county, voluntary and special schools maintained by them;
(b) to make, and keep up to date, a written statement of that policy; . . .
(c) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(2) In discharging their duty under subsection (1) above, an authority shall consider, in particular—
(a) the range of the secular curriculum; and
(b) the balance between its different components.
(3) In carrying out their functions under this Act or any other enactment, a local education authority shall have regard to their policy in relation to the secular curriculum for their schools, as expressed in their statement.
(4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Your change, as a redline
17 Duty of local education authority to state policy.
(1) It shall be the duty of every local education authority—
(a) to determine, and keep under review, their policy in relation to the secular curriculum for the county, voluntary and special schools maintained by them;
(b) to make, and keep up to date, a written statement of that policy; . . .
(c) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(2) In discharging their duty under subsection (1) above, an authority shall consider, in particular—
(a) the range of the secular curriculum; and
(b) the balance between its different components.
(3) In carrying out their functions under this Act or any other enactment, a local education authority shall have regard to their policy in relation to the secular curriculum for their schools, as expressed in their statement.
(4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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