CPD

Developing a Culturally Inclusive Curriculum by Jane Bednall, Sharon Fell and Niv CuloraThis UKLA online professional development resource is designed to support schools in developing a culturally inclusive curriculum.

CLPE, NAAE, NATE and UKLA have come together to make a common statement about the curriculum and assessment in English across the whole school age-range. This statement is made up of 6 PDFs available to download.

A specially commissioned resource designed to support parents and carers as they help their children to enjoy reading. Written by UKLA member Polly Atkinson, a highly experienced literacy educator based in school. While they are designed for parents and carers, you may find them helpful for discussion with teacher colleagues, student teachers and other practitioners.

Taking as its starting point a selection of surveys and policy documents before moving to consider views from theorists, writers and young readers, this article seeks to stimulate debate about why reading literature as part of the curriculum still matters.

The review and planning tool will help providers to support the development of a school curriculum as well as the English curriculum. The review format means that the materials can be used by tutors, schools, groups of schools or individuals as a means of identifying strengths and areas for attention and development.

This UKLA project was planned in response to recurring evidence that suggests children in England continue to read less independently and find less pleasure in reading than many of their peers in other countries (Twist et al., 2003; 2007).

Case study of Amelia, a five-year-old reader who enjoys reading at home by Felicity Holt-Goldsmith, PGCE student, Canterbury Christ Church University.

Case study of Charlotte, a four year old girl with special educational needs by Jade Corby, PGCE student, Canterbury Christ Church University.

This case study is by Amy Godman, PGCE student, Canterbury Christ Church University.

Case study of J a ten year-old reluctant reader. Written by Serena Corps, student at the University of Roehampton.

Case study of M an engaged and enthusiastic seven-year-old reader. Written by Dave Downey, student at the University of Roehampton.

Case study of O – a six year-old reluctant reader. Written by Liz Green, student at the University of Roehampton.

UKLA has published key professional development activities to support the popular reading and writing fact cards. The activities are designed to support professional development in schools and will be invaluable to literacy leaders in running training and staff meetings. You can download cards on a range of topics, including Grammar, Spelling, Puncuation and Working with stories.

These teaching materials will develop the critical reading of magazines in KS2 classrooms (although we feel they would be of interest in KS3 and ITE as well).

This article by Teresa Cremin has been developed for the National College discussion on wider reading and reading for pleasure.

These materials focus on developing key aspects of quality whole-class teaching of writing. The surveys encourage teachers to think about their own strengths as writers. There are also surveys for pupils which will give teachers a fuller understanding of just what children know about writing.