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Storytime with Peters

Share this page with pupils and their parents to hear a new story read aloud every day during half-term, from Monday 15th to Friday 19th February 2021.

Grammar in its Place…Putting the teaching of grammar back in to the heart of books

This is the first article in a new series that demonstrates how grammar can be taught in a rich literature context. The first of the series is being provided as a free resource to coincide with the UKLA Grammar conference. Further resources will be provided on the member’s site. In this first paper, the wonderful book by Carol Ann Duffy called Lost Happy Endings can be used to teach quality grammar in context for a variety of year groups. At the heart of the project was the determination that grammar should be taught in context and through high quality books. Having worked with schools on grammar training in the locality, it had become clear that many teachers lacked the knowledge of what grammar could be explored through real books.

Building understanding, sharing identities

This is a chapter from the UKLA publication Literacy and Community: developing a primary curriculum through partnerships. It describes how a class teacher and a literacy consultant in a multilingual school in Birmingham developed a teaching sequence to explore identity and citizenship. The teacher, Katie Palmer, is now Deputy Head Teacher and Curriculum and Assessment Leader, and the school now has 356 children on roll. The book Literacy and Community invites readers to reflect on their own practice and the chapter ends with some prompt questions. If you find this article interesting, why not look in the UKLA bookshop for Literacy and Community for examples of partnerships with homes, parents and communities throughout the primary age range.

It’s Seriously Comic – a Year 2 Case Study

This article is an updated version of a chapter from the UKLA publication Beyond Words: Developing children’s response to multimodal texts where teachers in a multilingual school in Birmingham introduced children to multimodal texts through reading and making comic strip stories. Since this chapter was first written, the school has grown so that there are now 938 children on roll including the Nursery, and the Assistant Head Sarah Abraham is now Deputy Head Dr Sarah Allen.

The Tsunami project: writing narrative poetry

In an extended cross-curricular project, Years 3 and 4 create a poem scroll based on a traditional Bengali form of poetic narrative. Through drama, discussion and close examination of the original poem, the children came to understand the horrors of the tsunami and wrote and illustrated their own narrative poem, which they made into a scroll.

Harold Rosen Lecture 2018

Dr John Potter, University College London,  Dynamic Literacies, Third Spaces and Everyday Practices: The ‘Other Possibilities’Delivered at the 54th UKLA International Conference at the Mercure Holland House Hotel in Cardiff on Sunday 6th July 2018.

Promoting Reading for Pleasure

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.

Reasons for reading: why literature matters

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.

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