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UKLA believes that literacy and early literacy learning can be theorised in different ways.
UKLA believes that developing a teacher-writer identity enhances approaches to writing in the classroom.
UKLA believes that reading/viewing and writing/designing often work across modes, media, and genres for contemporary learners.
UKLA believes the assessment of English is necessary but should not only (or always) be ‘high stakes’.
UKLA believes that writing is not a skill; it’s a craft.
UKLA believes that vocabulary develops as language in use, not by learning words out of context.
UKLA believes that talk is the bedrock of children’s personal, social, cultural, cognitive, creative and imaginative development.
UKLA believes that reading teachers are teachers who read and readers who teach.
UKLA believes that standard English is just one dialect of English.
UKLA believes that comprehension involves what the reader brings to the text as well as what the reader understands from the text.
Punctuation shows how to read words and sentences on a page.
UKLA believes that speaking more than one language is an asset.
UKLA believes that grammar is about how people make sense in speaking or writing.
UKLA believes that phonics alone will not make successful readers; children need to develop a range of strategies to make sense of what they read.
UKLA believes that drama is both a creative activity in its own right and a vehicle for learning.
UKLA believes that despite the rich diversity of humankind, certain groups are privileged in terms of literacy.
UKLA believes that children and young people need to engage confidently, creatively and critically in a wide range of digital media practices.
UKLA believes that being able to read critically and analytically is vital in contemporary society.
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