246 results

Diversity

CLLPE Reflecting Realities - Survey of Ethnic Representation within UK Children’s Literature 2018

CLPE released its second Reflecting Realities report on 19 September 2019. The Reflecting Realities: Survey of Ethnic Representation within UK Children’s Literature 2018 shows that there has been an increased presence of BAME (Black, Asian and Minority Ethnic) characters in children’s books published in 2018, compared to the previous year. This is the second year the survey has been conducted in the UK, with the aim of identifying and highlighting representation within picture books, fiction and non-fiction for ages 3 – 11.

Diversity

CLPE: Reflecting Realities – A Survey of Ethnic Representation within UK Children’s Literature 2017

In July 2018 CLPE published Reflecting Realities, the first UK study looking at diversity in children’s literature. Funded by the Arts Council, its aim was to quantify and evaluate the extent and quality of ethnic representation and diversity in children’s publishing in the UK.

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.

UKLA News

UKLA News Autumn 2019

In this edition of UKLA News we discover more about the UKLA Literacy Schools of the Year 2019 and read about author and illustrator Chris Riddell's Desert Island Books.

UKLA Occasional Paper: Multimodality

by Eve Bearne, Katharine Vallely

Rapid technological change has meant that everyday practices surrounding reading and writing have shifted significantly over the last 20 years. Most homes have access to a range of digital devices and children are brought up in a world where they expect screens to be their companions, toys, entertainers, information givers and means of social communication. Many screen-based texts combine words with moving images, sound, colour, a range of photographic, drawn or digitally created visuals; some are interactive, encouraging the reader to compose, represent and communicate through the several dimensions offered by the technology. Not only are there new types of digital texts, however, but a massive proliferation of book and magazine texts which use image, word, layout and typography, often echoing the dimensions of screen-based technology. The availability and familiarity of these texts mean that young people bring wider experience of text to the classroom. But although many children experience digital texts and environments from a very early age their access to technology varies considerably. There will be differences according to social, cultural, personal and economic factors so that in thinking of how best teachers can respond to the digital experience of their children, focusing on skills is not enough.

Book Reviews

Diverse picture books: Pink is for Boys

by Rob Pearlman, Eda Kaban (Illustrator)

Book Reviews

Diverse picture books: And Tango Makes Three

by Justin Richardson, Peter Parnell, Henry Cole (Illustrator)

UKLA Book Awards

UKLA Book Awards 2019 Shortlists

See the full shortlists for the UKLA Book Awards 2019 

UKLA Book Awards

The UKLA Book Awards Winners 2018

  • Independent publishers dominate in 10th anniversary year
  • Sarah Crossan scores a second win with her novel co-authored with Brian Conaghan
  • Information text shares the first ever joint award for 7-11 year olds
  • Debut artist on debut list triumphs in the 3-6 category

UKLA News

UKLA News Summer 2019

In this edition read about teachers participating in the UKLA Book Awards, our UKLA Ambassador to Brunei Malai Zeiti Sheikh Abdul Hamid, new competitions and events across the UK.

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.

UKLA News

UKLA News Spring 2019

The latest edition of UKLA News Spring 2019

UKLA Occasional Paper: English as an Additional Language

by Naomi Flynn

Teachers need readily accessible guidance that identifies the ‘how, when and why of EAL’ and this occasional paper goes some way to doing that by presenting the current state of play for EAL according to both research and practice.

English 4-11

The Tsunami project: writing narrative poetry

by Sukhvinder Bhoday, Jane Bednall

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.

No secret: using good models to write narrative in Year 2

by Rebecca Kennedy

In this article, Rebecca Kennedy describes how a year 2 teacher has planned and taught a sequence of literacy lessons for young writers, with cross curricular links to geography and art. 

UKLA Book Awards

About the UKLA Book Awards 2019 Longlists

Find out more about these fantastic books.

Free Resources

UKLA Book Awards 10th Anniversary Film

A film by UKLA to celebrate the UKLA Book Awards 10th Anniversary. UKLA representatives talk about their favourite books from the past 10 years of the award.

UKLA Book Awards

UKLA Book Awards 2018 Shortlists

The only national book awards which are judged by teachers. View the 2018 shortlist.

UKLA News

UKLA News Summer 2018

In this edition, news of UKLA Award Winners, a school visit by illustrator Lucy Letherland, a spotlight on our new Developing a Culturally Inclusive Curriculum materials and a piece from UKLA long standing member Professor Greg Brooks.

UKLA Research Awards

Types and sequences of self‐regulated reading of low‐achieving adolescents

by Ilona de Milliano, Peter Sleegers, Amos van Gelderen

This study examines the relationship between types and sequences of self‐regulated reading activities in task‐oriented reading with quality of task achievement of 51 low‐achieving adolescents (Grade 8).

Journal of Research in Reading 

UKLA Research Awards

Free the sheep: improvised song and performance in and around a minecraft community

by Chris Bailey

This article draws upon data from a year‐long ethnographic study, investigating a group of ten and eleven year old children's engagement with the video game ‘Minecraft’ as they collaborate to build a ‘virtual community’. 

Literacy 

UKLA Research Awards

UKLA/ Wiley-Blackwell Research in Literacy Education Award 2017 shortlist

The Award is given annually for papers published in each of UKLA’s journals - Literacy and Journal of Research in Reading (JRR) - judged to be exemplary in terms of criteria applied in both journals. Literacy and JRR are peer-reviewed journals with international reputations for excellence. The panel chair is Professor Jackie Marsh.

UKLA congratulates all the shortlisted authors.

The winning authors will be announced at the

CPD

Developing a Culturally Inclusive Curriculum

by Jane Bednall, Sharon Fell, Niv Culora

Developing a Culturally Inclusive Curriculum by Jane Bednall, Sharon Fell and Niv Culora

This UKLA online professional development resource is designed to support schools in developing a culturally inclusive curriculum.

The materials aim to:

  • develop an understanding of how the culturally relevant curriculum is beneficial to all pupils
  • suggest ways to build on the language and cultural assets pupils bring from their home and community experience to strengthen learning
  • explore how the curriculum can reflect the cultural and linguistic diversity of society
  • encourage the use of a diverse range of texts and texts types that across a year of teaching will represent all aspects of pupils’ cultures, faiths, sexuality, diverse families etc. so that they will recognise themselves in the texts, learn empathetically about each other and will feel safe to bring their own stories into the classroom
  • suggest ways of adapting planning, teaching and learning to be inclusive for pupils who are learning English as an additional language or pupils from Minority Ethnic groups
  • explore how a culturally diverse approach to teaching can raise achievement.

In developing a culturally inclusive curriculum, nobody is expected to be the expert. Teachers, trainees, pupils and communities can draw on one another’s experience and expertise and create a curriculum that represents everyone’s stories, rather than just the story of the dominant few. By opening up thinking and moving away from a Eurocentric curriculum, teachers can explore intercultural perspectives with pupils, developing young people’s active interest in the world and their relationships to it.

UKLA is grateful to the London Borough of Newham and Mishti Chatterji of Mantra Lingua Press for permission to reproduce parts of the book Developing a Culturally Inclusive Curriculum (2008).

UKLA News

UKLA News Spring 2018

In this edition, The Reading Challenge: A perspective on PIRLS, a spotlight on our Ambassador for Australia Paul Gardner, Desert Island Books by Geraldine Magennis and obituaries for Brenda Eastwood and Liz Grugeon.

UKLA News

UKLA News Autumn 2017

In this edition: An update on the UKLA Book Awards, using drama to re-engage children in writing, Desert Island Books, our International Ambassador in Iceland, and obituaries of James Berry OBE and Brian Street.

Presentations

Harold Rosen Lecture UKLA International Conference 2017​: Making a Difference by Making it Different

by Sue Ellis

Making a Difference by Making it Different: How researchers and educators can create kinder literacy interventions.

Sue Ellis (Harold Rosen Memorial Lecture)

We know that social class and gender are strongly associated with how easily and how well children learn to read. Despite this, many education policies frame literacy as a cognitive endeavour and suggest cognitive, content-based curricular interventions to address the attainment gap. Such approaches often ignore children’s social/cultural capital and identity in ways that risk literacy teaching appearing alien and unkind.

UKLA News

UKLA News Summer 2017

In the summer 2017 edition of the Association newsletter: pop-up books, the Bristol Primary School Book Project and using images in the classroom.

Books for Keeps

A Story Like the Wind

by Gill Lewis

In this popular series, the published Book for Keeps review of A Story Like the Wind is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

Further critiques of the phonics test

by Margaret Clark

Under the Freedom of Information Act, Margaret Clark has discovered the costs for the phonics test and the phonics ‘catalogue’ offer to schools. Download her articles ‘Whose knowledge counts in Government literacy policies and at what cost?’ from Education Journal 186 and ‘The impact of an IMPACT pamphlet: on decoding synthetic phonics’ from Education Journal 188 below, as well and the IMPACT pamphlet on decoding synthetic phonics by Andrew Davis. Our thanks to Demitri Coryton for permission to publish these.

UKLA Book Awards

UKLA Book Awards Winners 2017.

The unique UKLA Book Awards are the only awards judged entirely by teachers. Discover the 2017 winners here. 

Books for Keeps

Trouble Next Door

by Chris Higgins

In this popular series, the published Book for Keeps review of Trouble Next Door is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

English 4-11

Bookmaking with two illustrators

by Kerenza Ghosh, Fiona Collins

In a project designed for inclusion, illustrators Mark Long and Mark Oliver worked with a Year 5 class on an extended project where each child produced their own illustrated book. Children with additional educational needs and children in the early stages of learning English were able to access the work and proudly create their own picturebooks.   

Thanks to The English Association for allowing UKLA to reproduce the article.

Synthetic Phonics and Baseline Assessment

by Margaret Clark

For many years UKLA member Margaret M. Clark has consistently challenged the evidence base for claims made by the UK government that synthetic phonics should be used as the method to teach all children how to read. UKLA members have been grateful for Margaret's tireless efforts to hold governments to account on this crucial issue and for her work questioning the value of a phonics check with a pass/fail score administered to children in Year 1 in England.

In this new article, first published in the Education Journal in March 2017, Margaret explores the extent that synthetic phonics and baseline assessment can be said to be value for money in a time of austerity.

We are grateful to Margaret Clark and the Education Journal for allowing us to share this article with our members.

English 4-11

Finding the Joy in reading and writing: teaching literacy in PRUs.

by Carol Tribe, Helen Watt, Andrew Lambirth, Susanna Steele

This article describes how two teachers in pupil referral units used writing journals, storytelling and quality picturebooks to encourage reluctant learners to write with enthusiasm and find success in creating their own stories. The teachers were delighted about gains in self-esteem as well as in reading and writing achievement and the article recommends particular texts which helped tackle sensitive issues.

Thanks to The English Association for allowing UKLA to reproduce the article.

English 4-11

The Multimodal literacy project: supporting looked after children

by Petula Bhojwani, Liz Kitts

A project in Nottinghamshire has for some time supported home-school links for families caring for looked after children. Each child is given a multimodal kit with carefully selected resources and suggested activities to take home in the autumn term and to keep regardless of change in school or home setting. Carers are given support to help them encourage the children to create their own multimodal books and presentations.

Thanks to The English Association for allowing UKLA to reproduce the article.

English 4-11

Chatsworth road: an after school video project

by Jane Speare

Children from two primary schools in the London borough of Hackney took part in a community arts funded project which investigated the history of the local high street, discovering a great deal about the cultural richness of the area. The active, investigative nature of the project challenged the participants but was particularly successful with children who had previously been seen as reluctant or disaffected learners.

Thanks to The English Association for allowing UKLA to reproduce the article.

English 4-11

On the Same Page

by Alexandra Strick, Sean Stockdale

This article reviews books which include issues of disability as part of ‘usual’ characterisation and plot but where the child characters are not defined by their disability or learning difficulty. It offers a good starting point for selecting inclusive reading material with lists of books and useful websites.

Thanks to The English Association for allowing UKLA to reproduce the article.

English 4-11

On the Same Page

by Alexandra Strick, Sean Stockdale

This article reviews books which include issues of disability as part of ‘usual’ characterisation and plot but where the child characters are not defined by their disability or learning difficulty. It offers a good starting point for selecting inclusive reading material with lists of books and useful websites.

Thanks to The English Association for allowing UKLA to reproduce the article.

English 4-11

Inspiration: cross curricular literacy

by Janette Catton

In a school where over 47 different languages are spoken and there is a higher than average proportion of children who have additional educational needs, the staff developed cross-curricular projects as a basis for developing whole school literacy policy. This highly illustrated article describes the inspirational work of years 2 and 5.

Thanks to The English Association for allowing UKLA to reproduce the article.

English 4-11

Inspiration: cross curricular literacy

by Janette Catton

In a school where over 47 different languages are spoken and there is a higher than average proportion of children who have additional educational needs, the staff developed cross-curricular projects as a basis for developing whole school literacy policy. This highly illustrated article describes the inspirational work of years 2 and 5.

Thanks to The English Association for allowing UKLA to reproduce the article.

English 4-11

Restor(y)ing Paintings

by Pippa Couch, Jim Grant

This article describes a project which began with an art gallery created in a nursery where over 90% of the children were bilingual speakers. Parents were invited to discuss the paintings with the children, create their own stories based on the pictures and record them in home languages. Finally the children and their parents visited the National Gallery where they shared their interpretations.

Thanks to The English Association for allowing UKLA to reproduce the article.

English 4-11

Picture Books: opening pathways for new arrival children

by Julie E. McAdam, Hagos Sinkie

As part of the Visual Journeys international research project, children newly arrived in Scotland and in the very early stages of learning English, explored David Wiesner’s book Flotsam and Shaun Tan’s The Arrival. The article offers suggestions for helping bilingual children to read complex (and wordless) picturebooks and shows how such shared reading experiences can help children tell their own stories.

Thanks to The English Association for allowing UKLA to reproduce the article.

English 4-11

History, Hope and long- lasting beauty

by Di Smith

A project with years 5 and 6 pupils designed to gain an understanding of slavery, drew on the quality picture book Dave the Potter Artist, Poet, Slave by Laban Carrick Hill, illustrated by Bryan Collier. Dave was born into slavery in South Carolina at the turn of the nineteenth century, became a skilled potter, was sold to several different owners, survived the civil war and eventually obtained his freedom.

Thanks to The English Association for allowing UKLA to reproduce the article.

UKLA Book Awards

UKLA Book Awards 2017 Shortlists

View the 2017 shortlists for ages 3-6, 7-11 and 12-16+

UKLA News

UKLA News Spring 2017

In this issue, international ambassadors, Desert Island Books and the Literacy at Transition Project.

English 4-11

​Working in Partnership with parents- creating multimodal stories in the Early Years.

by Sharon Fell

With lots of practical examples, this article describes how children in nursery settings, many from Minority Ethnic Groups, some who experienced difficulties with learning, worked alongside their parents and other family members to create their own multimodal storybooks. The stories were translated into twelve different languages for sharing at home. 

Thanks to the English Association for allowing UKLA to reproduce the article.

Cambridge Primary Review Trust:The Digital Age and its Implications for Learning and Teaching

by Cathy Burnett

In July 2016 the CPRT published their 7th Research Briefing and Report papers entitled:

Books for Keeps

A Visit to City Farm

by Verna Wilkins

In this popular series, the published Book for Keeps review of A Visit to City Farm is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

Young News Readers: Critical Media Literacy

by Donna Hazzard

This Key Stage Two and Three teaching resource is premised on the concept that how we read is as important as what we read. Young people today live in a world where they are bombarded by print and non-print texts, all of which implicitly or explicitly present perspectives on race, gender, class, as well as many social, political and economic issues. This resource draws on Freebody and Luke’s Four Resources Model (1990) to teach children and young people not to uncritically conform in their personal lives, but at a societal level as well. These skills and dispositions are what literacy scholar and educator Allan Luke (2009) refers to as ‘a new basic’ for navigating our text and media-saturated world.

CPD

CLPE Reading and Writing Scales

Formative assessment scales for reading and writing. These new formative assessment scales are written for the teaching profession by the teaching profession to support assessment of reading and writing in the new national curriculum. These tools will support progression and inform classroom practice in the 21st Century. They have been developed by CLPE in partnership with UKLA, NATE, NAAE and the English Media Centre and include the informative 'Research Towards a Comprehensive Pedagogy for Reading and Writing' document collated by UKLA members Henrietta Dombey, Fiona Maine and Andrew Lambirth

CPD

Curriculum and Assessment in English 3 to 19: A Better Plan

by John Richmond

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.

CPD

Promoting Reading for Pleasure

by Polly Atkinson

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.

English 4-11

Couldn’t read, couldn’t write, we knew we were rubbish, but you should see our work now! Part 1

by Marion Hampton

In the first of two articles the author describes strategies which enable children who struggle with literacy in the lower Secondary School to become successful, competent and able learners and to feel the power of being literate.

Thanks to the English Association for allowing UKLA to reproduce the article.

English 4-11

Couldn’t read, couldn’t write, we knew we were rubbish but you should see our work now! Part 2

by Marion Hampton

In the second part of this series, the literacy journeys of two pupils with challenging behaviour are considered with a particular emphasis on the importance of the pupil's voice and the use of ICT in providing ways into learning. The article concludes with reflections from both the pupils and the author.

Thanks to the English Association for allowing UKLA to reproduce the article.

English 4-11

Contemporary approaches to classic text - H.G Wells’ War of the Worlds

by Gill Robins

Gill Robins outlines the elaborate project she undertook to read a classic novel by moving away from the single subject discipline and creating a scenario that engaged and enthused children. It also gave them choices, which produced a strong engagement with contemporary media rather than written language. She concludes by asking the question: was it a success?

Thanks to the English Association for allowing UKLA to reproduce the article.

English 4-11

Contemporary approaches to classic text - Beowulf

by Gill Robins

Gill Robins explores the Anglo-Saxon epic ‘Beowulf’ with a class of Year 5 children. Describing how exploratory talk lays the foundation of the project, she goes on to evaluate the children’s multi-media responses to a timeless tale of good and evil. The article concludes with a reflection on the quality and value of the learning which these projects have prompted.

Thanks to the English Association for allowing UKLA to reproduce the article.

English 4-11

Contemporary approaches to classic text - William Shakespeare’s Macbeth

by Gill Robins

Shakespeare is increasingly studied in primary schools, and Gill Robins shows how a contemporary approach is a rich experience of communication in many forms, providing an introduction to the subject that enhances children’s experience when meeting Shakespeare as a set text in Year 7.

Thanks to the English Association for allowing UKLA to reproduce the article.

English 4-11

Investigating the use of film to improve children’s literacy skills

by Annette Johnson

As part of an action research project jointly organised by the BFI and CLPE, Annette Johnson focuses on how the use of film can inspire and develop children's speaking, listening and writing skills. This leads her to ask questions about the links between film, auditory learning and developing children's writing.

Thanks to the English Association for allowing UKLA to reproduce the article.

English 4-11

The Story Spinner Project

by Marilyn Mottram

This storytelling project aims to involve families and communities in the National Year of Reading. This article describes phase one of the project and its impact on two Key Stage 1 classes by Marilyn Mottram, Adviser for Curriculum Development.

Thanks to the English Association for allowing UKLA to reproduce the article.

English 4-11

Using Twitter in the Classroom

by Martin Waller

Martin Waller describes how he has used the social networking system Twitter with his Year 2 class as means of engaging children in evaluating and reflecting on their own learning. Its use has created a greater understanding of real world literacy and helped develop digital literacy skills within this online community of practice.

Thanks to the English Association for allowing UKLA to reproduce the article.

Primary English Magazine

Alone and at home with books

by Andrew Lambirth, Helen Nokes

With an emphasis on reading for pleasure, Andrew Lambirth and Helen Nokes describe Year 2 children sharing and discussing books independently.

Primary English Magazine

Beyond British boundaries

by Cathie Holden, Tatiana Wilson

In this article, Cathie Holden and Tatiana Wilson describe an international project introducing children to picturebooks from Europe.

Primary English Magazine

Short Sweet and Potent

by Teresa Cremin

Focusing on reading at Key Stage 2 - Teresa Grainger (now Cremin) reminds us of the value of short stories.

Primary English Magazine

All singing, all dancing, all reading and writing

by Prue Goodwin

This article by Prue Goodwin is about asserting the importance of teachers making their own decisions.

Primary English Magazine

Writing argument in year one

by David Reedy, Jeni Riley

This article by David Reedy and Jeni Riley focuses on writing non-narrative in the Early Years.

Primary English Magazine

Year 6 pupils have a weird experience

by Cathy Burnett, Guy Merchant

Gary Crew's compelling and complex picturebook The Watertower features in this article which suggest ways of reading picturebooks with older readers.

Primary English Magazine

Environmentally educational entertainment

by David Whitley

This article is about using films in the primary school. David Whitley explores the links between nature and texts.

Primary English Magazine

The power of a text revisted

by Carolyn Swain

Gary Crew's compelling and complex picturebook The Watertower features in this article which suggest ways of reading picturebooks with older readers.

Primary English Magazine

Fathers reading with children

by Caroline Herlihy

This is a very useful article about fathers as role models for reading by Caroline Herlihy. The project began some time ago and Caroline has added an update showing that the work is still relevant for getting the children reading with pleasure.

Primary English Magazine

La Belle Dame Sans Merci

by Lesley Hendy, Annelise Sanders

This article by Lesley Hendy is about using drama to explore poetry. This was first published in 1998.

Primary English Magazine

Wordsworth and the need to save the planet

by David Whitley

This article is about teaching Wordsworth in the secondary school. David Whitley explores the links between nature and texts.

Primary English Magazine

Fathers as role models for reading

by Caroline Herlihy

This is a useful article about fathers as role models for reading. This project began some time ago and Caroline has added an update showing that the work is still relevant and helps children get into reading with pleasure.

Primary English Magazine

Drama approaches to pre-20th century text - The Lady of Shalott

by Peter Kennedy

Exploring Tennyson's poem 'The Lady of Shalott' with Key Stage 3. As well as continuing to provide training for teachers in drama methodology, Peter is working on a story based cross-curricular approach called 'narrative immersion' and the development of thinking skills through drama.

Primary English Magazine

Play and Writing in Year 1

by Helen Bromley

This article focuses on Year 1 writing based on ideas explored through play.

Primary English Magazine

Play and Writing in Year 2

by Helen Bromley

This article focuses on Year 2 writing based on ideas explored through play.

Primary English Magazine

Let Drama Build Bridges

by Teresa Cremin

December 2010 Resource: This article by Teresa Cremin (formerly Grainger) describes ideas about how drama can enliven non-fiction writing.

Primary English Magazine

The Lady of Shalott Article

by Patrice Baldwin

Patrice Baldwin describes work with Key Stage 2. Patrice is a freelance drama for learning consultant, workshop leader, speaker and writer, working with schools, local authorities and national subject associations for drama and theatre. She is President of the International Drama Theatre and Education Association, Chair of National Drama, and founder and Director of Drama for Learning and Creativity.

Primary English Magazine

Imagination on the Page Part 1

by Teresa Cremin

This article is the first in a two-part series about using drama to stimulate writing by Teresa Cremin (formerly Grainger).

Primary English Magazine

Imagination on the Page Part 2

by Teresa Cremin

This article is the second in a two-part series about using drama to stimulate writing by Teresa Cremin (formerly Grainger).

CPD

Reading for Pleasure

by Teresa Cremin

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

Primary English Magazine

Talk About Writing

by Eve Bearne

Eve Bearne describes how talking about writing can aid the writing process itself.

Primary English Magazine

Can you fix it for Bob the Builder?

by Helen Bromley

This article by Helen Bromley focuses on writing non-narrative in the Early Years.

Primary English Magazine

Explain Your Day

by Julie Wiskow

November 2010 Resource: This article by Julie Wiskow explores how ICT can be used to develop explanatory writing.

Primary English Magazine

Having a Go with the Box Part 1

by Helen Bromley

October 2010 Resource: The first of a three-part series by Helen Bromley describing how Storyboxes can help develop children's storytelling. First published in 1999, Helen Bromley's work on Storyboxes has been widely influential and is still fresh today.

Primary English Magazine

Having a Go with the Box Part 2

by Helen Bromley

November 2010 Resource: The second of Helen Bromley's three-part series describes how Storyboxes can help develop children's storytelling. First published in 1999, Helen Bromley's work on Storyboxes has been widely influential and is still fresh today.

Primary English Magazine

Having a Go with the Box Part 3

by Helen Bromley

December 2010 Resource: The final part of Helen Bromley's three-part series about how Storyboxes can help develop children's storytelling. First published in 1999, Helen Bromley's work on Storyboxes has been widely influential and is still fresh today.

Primary English Magazine

Child Power Poetry

by Andrew Lambirth

September 2010 Resource: This article 'Child Power Poetry' by Andrew Lambirth focuses on writing.

Primary English Magazine

A Community of Readers

by Elizabeth Broad

This article focuses on reading at Key Stage 2 - Elizabeth Broad writes about reading novels.

Primary English Magazine

Miscue Analysis

by Eve Bearne

July 2010 resource: Eve Bearne's two articles 'Miscue Analysis for Writing' suggest how teachers can identify and focus on strengths and potential areas for development in children's writing.

Primary English Magazine

Storytelling: the missing link in story writing

by Teresa Cremin

This paper originally appeared as a chapter in the UKLA book Connecting, Creating: New ideas in teaching writing edited by Susan Ellis and Colin Mills, published in 2002.

Primary English Magazine

Write Aloud: moving from talk to writing in the early years

by Ros Fisher, Rachael Milsom, Corinne Bishop

The ‘Talk to Text’ project explored the connection between talk and writing, finding that encouraging Years 1 and 2 children to reflect on their writing was a challenge. However, when it worked, their independence and autonomy as writers improved considerably.

Primary English Magazine

Teachers are meant to be sensible

by Prue Goodwin

Prue Goodwin writes about the importance of teachers making their own decisions.

English 4-11

Dancing into writing: adventures into the world of Abdi

by Ruth Wells

What happens when three schools and three agencies come together to explore a text? Ruth Wells recounts the experiences of seven Year 6 classes and their teachers who participated in a project on Madonna's 'The Adventures of Abdi', using dance as the main vehicle for engagement.

Books for Keeps

The Best Medicine

by Christine Hamill

In this popular series, the published Book for Keeps review of the challenging young adult novel The Best Medicine is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

Tidy

by Emily Gravett

In this popular series, the published Book for Keeps review of the featured story is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

Books for Keeps

The Pet Person

by Jeanne Willis, Tony Ross

In this popular series, the published Book for Keeps review of the featured story is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

Books for Keeps

The Lost Happy Endings

by Carol Ann Duffy

In this popular series, the published Book for Keeps review of the featured story is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

Books for Keeps

Blood Family

by Anne Fine

In this popular series, the published Book for Keeps review of the featured story is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

Books for Keeps

Ernest and Celestine

by Gabrielle Vincent

In this popular series, the published Book for Keeps review of the featured story is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

Books for Keeps

Puss Jekyll Cat Hyde

by Joyce Dunbar

In this popular series, the published Book for Keeps review of the featured story is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

Books for Keeps

Charlie’s War Illustrated: Remembering World War One

In this popular series, the published Book for Keeps review of the featured story is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

Books for Keeps

Good Dog, Bad Dog

by David Shelton

In this popular series, the published Book for Keeps review of the featured story is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

Books for Keeps

The Last Tiger

by Rebecca Elliot

In this popular series, the published Book for Keeps review of the featured story is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

Books for Keeps

Sky Hawk

by Gill Lewis

In this popular series, the published Book for Keeps review of the featured story is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

Books for Keeps

Battle Bunny by Jon Scieszka

In this popular series, the published Books for Keeps review of the featured story is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

Books for Keeps

Good Little Wolf

by Nadia Shireen

In this popular series, the published Book for Keeps review of the featured story is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.

CPD

Case study of Amelia, a five-year-old reader who enjoys reading at home

by Felicity Holt-Goldsmith

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

CPD

Case study of Charlotte - a four year old reader with special educational needs

by Jade Corby

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

CPD

Case study of Tom - a seven year old confident reader

by Amy Godman

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

CPD

Case study of Kate - a nine year old avid reader

by Catherine Downing

Case study of Kate* a nine year old avid reader by Catherine Downing, PGCE student, Canterbury Christ Church University.

CPD

Case study of Nicole - a nine year old avid reader

by Rachel Marsden

Case study of Nicole, a nine year old reader by Rachel Marsden, PGCE student, Canterbury Christ Church University.

CPD

Case study of M - an engaged and enthusiastic seven-year-old reader

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

CPD

Case study of Sarah - an eleven year-old enthusiastic reader

by Megan Williams

Case study of Sarah* an eleven year-old enthusiastic reader by Megan Williams, PGCE student, Canterbury Christ Church University.

CPD

Case study of J - a ten year-old reluctant reader

by Serena Corps

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

CPD

Case study of O - a six year-old reluctant reader

by Liz Green

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

Author Studies

Jacqueline Wilson

by Lydia Rogers

Helping children to develop a love of reading is always a priority for teachers. In this series of author studies we aim to provide rich insights into the worlds and work of some popular children's authors.

Author Studies

David Almond

by Emma Bowler

Helping children to develop a love of reading is always a priority for teachers. In this series of author studies we aim to provide rich insights into the worlds and work of some popular children's authors.

Author Studies

Neil Gaiman

by Owen Longhurst

Helping children to develop a love of reading is always a priority for teachers. In this series of author studies we aim to provide rich insights into the worlds and work of some popular children's authors.

Author Studies

Michael Morpurgo

by Katie Powell, Caroline West

Helping children to develop a love of reading is always a priority for teachers. In this series of author studies we aim to provide rich insights into the worlds and work of some popular children's authors.

Author Studies

Cressida Cowell

by Laura Clark

Helping children to develop a love of reading is always a priority for teachers. In this series of author studies we aim to provide rich insights into the worlds and work of some popular children's authors.

Noun Phrases: Part 1

by Jim Crinson

Jim Crinson starts a major new series on how to respond to the current pressure to teach grammar, whilst ensuring that this is done in the context of children’s own reading and writing.

Noun Phrases: Part 2

by Jim Crinson

Jim Crinson offers more ideas for teaching children about grammar in the context of their own reading and writing. Here, he extends his investigation into noun phrases to consider one of their most important components.

Noun Phrases: Part 3

by Jim Crinson

In the third part of this series, Jim Crinson offers more ideas for teaching children about grammar in the context of their own reading and writing. Here, he extends his investigation into noun phrases and how they can be modified.

Verb Phrases

by Jim Crinson

Continuing his series of ideas for teaching children how language works, this article looks at the sentence and how they are split into subject and predicate.

Inside the verb-phrase

by Jim Crinson

Continuing his series of ideas for teaching children how language works, Jim Crinson gets inside the verb phrase.

The verb phrase – past, present and future.

by Jim Crinson

Continuing his series of ideas for teaching children how language works, Jim Crinson suggests investigating verb phrases is not only fascinating, but will help children avoid making mistakes of tense in writing.

Primary English Magazine

The verb phrase: passives

by Jim Crinson

The National Literacy Strategy suggests that children should be introduced to passives in Y6. However, Jim Crinson feels there should only be limited work on them in primary school.

Primary English Magazine

The Prepositional Phrase

by Jim Crinson

In this article, Jim Crinson prepares the way for moving on from noun phrases and verb phrases to a new kind of ‘language chunk’.

Primary English Magazine

Prepositional Phrase 2

by Jim Crinson

Continuing his series of ideas for teaching children how language works, Jim Crinson takes another look at the prepositional phrase and the fun children can have playing with language.

English 4-11

Joining Sentences

by Jim Crinson

Continuing his series of ideas for teaching children how language works, Jim Crinson shows how children can enjoy playing with clauses and connectives.

Primary English Magazine

Subordinate clauses

by Jim Crinson

Continuing his series of ideas for teaching children how language works, this resource features three articles continuing discussion regarding how clauses are constructed.

Primary English Magazine

Disjunct adverbials and conjunct adverbials

by Jim Crinson

Completing his series of ideas for teaching children how language works, this article looks at adverbials and how they can convey attitude.

Moving Literacy On

by Jackie Marsh, Eve Bearne

An evaluation of the BFI Lead Practitioner Scheme for moving image media literacy.

CPD

Reasons for reading: why literature matters

by Gabrielle Cliff Hodges

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.

UKLA response to the consultation initiated by Education Committee Primary Assessment Inquiry 2016

The following is the response of The United Kingdom Literacy Association (UKLA) to the consultation initiated by the Education Committee Primary Assessment Inquiry 2016.

UKLA’s response to DfE consultation

by Alayne Öztürk

We are pleased to make UKLA's response to the consultation on 'Primary assessment and accountability under the new national curriculum' available. Our response was informed by members' views at a consultation meeting on 14th September 2013. Many thanks to all who participated in this process.

UKLA Response to the Consultation on Teacher Professional Development

by David Reedy

This consultation concerns the previous government’s proposals for teacher professional development in England and focuses on: Improving the quality of professional development and learning undertaken by all teachers; and Facilitating the establishment of a new independent professional body for teaching (a “College of Teaching”).

Open Letter concerning the ‘phonics check’ for six year olds in English primary schools

by David Reedy, Andrew Davis, Greg Brooks, John Gawthorpe, John Hickman, Russell Hobby, Chris Keates, Paul Latham, Bethan Marshall, Janet Moyles, Carole Torgerson

Letter sent to the Secretary of State, 20th June 2014

CPD

Curriculum review and planning tool

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.

Book Reviews

Review of Multiliteracies: Literacy Learning and the Design of Social Futures by Cope & Kalantzis

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

Book Reviews

Review of To Rhyme Or Not To Rhyme? Teaching Children to Write Poetry by Sandy Brownjohn

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

Book Reviews

Review of How Texts Teach What Readers Learn by Margaret Meek

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

Book Reviews

Review of Exploring Children’s Literature by Nikki Gamble and Sally Yates

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

Book Reviews

Review of Writing and the Writer by Frank Smith

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

Book Reviews

Review of Understanding Children’s Books - a Guide for Literacy Professionals by Prue Goodwin

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

Book Reviews

Review of Communication, Language and Literacy from Birth to Five by Avril Brock and Carolynn Rankin

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

Book Reviews

Review of Inquiry into Meaning: an investigation of learning to read (Revised Edition)

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

Book Reviews

Review of Acts of Reading: Teaching, text and childhood Edited by Morag Styles and Evelyn Arizpe

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

Book Reviews

Review: Understanding Phonics and the Teaching of Reading: Critical Perspectives - Goouch & Lambirth

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

Book Reviews

Review of On Being Literate by Margaret Meek

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

Book Reviews

Review of Visual Approaches to Teaching Writing by Eve Bearne and Helen Wolstencroft

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

Book Reviews

Review of the Really Useful Literacy Book by Tony Martin, Chira Lovat and Glynis Purnell

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

Book Reviews

Review of None but our Words: Critical Literacy in Classroom and Community by Chris Searle

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

Book Reviews

Review of the Cool Web edited by Margaret Meek, Aidan Warlow, Griselda Barton

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

Book Reviews

Review of Multilingual Learning by Jean Conteh, Peter Martin and Leena Helavaara Robertson (eds)

UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.

UKLA Research Awards

Validity and sensitivity of the phonics screening check: implications of practice

by Fiona J. Duff, Silvana E. Mengoni, Alison M. Bailey, Margaret J. Snowling

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2016.

UKLA Research Awards

UKLA/ Wiley-Blackwell Research in Literacy Education Award 2016 shortlist

Congratulations to all authors shortlisted for the 2016 Academic Book Award UKLA Wiley-Blackwell Research in Literacy Education award 2016!

UKLA Research Awards

“How people read and write and they don’t even notice”

by Susan Jones

“How people read and write and they don’t even notice”: everyday lives and literacies on a Midlands council estate. UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2014.

UKLA Research Awards

Guided reading: young pupils’ perspectives on classroom practice

by Veronika Hanke

UKLA / Wiley-Blackwell Research in Literacy Education Award: Highly Commended – Literacy 2015. Guided reading is widely perceived to be tricky in English primary schools; prior research has found difficulties with teacher interpretation and implementation. This study suggests that to understand the problems associated with it we should also take into account pupils' perspectives on their guided reading lessons.

UKLA Research Awards

What counts as reading? PIRLS, EastEnders and The Man on the Flying Trapeze

by Janet Maybin

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award winner – Literacy 2014. This article examines two unofficial reading activities in a class of 10–11-year-olds’ to see how far these activities match up with the official definitions of reading, or whether they involve a different kind of interaction with text.

UKLA Research Awards

Conceptualisations of literacy and literacy practices for children with severe learning difficulties

by H Lawson, L. Layton, J Golbart, P. Lacey, C. Miller

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2013. This article argues for literacy as a specific form of communication, but concludes that broader models of literacies should be utilised to guide and support practitioners in developing interactive practice and in making reasoned and principled approaches and decisions about literacy practices, routes and progression for children with SLD.

UKLA Research Awards

Policy and the search for explanations for the gender gap in literacy attainment

by Gemma Moss

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2012. This paper considers how policy-led processes of education reform have reshaped the space in which to think about gender and literacy.

UKLA Research Awards

Grounded literacies: the power of listening to, telling and performing community stories

by Christine Hall, Pat Thomson

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2011. This article offers an analysis of community arts to develop an argument about the power of vernacular literacies.

UKLA Research Awards

Impressions, improvisations and compositions: reframing children’s text production in social…

by Clare Dowdall

UKLA / Wiley-Blackwell Research in Literacy Education Award Winner – Literacy 2010. This paper draws from a current research project that is exploring three pre-teenage children’s text production in social networking sites.

CPD

Teachers as Readers: Building Communities of Readers - Research projects, resources and evaluations

by Teresa Cremin, Marilyn Mottram, Sacha Powell, Kimberly Safford, Fiona Collins

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). This series of downloads includes the reports and resources associated with the project, plus the award winning paper that received the UKLA / Wiley-Blackwell Research in Literacy Education Award: Literacy 2009.

UKLA Research Awards

Teachers are digikids too: the digital histories and digital lives of young teachers in English…

by Lynda Graham

Teachers are digikids too: the digital histories and digital lives of young teachers in English primary schools. UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2008. This article considers the digital lives of a number of young teachers and emphasises the importance that young teachers and student teachers should be given time on courses to think about and discuss their own digital literacy histories.

UKLA Research Awards

Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties

by Yvonne Griffiths, Morag Stuart

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2014. This paper considers three single-case studies as a source of evidence providing useful insights into the type of assessment needed to inform the planning of highly individualised intervention programmes for pupils with severe and persisting literacy difficulties.

UKLA Research Awards

Impact of early code-skill and oral-comprehension training on reading achievement in first grade

by Bianco, M., Bressoux, P., Doyen, A.-L., Lambert, E., Lima, L., Pellenq, C.

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2013. This longitudinal study examined the relationships between oral language development, early training and reading acquisition on word-identification and reading- comprehension tests.

UKLA Research Awards

Cross-linguistic transfer of oral language, decoding, phonological awareness and reading…

by Monica Melby-Lervag, Arne Lervag

Cross-linguistic transfer of oral language, decoding, phonological awareness and reading comprehension: a meta-analysis of the correlational evidence. UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2012. This paper is a meta-analysis of cross-linguistic transfer of oral language (vocabulary and listening comprehension), phonology (decoding and phonological awareness) and reading comprehension.

UKLA Research Awards

Parent–child reading in English as a second language: Effects on language and literacy development..

by Bonnie Wing-Yin Chow, Catherine McBride-Chang, Him Cheung

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2011. This paper highlights the potential benefits of English parent–child reading and dialogic reading on children learning English as a second language.

UKLA Research Awards

Flexibility in young second-language learners: examining the language specificity of orthographic…

by S. Helene Deacon, Lesly Wade-Woolley, John R. Kirby

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2010

UKLA Research Awards

Children’s inference generation across different media

by Panayiota Kendeou, Catherine Bohn-Gettler, Mary Jane White, Paul van den Broek

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2009. This paper investigated the degree to which children’s inference generation ability generalises across different media and predicts narrative comprehension over and above basic language skills and vocabulary.

UKLA Research Awards

Deriving word meanings from context: does explanation facilitate contextual analysis?

by Kate Cain

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2008. This paper investigates the ability to derive the meanings of words from supportive story contexts in 7- to 8-year-olds.

UKLA Book Awards

UKLA Book Awards 2017 Longlists

The UKLA Selection Panel, chaired by Lynda Graham, whittled down the 398 publisher submissions to arrive at a set of longlists, which excitingly feature books in translation, nonfiction titles, poetry and debut authors as well as established and familiar names in children’s literature. Read the longlists and longlist book blurbs for each book.

UKLA Book Awards

UKLA Book Award Winners 2016

The unique UKLA Book Awards are the only awards judged entirely by teachers, who are able to share the books with their classes and genuinely discover what works with young readers.

UKLA Book Awards

UKLA Book Award 2016 Shortlists

View the 2016 shortlists for ages 3-6, 7-11 and 12-16+

UKLA Book Awards

UKLA Book Award 2016 Longlists

The UKLA Selection Panel, chaired by Lynda Graham, whittled down the 320 publisher submissions to arrive at a set of titles which once again feature books in translation, exciting debut authors as well as established and familiar names.

UKLA Book Awards

UKLA Book Award 2015 Winners

The unique UKLA Book Awards are the only awards judged entirely by teachers, who are able to share the books with their classes and genuinely discover what works with young readers.

UKLA Book Awards

UKLA Book Award 2015 Shortlists

View the 2015 shortlists for ages 3-6, 7-11 and 12-16+

UKLA Book Award 2015 Longlists

View the 2015 longlists for ages 3-6, 7-11 and 12-16+ and the longlist book blurbs

UKLA Book Awards

UKLA Book Award 2014 Winners

The unique UKLA Book Awards are the only awards judged entirely by teachers, who are able to share the books with their classes and genuinely discover what works with young readers

UKLA Book Awards

UKLA Book Award 2014 Shortlists

View the 2014 shortlists for ages 3-6, 7-11 and 12-16+

UKLA Book Awards

UKLA Book Award 2014 Longlists

View the 2015 longlists for ages 3-6, 7-11 and 12-16+

UKLA Book Awards

UKLA Book Award 2013 Winners

The unique UKLA Book Awards are the only awards judged entirely by teachers, who are able to share the books with their classes and genuinely discover what works with young readers.

UKLA Book Awards

UKLA Book Award 2013 Shortlists

View the 2013 shortlists for ages 3-6, 7-11 and 12-16+

UKLA Book Awards

UKLA Book Awards 2013 Longlists

View the 2013 longlists for ages 3-6, 7-11 and 12-16+

UKLA Book Awards

UKLA Book Award 2012 Winners

The unique UKLA Book Awards are the only awards judged entirely by teachers, who are able to share the books with their classes and genuinely discover what works with young readers.

UKLA Book Awards

UKLA Book Award 2012 Shortlists

View the 2012 shortlists for ages 3-6, 7-11 and 12-16+

UKLA Book Awards

UKLA Book Award 2012 Longlists

View the 2012 longlists for ages 3-6, 7-11 and 12-16+

UKLA Book Awards

UKLA Book Award 2011 Winners

The unique UKLA Book Awards are the only awards judged entirely by teachers, who are able to share the books with their classes and genuinely discover what works with young readers.

UKLA Book Awards

UKLA Book Award 2011 Shortlists

View the 2011 shortlists for ages 3-11 and 12-16+

UKLA Book Awards

UKLA Book Award 2011 Longlists

View the 2011 longlists for ages 3-11 and 12-16+

UKLA Book Awards

UKLA Book Award 2010 Winners

The unique UKLA Book Awards are the only awards judged entirely by teachers, who are able to share the books with their classes and genuinely discover what works with young readers.

UKLA Book Awards

UKLA Book Award 2010 Shortlists

View the 2010 shortlists for ages 3-11 and 12-16+

UKLA Book Awards

UKLA Book Award 2010 Longlists

View the 2010 longlists for ages 3-11 and 12-16+

UKLA Book Awards

UKLA Book Award 2009 Winners

The unique UKLA Book Awards are the only awards judged entirely by teachers, who are able to share the books with their classes and genuinely discover what works with young readers.

UKLA Book Awards

UKLA Book Award 2008 Winners

The unique UKLA Book Awards are the only awards judged entirely by teachers, who are able to share the books with their classes and genuinely discover what works with young readers.

UKLA Academic Book Award 2016 shortlist

Congratulations to all authors shortlisted for the 2016 Academic Book Award

UKLA Academic Book Award 2015 shortlist

Publishers submitted an unprecedented number of books for the prestigious UKLA Academic Book Award 2015. The panel- teachers, consultants, librarians and HE tutors- discussed a strong field of entries from a range of academic publishers. After much debate, seven titles were chosen for the shortlist.

UKLA Academic Book Award 2013 shortlist

Congratulations to the authors who were shortlisted in the 2013 Academic Book Award.

Drop the Dead Diary

by Mary le Breuilly

This article by Mary le Breuilly describes how blogs can be used in the classroom.

Designs on Writing Part 1

by Debra Myhill

From the Secondary English Magazine, we have the first in a three-part series by Debra Myhill entitled 'Designs on Writing'.

Designs on Writing Part 2

by Debra Myhill

From the Secondary English Magazine, we have the second in a three-part series by Debra Myhill entitled 'Designs on Writing'.

Designs on Writing Part 3

by Debra Myhill

From the Secondary English Magazine, we have the third in a three-part series by Debra Myhill entitled 'Designs on Writing'.

Phonics check concerns and critiques of the phonics test

by Margaret Clark

Professor Margaret M Clarke OBE questions aspects of the phonics check. She has analysed the results and implications of the phonics check required of all children at the end of Year 1 in England since 2012. Under the Freedom of Information Act, Professor Clarke has discovered the costs for the phonics test and the phonics ‘catalogue’ offer to schools. Thanks to Demitri Coryton for permission to publish these articles.

Encouraging and supporting reading in primary schools in England: the next steps

by Margaret Clark

This article is based on four recent sources of information: The Westminster Education Forum Keynote Seminar, oral evidence from the Education Select Committee, a funding initiative by DfE to schools that excel in phonics teaching to become phonics partners and a new action plan to help improve reading standards in primary schools, announced by School Reform Minister Nick Gibb to mark World Book Day (5/3/15).

An Evidence-based Critique of Synthetic Phonics in Literacy Learning

by Margaret Clark

Since 2006, synthetic phonics has become the required method of teaching reading in primary schools in England. Since 2012 a phonics check has been administered to all children in Year 1 and again in Year 2 to any who fail to reach the pass mark.

UKLA Minibook extract: Talk for Spelling

by Tony Martin

This is an extract from Tony Martin’s UKLA Minibook Talk for Spelling.

UKLA book extract: Bringing the Outside In

by Margaret Cook

This paper originally appeared as a chapter in the UKLA book Connecting, Creating: New ideas in teaching writing edited by Susan Ellis and Colin Mills and published in 2002. The book is now out of print but some of the chapters have been revised and updated as part of a new series of downloadable papers for members of UKLA.

CPD

Reading and Writing Fact Cards: Professional Development Activities

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.

Good Books for Great Readers

At the end of a workshop session on children's books at the UKLA International Conference 2014, colleagues each contributed one 'must read' title to a list. Here is the list, with thanks to all who helped create it.

NIACE Literacy Inquiry Paper

by Gabrielle Cliff Hodges

This paper was written as a contribution towards an inquiry into adult and youth literacy in England & Lifelong learning: In, out and beyond work. This article is written from a teacher's perspective, focusing on students with least developed literacy skills in the 14-19 age range. The paper is a 'think-piece', designed to draw attention to some of the key issues relating to this aspect of young people's education.

CPD

Critical Reading of Magazines: Free resources from Egmont

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). Contact Egmont if you would like free copies of their magazines for 8&11 year olds: 'Toxic' for boys and 'Go Girl' for girls to support the work in classrooms.

CPD

Materials to review provision for teaching writing

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.

Presentations

‘A stone dropped into a pond…’ - Storytelling, Community and Literacy

by Patrick Ryan

Here for our members to download is a presentation by Patrick Ryan, from the joint UKLA/UEL conference 'Promoting Effective Talk in Classrooms', held on Friday 9th November in London.

Presentations

Effective Talk for Learning: Teaching through dialogue

by David Reedy

Here for our members to download is a presentation by David Reedy from the joint UKLA/UEL conference 'Promoting Effective Talk in Classrooms', held on Friday 9 November in London.

Presentations

Harold Rosen Lecture 2016: “Who’ll tell the story?”

by Gabrielle Cliff Hodges

Who'll tell the story? Why teaching and researching narratives still matters.

This presentation will re-visit some of Harold Rosen’s powerful arguments in The Dramatic Mode (1980) and Stories and Meanings (1985) about why it matters that young people both create their own narratives in the classroom and engage with other people’s narratives as well.

Presentations

Harold Rosen Lecture 2015: Investigating the language of learning

by Kathy Hall

This presentation will consider some important lines of inquiry bearing on talk and learning in classrooms before going on to look at how the language of neuroscience is permeating education and potentially changing our understanding of learning and the learner.

Presentations

Harold Rosen Lecture 2014: Revisiting the power of narrative - Presentation

by Teresa Cremin

In the context of UKLA’s 50th anniversary and in recognition of Harold Rosen’s rich contribution within the period, this memorial lecture will revisit the ‘irrepressible genre’ of narrative (Rosen, 1984), re-examining its potency as a fundamental mode of thought (Bruner, 1986) an organisational device that enables us to order experience, real and imagined and a space to play and co-create.

Presentations

Harold Rosen Lecture 2013: Deciphering landscapes of reading

by Shirley Brice Heath

Drawing on comparative analysis of different familial circumstances as well as recent research in the learning sciences, Heath helps educators and policymakers rethink their roles in the future of reading for young learners.

UKLA News

UKLA News Autumn 2016

In this issue, International Ambassadors, Daniel Hahn's Desert Island Books and the 2016 Book Awards.

UKLA News

UKLA News Summer 2016

In this issue, putting the spark back into spelling, Literacy Volunteers and UKLA Awards 2016

UKLA News

UKLA News Spring 2016

In this issue, UKLA remembers Sally Yates, celebrating Michael Rosen and Love Literacy this Valentine's Day.

UKLA News

UKLA News Autumn 2015

In this issue, review of the 51st International Conference, Desert Island Books and remembering Henry Pearson.

UKLA News

UKLA News Summer 2015

In this issue, the power of story, Chatterbooks project and the Lovereading4schools scheme.

UKLA News

UKLA News Spring 2015

In this issue, review of the National Conference Cardiff, 2015 Academic Book Award shortlist and research that makes a difference.

UKLA News

UKLA News Autumn 2014

In this issue, 50th International Conference, Professional Development activities and new publications.

UKLA News

UKLA News Summer 2014

In this issue, 50 years of UKLA, Desert Island Books and the importance of Children's Literature.

UKLA News

UKLA News Spring 2013

In this issue, Children's Literature in ITE SIG, UKLA Book Awards and focus on reading.

UKLA News

UKLA News Autumn 2013

In this issue, obituary for Jessie Reid, review of the 49th International Conference and UKLA Awards 2013.

UKLA News

UKLA News Summer 2012

In this issue, Conference Reports, Caribbean Poetry Project and obituary for DR L J Chapman.

UKLA News

UKLA News Spring 2012

In this issue, Campaign Against the Phonics Test, Poetry with Tony Mitton and UKLA's new Professional Development series.

UKLA News

UKLA News Autumn 2012

In this issue, review of UKLA's 48th International Conference, Book Awards and Desert Island Books.

UKLA News

UKLA News Summer 2011

In this issue, books to support the writing of poetry, Awards shortlists and Greg Brooks: Activities and Accolades.

UKLA News

UKLA News Autumn 2011

In this issue, review of UKLA's 47th International Conference, 2011 Award Winners and book reviews.

UKLA News

UKLA News Spring 2011

In this issue, tributes to past members, Poetry Matters seminar series and Desert Island Books.

UKLA News

UKLA News Summer 2010

In this issue, UKLA's Agenda for Action, new books and UKLA Across the UK.

UKLA News

UKLA News Spring 2010

In this issue, news from UKLA Special Interest Groups, Perform-a-Poem website for children and books to support writing.

UKLA News

UKLA News Autumn 2010

In this issue, information for the UKLA International Research Symposium, review of the UKLA 46th International conference held in Winchester and 2010 Award winners.