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.
Occasional papers are prepared by groups of UKLA members, usually based on the work of UKLA Special Interest Groups, to offer up-to-date perspectives on contemporary issues. This Occasional Paper draws on research and theory to suggest practical approaches to enhance the role of talk in both primary and secondary classrooms.
Occasional papers are prepared by groups of UKLA members, usually based on the work of UKLA Special Interest Groups, to offer up-to-date perspectives on contemporary issues. This Occasional Paper draws on research into multimodality, making suggestions for enhancing the reading and writing curriculum and for developing classroom practice.
Occasional papers are prepared by groups of UKLA members, usually based on the work of UKLA Special Interest Groups, to offer up-to-date perspectives on contemporary issues. In this Occasional Paper, some key ideas relating to the importance of developing children’s love of literature are presented. Drawing from research and theoretical perspectives, the Paper outlines these issues and considers how practitioners can develop a love of literature in their literacy classrooms. For more information on UKLA Special Interest Groups see
Occasional papers are prepared by groups of UKLA members, usually based on the work of UKLA Special Interest Groups, to offer up-to-date perspectives on contemporary issues. In this Occasional Paper, some key issues relating to young children’s literacy learning are described. Drawing from key policy documents and research, the Paper outlines these issues and considers implications for practitioners as they move from pedagogy to practice. For more information on UKLA Special Interest Groups see
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
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). 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 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). 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.
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.