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.
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.
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.
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.
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.
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).