16 results for Free resources

Talking, Listening and Learning: UKLA Occasional paper

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.

For more information on UKLA Special Interest Groups see

Multimodal Texts: UKLA Occasional paper

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.

For more information on UKLA Special Interest Groups see

Literature and Literacy in Primary Education: UKLA Occasional paper

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

Literacy in the Early Years: UKLA Occasional paper

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 

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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

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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.

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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.

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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.

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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.

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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.

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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.

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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.