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:
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).
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.
This article by Teresa Cremin has been developed for the National College discussion on wider reading and reading for pleasure.
Case study of Amelia, a five-year-old reader who enjoys reading at home by Felicity Holt-Goldsmith, PGCE student, Canterbury Christ Church University.
Case study of Charlotte, a four year old girl with special educational needs by Jade Corby, PGCE student, Canterbury Christ Church University.
This case study is by Amy Godman, PGCE student, Canterbury Christ Church University.
Case study of Kate* a nine year old avid reader by Catherine Downing, PGCE student, Canterbury Christ Church University.
Case study of Nicole, a nine year old reader by Rachel Marsden, PGCE student, Canterbury Christ Church University.
Case study of M an engaged and enthusiastic seven-year-old reader. Written by Dave Downey, student at the University of Roehampton.
Case study of Sarah* an eleven year-old enthusiastic reader by Megan Williams, PGCE student, Canterbury Christ Church University.
