Primary review - QCA/CfCA consultation, UKLA response
Thursday, November 13, 2008
In terms of progression in English, we see the key issues to be those of the developing range, repertoire, techniques, knowledge and behaviours which contribute to a rounded description of progress. The significance of breadth and depth should not be underestimated, nor the growing metalanguage of the learner, who, as he/she progresses, becomes more able to reflect upon and articulate their knowledge and understanding, for example of the process of composition. In addition, the growing independence, autonomy and agency of the learner deserves recognition within any discussions of progression, since as they progress their growing command of a wider range of text types, whether written, designed or spoken, enables them to make more of their own decisions and take increased ownership of their own learning. This needs to be overtly planned into curriculum provision.
Work in English orients around texts, so we have attached several outline examples of units of work suitable for different ages and levels of experience, indicating through these the elements of progression noted above, but connected to the key concepts and processes as outlined in the QCA documents. Whilst profiling one of the four core threads articulated within the concepts listed in English, languages and communication, the others would obviously be integrated within each unit. It was our members’ views that one of the four strands would need to be highlighted at any one time enabling closer examination of each thread to ensure progression within and across these elements of English. I trust these are of interest to you.
In addition, our new digital teachers Task Group has submitted a valuable reponse from their perspective on the ELC threads which I also attach, demonstrating the potential of new technologies within such a framework.
There are two other points we would like to make:
- We think the task may have been more useful if it had been developed in a cross curricular manner. This would require the time and space for subject associations to work together. UKLA would be keen to take part in any such future planning events and regard them as essential if the profession is to be helped to find coherent and holistic ways of working in response to Rose.
- We perceive the fourfold processes of the curriculum as largely appropriate but are concerned that the ‘develop ideas and solve problems’ in ELC is far too limited and does not sufficiently reflect the generative, compositional processes involved in writing for example. The statements within Artistic and Technological Understanding suit ELC rather better, for in much compositional and representational work, children are integrally engaged in’ creating-composing and designing’ and ‘rehearsing and refining ideas iteratively… ‘. At present the creative component of ECL is massively underplayed and this is a matter of considerable concern. Howver we appreciate these are draft materials.
Supporting downloads
Download QCA Key Processes (Word doc)
Download Task Group Response (Nov 08, Word doc)
Becta Digital Information Literacy review: UKLA task group response
Tuesday, October 21, 2008
UKLA Task Group response to the Becta Digital Information Literacy Review is now available to download.
Please download the full UKLA response to the Becta Digital Information Literacy review.
Research in Literacy Education Award 2008 Winners Announced
Wednesday, July 23, 2008
The prize winners of the new UKLA/ Wiley-Blackwell Research in Literacy Education Award 2008 were announced at the gala dinner of the UKLA international conference.
Read the full article in our awards section
Children’s Book Award winners announced
Tuesday, July 22, 2008
This year's winners - Penguin & Here Lies Arthur
Author Polly Dunbar has won the picture book category of UKLA’s Children’s book Award for her book Penguin, published by Walker Books.
The judges commended the book for its ‘timeless charm, emotional authenticity and memorable text,’ The judges added that ‘the beautifully observed illustrations enhanced the comic timing and perfectly paced story.’ .On receiving her award Polly said she was touched to have won the UKLA Children’s Book Award and by the way teachers had responded to her book.
The winning novel was Here Lies Arthur by Philip Reeve. A representative from his publisher, Scholastic Children’s Books, spoke of his delight in the award and his gratitude to UKLA for their unanimous selection of his book. Here Lies Arthur takes a completely new look at the Arthurian legends at the same time as having a highly contemporary slant on the powerful role of story within a community.
Read the UKLA reviews of these stories
UKLA Children’s literature conference a great success!
Tuesday, May 27, 2008
Children’s Literature and the Creative Curriculum - British Library, March 11th 2008
“UKLA again demonstrates itself as an invaluable association in promoting the love of English in education” - Head teacher Gillian Powe
Comments from participants about this successful conference:
“A truly inspiring and stimulating day where speakers spoke passionately about the benefits of creating meaning through the use of books. Professor Teresa Cremin was as always passionate and stimulating in her approach at creating meaning from a text through drama. The focus on children’s literature and how to use it in a practical context was both fascinating and illuminating. UKLA again demonstrates itself as an invaluable association in promoting the love of English in education.”
Gillian Powe: Head teacher Bishop Road Primary School, Bristol
“The Children’s Literature and Creative Curriculum Conference was a fantastic event. The programme of lectures (based on relevant research), workshops (it’s true you do learn more when it’s participatory) and talks by inspirational writers was the perfect mix for such a day.”
Sarah Butler, PGCE Course Leader for Secondary English, Sheffield
“I thoroughly enjoyed the UKLA conference on creativity and reading. I was inspired by the speakers and their enthusiasm for the projects that they had been part of, so much so that one of the workshops almost reduced me to tears of joy, as I felt as though through my active listening, I was sharing in the success of an amazing group of children from a school in Hackney.
Hearing authors, speaking to colleagues and listening to successful head teachers made the day thoroughly enjoyable and I came away with a spring in my step, thinking about how I could improve my own practice and help my school, and others in my borough move forwards in their quest for creativity.”
Vicky Willan: teacher Woodmansterne Primary School, Streatham, London
“I attend many conferences but Tuesday’s event was inspiring. The main speakers provoked thought, discussion and reflection both personally and in terms of my role. Greg Wallace’s workshop and his approach to the creative curriculum was spell binding. I sat and listened with growing excitement and an absolute conviction that this was what I wanted to see in schools in Sheffield. During lunch I managed just by being behind Sue McGonagall from CLPE in the lunch queue to find out about the work she was doing too, all very exciting stuff! Since Tuesday everyone I’ve spoken to has had to listen to ‘my news’ and I know feel at the end that they missed out on the event of the term! Thanks for the conference.”
Pam Fell: Senior Literacy Consultant-Sheffield
“I found the UKLA conference on ‘Children’s literature and the Creative Curriculum’ to be a wonderful professional development experience. It was so refreshing and stimulating to be addressed as a professional and to hear real research that investigated important current issues creatively, instead of CPD which mainly concerns itself with specific curriculum requirements driven by statistical aims. The quality and variety of speakers make an amazing ‘whole’ experience. As an ordinary classroom teacher, this conference provided rare time and space for deeper self-reflection based on the speakers wider perspectives on education. I just wish all my colleagues could have joined me! Looking forward to the next one!”
Claire McCabe, teacher Avonmore Primary School, West Kensington, London
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