Wednesday, October 07, 2015
There is exciting news for teachers looking for ways to reliably and meaningfully track pupils’ development in reading and writing. As a consequence of a meeting of teachers, advisors and education academics organised by UKLA, a joint association working group was set up to produce a progression tool, produced by the profession for the profession.
The group consisted of expert representatives from the United Kingdom Literacy Association (UKLA), The Centre for Literacy in Primary Education (CLPE), National Association for the Teaching of English (NATE), the National Association for Advisors in English (NAAE) and the English and Media Centre. The scales were produced alongside groups of teachers who piloted the scales in their classrooms and fed back their ideas about their use.
The scales have been influenced by and build upon earlier work undertaken by Myra Barrs and her colleagues. The purpose of the new scales is to help teachers to understand what progression looks like in reading and writing. They illustrate how schools can provide an environment that supports children’s development as readers and writers and suggest some next steps that teachers can plan in order to take children into the next phase of their development.
The group are very clear that these are progression and not summative assessment scales. They are designed to support and develop teacher subject knowledge in literacy development, not to set out a linear sequence of targets that children need to reach in order to move to the next phase.
The group hope that the scales support teacher subject knowledge in the development of reading and writing, providing a tool that will help strengthen teacher understanding. The scales will enable schools to recognise and document children's very different learning styles within a common framework and to plan for varying needs of individual children. The scales will be available for schools for a token charge only.
There will be a launch of the scales at CLPE in London on 8th February 2016.
Monday, September 28, 2015
Teacher judges have enthusiastically signed up for their own reading challenge for 2016! The unique UKLA Book Awards are the only awards judged by active classroom teachers and 77 of them have been selected from schools in Bristol and the Midlands.
There are 3 or 4 groups of judges for each age category and they have until March to read the longlisted books, discuss them with their group leaders, and share them with pupils. All groups will then meet together for the difficult task of choosing their shortlist of 6 books in each category.
Teachers welcomed the opportunity to widen their knowledge of recent children’s titles. For UKLA, giving classroom practitioners the opportunity to read a number of new children’s books is as important as finding an overall winner. Research carried out by members of UKLA (Cremin et al 2008) clearly demonstrated the links between teachers’ knowledge of children’s books and the likelihood of pupils becoming successful readers. Despite this evidence, teachers are seldom given time to read new books or funding to purchase them when they do.
UKLA are proud to announce new sponsors to add to the valued support they have received from MLS for the past 5 years and which will help the awards to continue to grow. New co-sponsors, Lovereading4schools and Lovereading4kids, recognised the value of the judging experience for schools and teachers:
‘Lovereading4schools and its sister site Lovereading4kids is very excited and proud to be a co-sponsor of the UKLA Book Awards 2016. The way UKLA work with schools and pupils complements Lovereading’s approach of using book experts and children reviewers to provide good, trusted guidance for teachers and parents that can be hard to find. We are looking forward to sharing the longlisted, shortlisted and winning books with all the parents and schools who use our websites.’ Peter Crawshaw – Co-Founder and Director of Lovereading Ltd
The UKLA Selection Panel, chaired by Lynda Graham, whittled down the 320 publisher submissions to arrive at a set of longlists which once again feature books in translation, exciting debut authors as well as established and familiar names. For the first time each category includes nonfiction titles, which Lynda Graham says: “indicates a welcome renaissance in top quality, innovative nonfiction publishing” But all of the books, whether fiction or nonfiction, novels or picture books exemplify the award criteria of writing which offers language rich in layered meanings, imaginative expression and exciting vocabulary. Where present, high quality illustration is also an important feature of the chosen texts.
You can download the longlist below.
Thursday, September 17, 2015
We have a vacancy for a Website and General Administrator to cover maternity leave for 7 months.
You can download the Job Description and Application Form below.
Please note we cannot accept CVs as applications.
Deadline for applications is Friday 2 October 2015.
Friday, September 11, 2015
Further Government Expenditure on the Phonics Check: why, with the available evidence?
By Margaret M Clark OBE
In Synthetic Phonics and Literacy Learning: an evidence-based critique (Clark, 2014) I considered the evidence for the Government’s policy of synthetic phonics, claims for it as the best method of teaching reading and the results
of the phonics check. In two recent articles in the Education Journal (17 March 2015: 15-18 and 13 July: 16-19) I updated the information and noted a number of government initiatives proposed by Schools Minister Nick Gibb concerning further expenditure on the phonics check, one made before and one since the election of the Conservative Government in May. I have not yet been able to establish thedetailed plans for, or costs of, the opt-in pilot study in 300 schools to extend the check to children in Year 3 who failed the check in Year 2. I understand schools will sign up in the new academic year.
However, further details were released on 14 July about the funding initiative by DfE to schools that excel in phonics teaching to become partners. The selected schools would each receive a grant of £10,000. The names of the eight selected schools to receive the grants “to help them spread their expertise to other schools” were announced in the Press Release under the title: New £10,000 grants to continue drive to eliminate illiteracy.
Schools Minister Nick Gibb said: “To ensure as many young people as possible develop a strong grasp of reading early on the grants of £10,000 will be made available to 8 groups of schools, led by top-performing primaries. The money will be used by groups of schools to develop models to improve phonics teaching that have potential to work for other schools.
It is claimed in the Press Release that: “Achieving the expected standard in the phonics check is a strong indicator of a pupil’s performance in wider reading assessments.” I am concerned at the continuing claims by the Government that there is evidence of the effectiveness of the phonics check in improving reading attainment. The percentage pass rate on the check may have increased each year.
However, NFER was funded by DfE for a three year research into the effects of the phonics check and its cost effectiveness. In my recent article on 13 July I made an evaluation of the results in the final report and in earlier articles I made reference to the findings in the two interim reports. To quote: “The evaluation did not find any evidence of improvements in pupils` literacy performance, or in progress, that could be clearly attributed to the introduction of the PSC” (p17 of my article and p.8 of NFER report). In his recent NFER Blog, The truth about the Phonics Screening Check, Matt Walker, senior researcher in the NFER government-funded research makes similar statements. In spite of the evidence, including from the NFER research actually funded by DfE, Nick Gibb continues to make the claims he has been making for years. The Government not only continues to spend money on the check, but also on related expensive initiatives, including this new initiative costing £80,000.
We are grateful to Demitri Coryton of the Education Journal for allowing us to reproduce this article featured in Issue 241 of the Education Journal for our members.
Friday, July 10, 2015
UKLA Book Award Winners 2015: Impact, originality and illustration are key to teachers' winners
The unique UKLA Book Awards are the only awards judged entirely by teachers. Their choice of winning books which can “enhance all aspects of literacy learning” clearly demonstrates the fresh perspective that class teachers bring to the judging process. They are able to share the books with their classes and genuinely discover what works with young readers. As well as endorsing the popular appeal of Red House winner, The Day the Crayons Quit they have selected an international author not previously recognised in the UK, a debut author not afraid of difficult topics and echoed the new Children’s Laureate in his emphasis on the importance of illustrated books in creating reading enthusiasm.
David Reedy, President of UKLA said ‘We know that literature broadens the reader’s experience of the world and sense of the possible and thus should have a central place in classrooms and educational contexts. Children need access to a rich range of high quality literature and our awards highlight some of the very best literature currently available to children and young people in the UK. We are proud to be celebrating these truly outstanding winners at our 51st International Conference ‘
The Award winners for the book categories 3 to 6, 7 to11 and 12 to16+ years will be announced and presented at a wine reception at the UKLA International Conference at the National College for Teaching and Leadership, Nottingham on July 10th 2015
The winning book in the 12 to16+ category is Every Day by David Levithan, published by Egmont.
Every day, A wakes up in a new body and has to live that person’s life doing no harm to the host. However, when A falls in love, lives are changed and hosts become aware of what is happening to them. This is a highly original book which is handled with real integrity. Levithan offers readers glimpses of some of the quandaries of teenage life, but never offers superficial answers. Teacher judges described Every Day as ‘a brilliant and important book’.
The winning book in the 7 to 11 category is Oliver and the Seawigs by Philip Reeve and Sarah McIntyre, published by Oxford University Press
Judges loved Oliver and the Seawigs because it truly ‘captures the joy of reading.’ When Oliver’s parents go missing, he searches for them, gradually gathering an eccentric group of new friends including a wandering isle called Cliff. Though the combination of words and pictures make Oliver and the Seawigs a perfect book for children who have developed little stamina as readers, it has been written and illustrated with such wit and so many highly original ideas that, as one of the judges said, ‘it reaches out to everyone.’
For the first time ever the judges also presented a Highly Commended 7-11 Award to
Us Minus Mum by Heather Butler, published by Little,Brown
Us Minus Mum is, as you’d expect from the title, a book about bereavement. The story follows George’s mum from her diagnosis to her death. What makes it a ‘brilliant, brilliant book’ is that Heather Butler creates a very happy, completely believable family who mourn mum, but honour her life through happiness as well as sorrow. There isn’t a shred of sentimentality in this ‘honest, powerful and insightful novel.’
The winning book for the 3 to 6 category is The Day the Crayons Quit written by Drew Daywalt and illustrated by Oliver Jeffers, published by HarperCollins
Fed up with the way they are misused, Duncan’s crayons each write him a letter of complaint. The Day the Crayons Quit is a very funny book which encourages children to be adventurous and creative. Like all the very best picture books, there is plenty here to delight adults as well as children. The theme of our responsibility for the happiness of others is explored in remarkable ways. As one of the judges said: ‘I don’t know how you could do more in so few words and so few pages.’
For further information and to request an interview with the shortlisted authors and illustrators, or for images, please contact fao Lynda Graham email@example.com
UKLA has allowed me to further develop my interest in multiliteracies by providing me with the means to discuss and share practice with other like-minded colleagues. ”
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