Wednesday, October 07, 2015 . Posted by Trish
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.
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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