`Improving Literacy at KS2 and KS3 is all about primary-secondary transfer, seen mostly through the eyes of secondary teachers, but with some interesting contributions from middle-school staff who know the territory well. This book sees the NLS′s influence on primary practice as generally benign, but takes a more jaundiced view of the implications for secondary teaching, especially in its central chapter "Evidence from experienced practitioners". There are, however, many useful suggestions for reshaping and adapting parts of the strategy, including chapters on classroom literacy and everyday life and literacy and drama which consider ways of relating learning to the wider culture beyond school, including screen-based literacy. There is also a review of the language-across-the-curriculum movement and a chapter on subject literacies which has left me with an abiding admiration for geography teachers as lone voices of dissent′ - Sue Palmer, TES Teacher This book will to help students and practising teachers to understand the issues surrounding literacy, the place of transition in pupils′ lives, and to feel confident in handling The National Literacy Strategy. The book focuses on the crucial period when children complete primary schooling and begin in secondary schools. It examines the issue of transition from one phase to the other and specifically, the nature of literacy at this period. The authors contrast the `whole school′ approach of primaries to the very subject-specific nature of secondary teaching. The authors set the NLS in perspective, reviewing earlier movements such as Language across the Curriculum and the NLS itself. They offer a critique of the strategy and outline its strengths and weaknesses. The book sets out evidence of the way schools are reacting to the NLS, and what classroom teachers and their pupils think. Its coverage is comprehensive and includes focus on primary, secondary and middle schools, the teaching of literacy and English, the role of ICT, as well as important areas such as media education, drama and modern foreign languages. This book will be useful to education students and to practicing teachers in primary and secondary schools.
The Literacy Toolkit is a journey into understanding literacy in our society, its impacts upon our schools and the practical and creative strategies we can use to ensure every pupil's literacy skills progress rapidly in all subjects.
Anderson, A., Brown, G., Shillcock, R. and Yule, G. (1984) Teaching Talk: ... Andrews, R. (2001) Teaching and Learning English: A Guide to Recent Research and its Applications. London: Continuum. AQA (2002) Syllabus for GCE A/AS English ...
Anderson, A., Brown, G., Shillcock, R. and Yule, G. (1984) Teaching Talk: Strategies for Production and Assessment. Cambridge: Cambridge University Press. Andrews, R. (1991) The Problem with Poetry. Milton Keynes: Open University Press.
Crosscurricular. approaches: English,. mathematics,. the. sciences,. and. physical. education. General context These, for me and many other English teachers, are the tricky subjects. As I hope I have demonstrated, building on my own and ...
All students deserve the opportunity to reach their full literacy potential, yet research shows that the numerous challenges faced by today's urban schools prevent many students from achieving this goal....
The chapters show that this is necessary to accommodate the wide range of issues that can, potentially, explain literacy difficulties and suggest strategies and interventions to ease those difficulties.
The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component.
With supportive guidelines for Key Stages 2 and 3 this book offers active approaches for teaching pre-twentieth century literature with confidence.
... KS3 Literacy progress Units , 1-6 , London : DfEE . DfEE ( 2001 ) Framework for teaching English : Years 7 , 8 and 9 ... Improving Literacy at KS2 and KS3 , London : Paul Chapman Publishing . Goodwyn , A. , Brookes , W. & Findlay , K ...
Becoming an expert teacher isn't merely repeating your teaching habits over and over. The process of becoming a confident teacher expert is much more nuanced than turning up and repeating the cycle of school terms with the switch set to ...