A Reflective Analysis of the UK National Literacy Curriculum
Authors
Aiysha Siddika, Samir James Nedir
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Abstract/Introduction In recent years, the UK government has made a number of changes to how children aged five and above are taught to read. These changes have sparked ongoing debate among teachers, academics, parents, and the wider public about what the most effective approach to early literacy should be. Media attention has only added to the intensity of the discussion, showing how important and relevant this issue is to society. For us, the question of how children learn to read is directly linked to our everyday work. We teach five-year-olds who are just beginning their reading journey, and this can be especially challenging in our school context. Most of our pupils speak English as a second language and often receive little or no support at home, since many parents have not had formal schooling in English themselves. These challenges make the classroom approach to reading even more crucial. In this essay, we will look at the National Literacy Strategy (NLS), examining how it was developed, how it has changed over time, and what its impact has been on helping children become successful readers. The National Literacy Trust and other key sources have been particularly valuable in tracing the background to these policies and understanding their role in shaping classroom practice today.
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Authors
Aiysha Siddika, Samir James Nedir
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