Skip to Content
Improving literacy at KS2 and KS3

Improving literacy at KS2 and KS3

Goodwyn, Andrew

Aims 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

eBook, Paperback, Hardback, Electronic resource, Book. English.
Published London: Paul Chapman, 2002
Rate this

Available: Newton Park

  • Newton Park – Three available in Main Collection 375.42/GOO

    Barcode Shelfmark Loan type Status
    00255433 Main Collection 375.42/GOO Standard Available
    00213024 Main Collection 375.42/GOO Standard Available
    00213023 Main Collection 375.42/GOO Standard Available


Statement of responsibility: edited by Andrew Goodwyn
ISBN: 0761947221, 076194723X, 9780761947226, 9780761947233
Intended audience: Key Stage 2 Key Stage 3 Specialized.
Note: Includes bibliographical references and index.
Physical Description: 214 p. ; 24 cm.
Subject: Language arts Great Britain.; Primary Education; Secondary Education; English language Study and teaching Great Britain.; Literacy; Literacy Great Britain.; Key Stage 2; Key Stage 3


  1. Introduction
  2. Andrew GoodwynLiteracy in Transition
  3. Andrew Goodwyn and Kate FindlaySecondary Schools and the National Literacy Strategy
  4. Andrew Goodwyn and Kate FindlaySubject Literacies
  5. Kate FindlayLiteracy at Key Stage
  6. Michael LockwoodEvidence from Experienced Practitioners
  7. Winston BrookesClassroom Literacy and Everyday Life
  8. George HuntLiteracy and Drama
  9. Lionel WarnerLiteracy and Modern Foreign Languages
  10. Cynthia MartinLiteracy and Subject Knowledge
  11. Margaret Perkins


`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