Charlotte Hacking - Learning Programme Leader (Central)

 

An experienced teacher and senior leader, Charlotte taught across the primary school age range before holding several posts including Assistant Headteacher and Leadership posts in Literacy, Early Years Foundation Stage, more able pupils and KS2. She was a literacy consultant within a Local Authority, focussing on Early Years, Phonics and Primary Literacy. She has written blogs and articles for a range of publications including Teach Primary and Books for Keeps. She is the governor of a secondary school with responsibility for teaching and learning. In 2020, Charlotte joined the Helen Hamlyn Centre of Pegagogy as a member of the Practitioner Advisory Board.

Charlotte's special interests lie in Early Years, early reading development, the development of writing and the use of picturebooks and poetry to raise children's engagement and attainment. She developed and leads the CLPE's ground breaking Power of Pictures research, investigating the impact visual literacy and illustration can have on children’s reading and writing. Charlotte also led and developed the CLPE's Power of Poetry research project, designed to highlight the importance of poetry as a vehicle for improving children’s engagement in and enjoyment of reading and creative writing in schools, as well as being on the judging panel for the CLPE poetry award, CLiPPA.

She tweets at @charliehacking

The books that made Charlotte a reader were Rosie’s Walk and Goodnight Owl by Pat Hutchins and Gargling with Jelly by Brian Patten.

CLPE Blogs by Charlotte: Inspiring Illustration; Using Newspapers, magazines and comics in classrooms; The Power of Poetry to reflect, share and broaden children's realities; Spotlight on: CLiPPA 2019 and the Shadowing SchemeSpotlight on: Choosing and Using Quality texts in an Early Years classroom; Our Commitment to NQTs; An Interview with CLiPPA 2019 Winner Steven Camden; Developing Policy with IntegrityFinding a Voice through Poetry: a blog for National Poetry Day; Investing in Teacher Subject Knowledge