Introduction:

The EDClass literacy policy outlines the principles, strategies, and practices that guide literacy instruction and development within our online alternative provision. Recognising the crucial role of literacy in academic success and lifelong learning, this policy aims to provide a comprehensive framework for fostering literacy skills amongst our learners in the online learning environment.  

Definition of Literacy:   

Literacy in education extends far beyond the traditional understanding of simply being able to read and write. It encompasses a complex set of skills that empower individuals, not just in their academic pursuits, but throughout their lives. These skills allow them to access, process, and communicate information effectively in a variety of contexts, from navigating the workplace to staying informed as citizens.

Aims of the Literacy Strategy: 

●Our vision is to empower all learners with the literacy skills necessary to succeed academically,  socially and personally in an increasingly digital world; 

●We aspire to cultivate a love for reading, writing, and communication, enabling learners to become confident, critical thinkers and effective communicators. 

Guiding Principles: 

●Equity: We believe in providing equitable access to high-quality literacy instruction and  resources for all learners, regardless of their background, abilities, or learning needs; 

●Differentiation: We recognise the diverse literacy needs of our learners and strive to differentiate instruction to meet individual learning styles and abilities; 

●Engagement: We promote active engagement in literacy activities through meaningful, relevant, and culturally responsive learning experiences; 

●Collaboration: We encourage collaboration among learners, educators, and stakeholders to support literacy development both within and beyond the online classroom. 

Curriculum and Instruction: 

●We align our literacy curriculum with relevant national standards, ensuring a comprehensive approach to literacy development; 

●Instructional strategies incorporate evidence-based practices, including phonics instruction, vocabulary development, comprehension strategies, and writing skills; 

●Multi-modal approaches are employed to accommodate diverse learning preferences, such as visual, auditory, collaborative and independent learning; 

●Technology-enhanced tools and resources are integrated into literacy instruction to enhance engagement and facilitate skill development in the online environment. 

Progress Assessments and Monitoring:

●Ongoing assessment practices, including formative and summative assessments, are used to monitor learner progress and inform instructional decision-making; 

●Assessments are aligned with learning objectives and may include standardised measures,  authentic tasks, performance-based assessments, and digital literacy assessments; 

●Data analysis is conducted regularly to identify trends, gaps, and areas for improvement in literacy achievement; 

●Professional development is offered to educators to enhance their knowledge and skills in literacy instruction, including best practices for online teaching and learning. 

Review and Revision: 

●This literacy policy will be reviewed annually by the leadership team in collaboration with stakeholders, including educators, learners, and stakeholders; 

●Feedback and data will be used to revise and update the policy to reflect current best practices and address emerging needs in online literacy education. 

Roles and Responsibilities: 

Every teacher plays a shared role in breaking down barriers to learning in order to fulfil the aims of our Alternative Provision. All teachers have a collective responsibility to deliver aspects of these core skills. 
Below is a breakdown of our expectations of staff across the business to help ensure that we achieve our aims for learners. 

The Role of Teachers: 

To remove barriers to learning, and develop a language-rich environment in our online classroom, teachers will: 

●Provide opportunities to read high-quality, challenging, subject-specific texts during lessons; 

●Apply the principles of our reciprocal reading model when reading a piece of text so learners can ‘read to learn’ effectively; 

●Embed strategies from our vocabulary toolkit to teach explicitly and assess Tier 3 vocabulary; 

●Identify weak readers and plan accordingly to meet their needs; 

●Model high-quality talk through our video chats and live lessons. 

The role of senior leaders with specific responsibility for literacy. 

To remove barriers to learning, and develop a language-rich environment throughout our online classroom, senior leaders will: 
 
• Review the latest academic research and collaborate to inform practice; 

• Deliver research-led CPD for all staff to ensure a consistent approach; 

• Ensure literacy maintains a high profile within the provision; 

• Quality assure the teaching of literacy across the provision; 

• Identify good practice to be shared across the provision; 

• Offer bespoke CPD as required; 

• Share data with staff to raise awareness of which learners require support with reading.