Literacy Provision
Literacy is a key focus on: curriculum design, lesson planning, marking and feedback; providing opportunities for learners to develop their Literacy skills. Literacy strategies are incorporated into planning, teaching, monitoring and marking. Literacy taught explicitly in classrooms and in all lessons.
Our Intent
- To improve literacy skills of all learners to enable them to access all subjects in all curriculum areas more effectively and prepare them for life.
- To support and implement the Academy's Literacy Across the Academy strategies.
- To encourage students to develop adequate literacy skills to enter the workplace.
- To enable students to have the necessary literacy skills to be able to communicate, think and live in the 21st century.
Principles
- To raise the standards of reading. Students who are learning to read will be provided with the opportunities in all areas to improve their reading ability.
- All students will read to learn to gain knowledge and understanding of the subject.
- To give all students support to ensure written work will be in full, grammatically accurate sentences (with the exception of note taking).
- The focus on written work is always around quality over quantity to ensure students are able to express their ideas appropriately.
- To develop the use of subject specific terminology as well as vocabulary that will enable students to become more articulate and coherent.
- To provide students with the opportunity to explore vocabulary in the different subject areas and different contexts.
- To develop learners' ability to express themselves clearly, correctly and appropriately orally.
- To give students the opportunity to debate/share their ideas and views in a safe environment.
- To support learners in acquiring the grammar skills when reading, speaking and writing.
- To spell and punctuate accurately for effective communication and to recognise and use standard English at all times.
Oracy Provision
At CVEA, we foster an environment where our students utilize dialogue as a means for connection, advancement, and enrichment. The Thinking Talk approach is integrated throughout the curriculum as a cross-disciplinary tool, enriching and stimulating our students to engage in verbal communication and active listening as integral aspects of intellectual discourse. By employing Thinking Talk, our students cultivate the abilities and self-assurance to express their thoughts with curiosity, assistance, and mutual respect.
Vocabulary Provision
By teaching vocabulary directly, and by ensuring that students know how to use new words correctly in a range of contexts, we set them on the path towards success. Vocabulary begets vocabulary: so, the more words we teach, the more our students will learn, and the greater their chances of success.
At CVEA, we are committed to broadening our students' perspectives and enriching their knowledge. Here are the advantages of explicitly teaching vocabulary:
- Enhance Learning: The selected words in lessons are carefully curated to enhance students' comprehension of essential subject concepts.
- Deepen Understanding: Each word taught goes beyond its mere definition, opening up complex concepts and ideas for deeper understanding.
- Enrich Cultural Capital: The inclusion of these words in reading texts contributes to the enrichment of students' cultural capital, fostering a broader understanding of diverse cultural contexts.
Writing Provision
At Castle View Enterprise Academy, the central feature of writing in classrooms will be using live modelling and scaffolding for extended writing opportunities.
A central feature of effective instructional teaching is for teachers to walk through a learning process themselves, showing students how write text appropriate to the discipline they are learning in, highlighting key procedures and the thinking that underpins them. The metacognitive aspect of modelling is important - making implicit decision making explicit - as well as providing examples of completed work that can serve as scaffolds for students to base their work on in the initial stages.
At CVEA, we have dedicated time to delve into Rosenshine's Principles of Instruction, which are grounded in evidence indicating that highly effective teachers offer support structures for challenging writing tasks. Instead of lowering expectations, they assist students in attaining ambitious objectives by employing various scaffolding methods to facilitate their progress. Importantly, the concept of 'scaffolding' underscores the notion that these supports are gradually removed when students are prepared to work independently. Scaffolding is transient and should not become a permanent dependency in the learning process.
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