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

Principles

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:

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.