NPQLL

NPQ Leading Literacy

The NPQLL programme structure will focus on the literacy content domains:

Module 1: Developing Language

Module 2: Developing Reading

Module 3:  Developing Writing

This order is intentional as literacy is based on a foundation of language, and reading and writing build from that foundation. Whilst there is a discreet domain in each module, participants can expect to learn about the inter-relationship of language (oracy), reading and writing.

The three other domains – Teaching (ECF standards), Implementation and Professional Development will be visited in each of modules in a spiral curriculum approach and connected with the participant’s choice of an implementation project.

The development of the Leading Literacy NPQ materials and content will be completed by the International Literacy Centre at UCL in partnership with the main literacy agencies including Voice 21, National Literacy Trust, CLPE, ICan Foundation, The Chartered College of Teaching and SAPERE (Philosophy for Children) and an advisory group with SEN and EAL expertise. The goal of this collaborative approach is to bring a wide range of experience to the development of the programme and make it a valuable learning opportunity for participants.  

The intention of the Leading Literacy Programme is to support participants to meet their learning needs by finding a relevant pathway through the programme. Although within the NPQLL framework, many of the reading and writing statements are related to primary pedagogy all leaders of literacy need to have a grasp of general aspects of literacy theory and its application into practice, so there will be a generic focus on literacy theory in the domain digests, regardless of the key stage of the programme participants.

However, there will be a wider range of case study and exemplification materials which will represent all key stages and participants will be able to select phase-specific materials on which to base their reading and reflection pathway through the programme. In addition, participants will be placed in Peer Learning Groups that are phase specific so that their reflection, sharing, and discussions about implementation will be with others from the same phase. Within the peer learning group participants will have an opportunity to put theory into practice in an implementation project of their choice in discussion with their school mentor.

Registration on the programme assumes that the participant is already an effective teacher of literacy and will be in a position to act as a literacy leader by reviewing literacy provision, coaching others and planning for implementation of literacy approaches.

The programme includes induction/consolidation conferences, 3 self-study modules including formative assessment tasks, 4 facilitated peer learning groups, and a personal learning journal in each module with a case study summative assessment at the end of the programme. Participants also undertake an implementation project during the 12-month programme.