National Qualification for Leading Literacy
Leading Literacy (NPQLL) is for teachers who have or are aspiring to have, responsibilities for leading literacy across a school, year group, key stage or phase. Participants will be effective teachers who apply a range of knowledge and skills to teaching, including those set out in the Early Career Framework (ECF). This is for both primary and secondary teachers.
What will I learn?
- Supporting effective teaching of literacy across the school
- Understanding the fundamental importance of literacy and its influence on pupils’ future academic achievement, wellbeing and success
- Developing expertise across specialist literacy/leadership areas
- Having a deep understanding of the school and wider community
- Knowing how to prioritise professional development and work with colleagues, collectively enabling their school to keep improving
The NPQLL has been designed around how to support all pupils to succeed. Those currently leading literacy or aspiring to lead literacy in their contexts will develop essential knowledge of three key areas of literacy – language, reading and writing along with understanding of effective teaching, implementation and professional development to positively impact provision in their contexts. In addition to our university partners the course has been developed alongside the Chartered College of Teaching, CLPE, National Literacy Trust, Voice 21, ICan Foundation and SAPERE.
Summary of the Programme and NPQ Learning Hours
Session Type NPQ training (55 hours): | Every Term (3 Terms) | Total Hours (3 Terms) |
Audit before start of programme | 1 | |
One day induction conference at the beginning of year 1 | 5 | |
One day consolidation conference at the end of year 1 | 5 | |
Online Self-directed learning / Learning journal | 29 | |
Peer learning group and live sessions | 3 hours term 1 & 3 / 6 hours term 2 | 12 |
Mentoring check in sessions | Termly one-hour meeting | 3 |
Total hours: | 55 |
Assessment
A unique part of the UCL offer is the implementation project. Each participant will demonstrate how their learning is being implemented in practice through action research or a project that is supported by a facilitated peer learning group to ensure the programme has an impact on an individual’s leadership and the pupils in the school. Once completed, the programme will be assessed through a case study based approach to be completed in an 8 day window.
