Evidence of improved collaboration and changes in organisation practices
Supportive collaboration between curriculum and support staff has provided a basis for more effective communication and working practices. The exposure of learners to an additional team and spaces across the college has been shown to reinforce and aid learner autonomy. The recognition that others in the organisation can support the learner journey enriches both learners and teaching staff, and acts as a positive influence on the culture of the college by making learners feel they are part of a wider learning community.
This strengthening of curriculum collaboration has provided groups with opportunities to engage in meaningful research-informed sessions and approaches. The adoption of the Padlet as a tool of engagement has championed new practices, shared with the ESOL teaching team.
Although the strategy may prove challenging, ESOL Entry Levels 2 and 3 are scheduled to become parts of the planned ongoing collaborative process with selected GCSE English, Functional Skills and International groups.
Because the sessions are more interactive and structured, they can easily be adapted for focusing on different aspects of reading skills such as comprehension, inference, improving vocabulary and fluency.
The focus on reading has been celebrated and established through inductions and certificate award ceremonies, and locally and nationally through the college social media, highlighting the organisational commitment to celebrating learners’ achievements in reading.
The certificate award ceremony was sponsored by an international e-textbook publishing company. As a result, new initiatives were discussed for developing provision to support more online reading.
These new and exciting innovations will be embedded into subsequent versions of the reading challenge to recognise the rapidly transforming models of accessing reading materials. These will allow our curriculum to adapt, assimilate and align to new digital literacies.