This section of your strategy will most probably the longest one! Here, you will include practical information on how you will implement your strategy. You may wish to include the following sub-sections:

Roles and responsibilities need to be clearly defined at this point.

Here are some questions for you to consider:

• What role will the headteacher and the senior leadership team play? 

• What is expected of the literacy leader? 

• Is it clear who has overall responsibility for the strategy i.e. the strategy owner, and who is responsible for managing the strategy i.e. leading the implementation?

• Who is responsible for leading the monitoring and evaluation of the strategy? How will the school's leadership support the digital leader with this?

• How much additional time will the literacy lead be given off the timetable to undertake this work?

In this section you will need to clearly define the literacy expectations. Some schools use a 'minimum-expectations' approach here by turning the baseline aspiration into something measurable. To do this, you would need to set an expectation for each strand of literacy framework, as well as your second language. This can be an effective approach if managed and implemented properly, but be aware that if you do follow this approach and are unable to achieve the target baseline that you have set, you will be at high risk of having failed to successfully implement your strategy. 

For example you may set out the following minimum expectations: 

• All subjects reinforce the accurate use of capital letters, full stops and apostrophes. 

• All subject teachers will encourage pupils to use Welsh for greetings and requesting support. 

• Tier 2 and 3 vocabulary is explicitly taught and used in pupils' responses. 

• Pupils are encouraged to respond to questions in full sentences where appropriate. 

• Spelling errors are address via formative assessment strategies.

• A preparation task is completed before pupils are asked to read. 

This target baseline should be regularly adjusted to make sure that you have struck a balance between being ambitious and achievable. The implementation of this would need to be carefully managed by the literacy lead. It is also important that progression is considered and planned for, to allow an adequate level of challenge that progressively develops learners' skills. 

Explaining and including your school's processes for planning for literacy activities would be beneficial to include. Additional focus should be given here on how you intend to support AoLEs/departments with planning for progression of literacy skills. You may wish to provide a link to supporting materials that you intend to use.

You should also include detail of a mapping process if you intend on developing this element. It's important that you explain the purpose of this mapping process. e.g. to ensure authentic and quality opportunities for literacy are part of departmental planning and to ensure progression opportunities are coordinated across the curriculum.