17 November 2019

WoW: constraints


Communication Focuses




  • Reading widely
  • Reading for pleasure
  • Spelling of subject-specific vocabulary
  • Use of WAGOLLs to model/scaffold (visualisers, mini-whiteboards)
  • Purposeful and structured communication with others


Teaching and Learning Priorities

Climate for learning students will be enthused by their learning and will be focused, absorbed and attentive (DMC).

Vocabulary the words that we use and expect the students to be able to use in context, to succeed in their lives beyond Walton le Dale High School (ACH).

Purposeful Interactions by all if students are communicating, it must be purposeful allow their needs to be met.  Interactions should enhance the learning of ALL students at ALL times (CRO).

This Week:

  • The thought for the week in form time this week is ‘Inspirational People’.  Assemblies will be led by RMC.
  • NQTs – Meetings will continue this week: JMJ – Tuesday period 3; RHU – Tuesday period 4; both in RLO’s office.
  • CPD for new staff and NQTs– Please meet in A7 as there will be a focus on Teams with LCH and DTU.
  • Wednesday – Top Tip from the PE Department.
  • Heads up!  Pastries and Progress is next week and will have a focus on mini-whiteboards and visualisers.  There was lots of good practice in these areas seen last week.  Thank you.

Reflect on Your Practice:

How many of Rosenshine’s Principles can you remember…test yourself!  How many do you use in lessons? 

17 Principles of Instruction

The New Ofsted Inspection Framework – ALL Teachers

At present, our middle leaders have received some useful questions that they may be asked in order to review the Quality of Education in their subject areas.  This information will then be used to evaluation the QofE across the school. 

Over the coming weeks, think about how YOU might answer these questions to anyone walking into your classroom. 

  1. When do you start to teach children about [topic]?          
  2. Where are the children up to in [subject] at this point in the year/term?
  3. Are there any children who aren’t at this point? 
  4. What should children have learned by [timeframe – e.g. the end of spring 1]?       
  5. How do you support pupils who aren’t keeping up with your school’s programme for [subject]?
  6. What support is in place for these pupils?             
  7. Tell me about your training and development.
  8. How has it helped you teach [subject]?  
  9. Why did you teach this particular lesson?
  10. Why did you choose this work for pupils to do?  
  11. How has the class reached this point in their learning?
  12. Can you tell me what they’ve already been taught?         
  13. What will the children be taught next?
  14. What will they learn next year? 
  15. How do you assess learning?      


Top Tip Schedule

Subject Heads, please ensure that someone from your department is ready to share a ‘Top Tip’ on the designated date. 



















Pastries and Progress

Open Door Week























CPD Cascade

Study Groups 2019-20

A reminder of the key focuses within departments:

  • Expressive Arts – improving engagement in Year 9
  • Computing – Developing the use of Teams to allow learning beyond the classroom
  • Mathematics – recall and retention
  • Art – Engagement of boys
  • English – use of knowledge organisers
  • MFL – Speaking examination – extended pupil responses; Listening and reading: developing confidence
  • Humanities - progress of middle attaining boys
  • PE  – Link between theory at KS3 and KS4
  • Technology – Developing the use of homework at KS3 to prepare students for KS4 course
  • Science – personalised learning plans for each student in each science.




Posted by Rachel Long

Category: Teaching and Learning Digests

Leave a Reply