8 December 2019

 WoW: enforcement

 

Communication Focuses

READING

WRITING

ORACY

  • 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:

  • NQTs – Final assessment meetings this week.  Usual slots.
  • CPD for new staff and NQTs - SEND provision, Inclusion, IQM, Dyslexia-friendly status, TA support in lessons – postponed until January 2020.
  • Voluntary CPD session on ClassCharts – Wednesday after school with PHO
  • Christmas Markets – Monday 9th after school in the dining room.  Stall-holders are invited to set up their stalls straight after school.  Grab a coffee and head to the dining room for a sweet treat!

Reflect on Your Practice:

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

  1. Begin a lesson with a _________________  __________________.
  2. Present new material in _______________   _________________.
  3. _____________ the amount of material given at one time.
  4. Give ____________ and ______________ instructions and explanations.
  5. Ask a ________ number of ____________ and check for ________________.
  6. Provide a high level of ____________ practice for all students.
  7. _____________ students as they begin to practice.
  8. _____________ aloud and ______________ steps.
  9. Provide ___________________ of worked out problems.
  10. Ask students to _______________ what they have learned.
  11. Check the ___________________ of ___________ students.
  12. Provide __________________ feedback and corrections.
  13. Use more time to provide _____________________.
  14. Provide _____________ examples.
  15. ___ ______________ material when necessary.
  16. _______________ students for ______________________ practice.
  17. _______________ students when they begin _______________ practice.

 

Now check your answers against the answers below.

17 Principles of Instruction

Pre-Launch: Our New Teaching and Learning Policy

Our ‘Brilliant Teaching and Learning Toolkit’ – created by the teachers of Walton le Dale – is underpinned by Rosenshine’s Principles of Instruction (as well as other texts). This working document of daily classroom planning and practice, provides a cross-section of the new Teaching and Learning Policy (paper copies available in Monday’s briefing) which will be the subject of discussion of the course of the coming term.  The basic principles are summarised in three words: feedback – plan – teach (borrowed and tweaked from Ross Morrison McGill).

It has been ‘pre-launched’ to give you some time to digest before we start looking at this in January.

Top Tip Schedule

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

HALF-TERM

28/10/2019

English

FRI

 

 

 

4/11/2019

Drama

MON

11/11/2019

SENDCO

WEDS

18/11/2019

Pastoral ClassCharts

FRI

25/11/2019

Pastries and Progress

Open Door Week

WEDS

2/12/2019

MFL

FRI (CRO)

9/12/2019

Technology

WEDS

16/12/2019

Science

FRI

 

 

 

 

 

 

 

 

 

 

 

 

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.

 

Kagan Structures – CRO’s Top Tip

Following on from CRO’s Top Tip last week, the following PowerPoint outlines the approaches demonstrated.  Please use them to ensure that we are allowing ‘purposeful interactions’ between students at all times.  If students are talking, it should be under our direction. 

Kagan CRO Dec 19

Posted by Rachel Long

Category: Teaching and Learning Digests




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