2 February 2020

WoW: Intervention


Whole-School Communication Focuses




  • How are you promoting reading (for pleasure and across your subject)?
  • How do you ensure that students can spell your tier 3 words?
  • How do you show students what to do or how to succeed? (WAGOLLs, visualisers)
  • How do you structure talking activities so that students learn as much as possible?

Teaching and Learning Priorities

  • Climate for learning (DMC)
  • Vocabulary (ACH)
  • Purposeful Interactions by all (CRO)

This Week:

  • Trainees – meetings Tuesday 1 and Wednesday 1 (CFA at 9.15).
    • CPD on Thursday period 4 with PHO
  • NQTs – JMJ on Tuesday 3 as usual 

Reflect on Your Practice:

The key three words of our new T&L Policy are: Feedback – Plan – Teach

As we continue to walk-through policy, we clarify the implications of ‘planning’ a lesson or a sequence of learning.  As always, feedback invited (RLO).


Feedback – Plan – Teach


Learning Objectives or Big Questions

Ask yourselves again:

1. Where are the students starting from? (secure overview)

2. Where do you want them to get to?

3. How will you know when they are there?

4. How can you best help them to get there?


Lesson Sequence – Adapted from ‘The Secret of Literacy’ by David Didau


  1. Explain – set the context and introduce new language.  Place the topic in the whole scheme.  Link to prior learning.  This is the ‘why’. 
    1. Questioning
    2. Use academic language
    3. Allow students time to practice using this academic language.
    4. Use the Frayer model for teaching vocabulary (ACH’s Top Tip)


  1. Model – model and deconstruct. 
    1. Use WAGOLLs to show the success criteria in action (visualiser too)
    2. Clearly define the success criteria


  1. Scaffold – should not be used to make the work easier, but is should make the work possible.  …scaffolding should get the student interested; …be simple enough to allow them to attempt it; should give specific ideas of how to attempt the task; and should deal with their frustrations at ‘not getting it.’


  1. Practice – independently

clarify, probe and recommend. … use quality language and high levels of vocabulary.  Refuse to allow students ‘off the hook’ and do not allow the ‘I don’t know’ answer.  Instead, ask another student and then return to them. 

Image result for deeper questioning grid

















Top Tip Schedule


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






Humanities - interleaving






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.


Useful T&L Online Resources


Top UK Education Blogs

  1. @TeacherToolkit (ranked 1st in 2013, 2014, 2015)
  2. Resourceaholic (ranked 10th in 2015 – highest mover)
  3. ICTEvangelist (ranked 2nd in 2015)
  4. Mr. P’s ICT Blog (ranked 7th in 2015)
  5. Scenes From The Battleground (ranked 8th in 2015)
  6. Learning with ‘e’s (ranked 3rd in 2015)
  7. The Learning Spy (ranked 4th in 2015)
  8. HeadGuruTeacher (new entry)
  9. The Whiteboard Blog (ranked 6th in 2015)
  10. Magical Maths (ranked 5th in 2015)


Comprehensive List here



Posted by Rachel Long

Category: Teaching and Learning Digests

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