At Woolton High our V.O.W (Vision of Woolton) is to:
- Ensure that each pupil will make progress by having access to a curriculum that is organised, personalised, meets their individual needs, offers access to vocational learning and prepares them for their next stage of their learning.
- Ensure that each pupil is taught, by ‘Outstanding’ teaching staff, experiences well-planned learning, assessment, feedback and educational support, in a way that involves and motivates them.
We aim to ensure that we are living our Vision for Learning through improving learning outcomes and experiences.
This will be achieved through a four part model:
Furthermore, this model will be underpinned by clear success criteria for outstanding practice that will facilitate learning. These core elements of effective learning are explained through the acronym:
The core elements of effective learning, through Outstanding practice are:
S – Special and differentiated: Activities should be challenging, well matched and differentiated to pupils’ abilities enabling all pupils to make rapid progress which is evidenced as sustained progress in their exercise books or other appropriate means of evidence of progress.
T – Target and success criteria: Pupils, teachers and teaching assistants should be engaged in activities that ensure pupils can articulate what they have learnt and what they need to do to improve. Wherever possible students should assess the success of their own and others’ learning and set their own targets.
R – Relevant: Every effort should be made to link learning to a personal interests so that learners are curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills.
E – Engaging through a variety of experience: They thrive in lessons and also regularly take up opportunities to learn through extra-curricular activities. Students are inspired and enthused as a result and alternative learning experiences clearly impact on progress over time.
N – Numeracy, Literacy and other-subjects are incorporated: Wherever possible, links with other subjects should be made when it is clear that there is a cross curricular opportunity to build on learning.
G – Give pupils the opportunity to give feedback and work independently: Pupil voice as an assessment tool for learning and effective learning experiences, should be utilised wherever possible, to facilitate progress.
T – The higher order thinking skills are utilised effectively: Teachers provide adequate time for practice by the way they introduce subject content progressively, giving pupils the opportunity to explore, remember, understand and apply knowledge, understanding and skills securely.
H – Has a moral purpose and explore s any perspectives of Health, Social, Moral, Spiritual or Artistic nature : Learning should make pupils aware of how to use of a range of social skills in different contexts, in line with the schools core value behaviours of TEAMWORK, COMMITMENT, RELECTIVE, SELF-CONTROL and THOUGHTS AND FEELINGS. This may be demonstrated ,for example, by working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds.
S – Stickability: To be effective learning ‘must stick’ and be able to be demonstrated through clear, specific and tangible outcomes. Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
Mathematics teaches how to make sense of the world around us through the development of a child’s ability to calculate, reason and solve problems. It enables pupils to understand the relationship between number and their everyday lives. It can also be a tool in the expansion of a child’s horizons, giving them the opportunity to consider new ways of thinking and calculation.
At Woolton High School we teacher Maths promoting it’s enjoyment while showing an enthusiasm for learning and the award of qualifications. Exploration, discussion and discovery are important elements in learning maths. We use each of these in the promotion of maths.
Pupils will take some or all of the following accreditation: Functional Skills Level 1, Functional Skills Level 2 and GCSE. We are proud of our success rate in each of these qualifications and look forward to their further promotion and pass rate improvement. The boy’s are taught by Mr McKenna and the girl’s are taught by Ms Jones.
ICT is a fundamental component of teaching at Woolton High School. The curriculum is focused initially on ensuring that pupils have the core transferable skills in utilising packages for the presentation of work. Throughout KS3, pupils will develop the skills necessary to complete the Functional Skills Exam, preparing them for modern technologies in the outside world.
Outside of formal teaching, pupils have access to well-resourced, modern computer suites where they are encouraged to work independently, using facilities for presentation of work for examinations and for research.
Media at KS4. Students at Woolton High School progress from ICT to Media Studies. This is designed to provide a comprehensive and integrated coverage of media theory and practice with special emphasis on emerging technologies. It provides opportunities for students to investigate personal media interests, including a choice of cross-media studies.
The curriculum follows the AQA Media Studies Assignment Banks, of which students complete 3 assignments, one of which is a large-scale project, incorporating all of the skills developed throughout year 10. Students are then entered into a written examination at the end of year 11.
Our 10-1 provision offers structured teaching groups for pupils showing signs of behavioural, social or emotional difficulties, particularly those who are experiencing disruption or distress. The 10-1 provision aims to provide a predictable environment in which pupils can build trusting relationships with adults. Small groups are taught by 4-5 members of staff who spend appropriate times with individuals in the group according to their need. The main area of focus is on literacy and numeracy. As the children learn academically and socially they develop confidence, become responsive to others, learn self-respect and take pride in behaving well and in achieving. The staff aim to help the children gain the necessary skills to be able to return to full-time education.
|HAIRDRESSING & BEAUTY THERAPY TEACHERS
The aim of these vocational subjects is to teach pupils the skills necessary to succeed in the hairdressing and beauty industry. You learn about interacting with clients and providing hairdressing services and can obtain unit awards. The lessons provides an insight into the industry and pupils gain some of the practical skills needed for working in this type of profession. The school has it’s own hair salon and beauty treatment rooms where the pupils work in a realistic environment.