Teaching

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.

Our Aims:

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:
ASSESS-PLAN-DO-REVIEW

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:

 S.T.R.E.N.G.T.H.S

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.

Teaching Staff

Steven McKenna Maths TeacherMATHS TEACHERSm_jones

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.

Chris Wright English TeacherKS3 & KS4 ENGLISH TEACHERSbryony_smithlaura_bohanna_1

From September 2016 there is a change to how English is offered to pupils at Woolton High.  In Years 7, 8 and 9 Pupils will be taught by Mrs Bohanna or Mr Wright.  The girl’s will be taught English by Ms Smith.  Pupils are assessed by Miss Trainer in their Reading and Spelling skills.  This then helps to determine, along with baseline assessments the level they are working at.  Their reading and spelling ages also identify any pupils that may require additional support with Literacy skills.  Pupils throughout the course of the years will access a wide variety of texts and experiences. Developing a passion for literature is an integral part of English so as such pupils will study various authors such as; William Shakespeare, Willy Russell, John Steinbeck, J.B Priestley and Roald Dahl.

During their KS3 journey pupils shall access Entry level qualifications (Levels 1, 2 and 3).  These qualifications are seen to give pupils a basis in “Literacy skills for life”.  They also look to set pupils up for their next step at KS4.

In year 10 and 11 pupils will undertake a Functional Skills course (Level 1 and 2). Once they have achieved these qualifications they can begin an AQA GCSE course of study.  This way of teaching has been viewed to give pupils their best chance of maximising their potential within the subject whilst also allowing them to achieve qualifications relevant to college courses they wish to enrol on.  It is the aim of the department to make pupils develop an understanding, love and passion for English that will enable them to access learning and employment opportunities in the future.

Paul Dawson Science Teacher

SCIENCE TEACHER

We live in an areas of unprecedented scientific and technological change.  The aim of the Science department is to develop pupils’ sense of enquiry and extend their knowledge and understanding of the world around them. Through experimentation and scientific enquiry pupils are able to gain skills which will equip them to adapt to this rapidly advancing world.

ICT/MEDIA TEACHER

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.

Anthony Crowley PE Teacher PE TEACHER

In Woolton High School, PE is a strength of the school “Ofsted 2013” and as such we value ourselves in giving our pupils a range of experiences in PE. At key stage 3, every three weeks we change the sport in school to give our pupils the opportunity to participate in an array of sports, such as handball, badminton, short tennis and Health related fitness. This allows our pupils to indulge in sports they may not have tried. But the most important part of our ethos in PE is for it to be a positive experience regardless of ability.

At Key stage 4 pupils are giving the opportunity to choose BTEC Sport Level 1/2 Award. This is broken down into 4 Units which are all assessed by Edexcel. This allows our pupils to perform presentations, assignments and portfolios in both a practical and theory setting.

Graeme Smith Business Studies TeacherBUSINESS STUDIES / PSHE TEACHER

Year 7 pupils at the school complete PSHE and follow the AQA 5800 specification. Over the year the students will complete 5 units to varying levels. Each unit will cover a key area that helps students mature and develop at this age, as well as providing them with life skills and advice on how to stay safe. The five units covered are:

  • Unit 2: Drugs Education
  • Unit 3: Sex and Relationship Education
  • Unit 5: Emotional Wellbeing
  • Unit 10: Personal Safety
  • Unit 12: Introduction to Diversity, Prejudice and Discrimination

Year 8 pupils at the school complete Citizenship and follow the subjects KS3 programme of study. The students will complete four units which gives them a wider understanding of both national and global issues. These units are complete by February. At this time the students then work as a team to create a product which will help people. The students then take their idea/product and compete in a Dragon’s Den event against all of the schools in the South Liverpool Schools Together Network. This event has been successful and very beneficial to the students in previous years and promotes teamwork within the group. The Citizenship units covered:

  • Citizenship – What it’s all about
  • Crime
  • Britain – A diverse society?
  • Debating a global issue
  • Why is it so difficult to keep the peace in the world today?

Years 9, 10 and 11 at the school complete Business Studies BTEC Firsts. This is a three year course which consists of four units in total. There are two core units that must be complete and two optional units that the teacher chooses. Three out of the four units are course work based units with the remaining unit, unit 2: Finance for Business, an external on-screen test. The four units covered are:

  • Unit 1: Enterprise in the Business World – Core Unit (Internal)
  • Unit 2: Finance for Business – Core Unit (Internal)
  • Unit 6: Introducing Retail Business – Core Unit (Internal)
  • Unit 8: Recruitment, Selection and Employment – Core Unit (Internal)
Sara Trainer Literacy And Numeracy SupportLITERACY SUPPORT TEACHER

Our Pupil Support Centre offers support for pupils who may be struggling in class, need extra one to one support or just simply a quieter place to work. We can help individuals discuss a problem, let off steam, reduce anger, problem solve and manage behaviour. We offer structured one to one literacy intervention for struggling or reluctant readers as well as timetables group literacy lessons. We work with local volunteers to offer extra drop in reading for pleasure time for all the boys at Woolton High School.

 

10-1 PROVISIONl_calvert

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 TEACHERSmary_picturemiss_roberts

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.