#F2FTM hold fast to your dreams

“Every teacher needs to improve, not because they are not good enough but because they can be even better”.

We are good to go, and look forward to welcoming all our guests tomorrow…


hold fast
Living the Dream


Planning done


pop tart preparation
Prepared, and we just don’t care


One step at a time…

See you at the TeachMeet

No excuses!




#F2FTM Thursday 27/6/19


TeachMeet time is approaching, and this will showcase our work this year on FACE, with strategies to support feedback, autonomy, challenge and engagement.

These strategies have come through our Lesson study programme that all staff have taken part in:

1: Chidi, Sara-Kate, Teresa, Ben Jigsaw learning so that I see an improvement in the students’ ownership of their learning
2: Jen, Josh, Nina, Alison  How can I use ‘prep/deliver/assess’ to see an improvement in the skill of independence
3: Chris C, Mel, Sam How can I use ‘Providing choices’ so that I see an improvement in the autonomy with
4: Jay, Mark, Paul How can I use  the 7 Es so that I see an improvement in the quality of challenge
5: Jason, Manaz, Sabah, How can I use  challenge boxes  so that I see an improvement in the stretch and challenge with the top achievers in the class over
6: Christine, Isye, Ryan M 3 pre-prepared questions linking to Blooms Taxonomy to improve higher order thinking with pupil premium learners
8: Bernie, Katy, Leah the use of group work in helping students to learn how to escape the learning pit with less teacher input and a role that they can work within with our 9WES classes.
9: Chimameka, Chris G, Kelly Group 9 is going to research how we use blooms taxonomy so that we see an improvement in achievement of different focus groups
12: Bebhinn, Jayna, Jacqui looking at how to engage students (especially year 9 boys) in a subject (Food Tech) that they chose for practical side but has quite a bit of theory in it too.
13:  Annabel, Ernesto, Julia  How can I use DIRT slides so that I see an improvement in the students’ response to my feedback with a selection of shared Year 9 students
14: Chloe, Lena, Sebastian, Nitza, Group  14 is going to research how we can use feedback sheets, writing frames and re-drafting lessons so that we can see an improvement in extended writing skills with KS5
16: Emma, Chris B, Ryan P,   How can I use student worked examples within the starter so that I see an improvement in the students’ awareness of common pitfalls with Year 11….
B: Jonathan, Roland, Clara  We are going to use competitive games to improve participation of reluctant  girls
C: Ishrat, Greg, Carly, Haroon Personalised Learning Checklist (PLC) so that I see an improvement in DIRT feedback after assessments with my Yr 11 GCSE We will use Teacher Toolkit Marking strategies

4.30pm, Thursday, 27th June, in here…

Image-3 (6)

Butterfly showcase

This week we had a miscellany of strategies, primarily the soft skills of embedding deeper relationships, working together in the classroom and how we are celebrating all that we do  at Westfield.

Engaging displays – Sam Cole    

 Making good use of school displays for the following:

intent of learning
– outline of topic

– key terms and phrases connected to project

– next step questions

implementation of teaching
– content of information

– photos of student task

– demonstration of class resources

impact of outcome

– large scale work

– bold colours

– good quality work show high aspirations for students

Elaine has been working with the site staff and individual faculties to showcase all the fantastic work that we do around the school. 

Use of Voice -Bebhinn Kennedy      

How do we use our voice effectively in the classroom?

Using your voice to help with behaviour management………..

  • Speak slowly and calmly
  • Dramatise activities to increase enthusiasm
  • Raising your voice (not screaming)
  • Speaking quietly to emphasise certain feelings / emotions / key vocabulary
  • Voice projection
  • Not talking when the students are talking – using wait times / countdowns to get attention

Different types of voice include a “firm voice to grab the attention of the classroom very quickly”, and “a comforting, advisory voice that is soothing”, for example. Having a calm, deep voice, rather than having a high-pitched tone or shouting, can help to give a sense of authority.

Whatever the voice, it is always about the consistency of practice, and the relationships that we are constantly building.

Student interviews and evaluations – Teresa Porter

  •  We teach as per the curriculum
  • We teach as per the Westfield way
  • We formatively and summatively assess students to check progress over time.

Unless we speak with students and ask them their own thoughts on their learning, how do they learn more?

How do we do less for them? How do we make them learners that are more independent? And how do we know the impact of our pedagogical skills?

We can either speak to students individually, as a small group…in these cases, choose students who are not necessarily the most compliant or best behaved, but those that will give the most honest and constructive, answers.

Alternatively, you may choose to do student evaluations/ questionnaires for the whole class.

And then act upon whatever we have found out…

Thanks all





6th Form Butterflies

The Butterflies have been thick and fast this term, with a focus on 6th form teaching:

Sharing is caring – Sabah Khan

It is important to show students what excellence looks like by sharing models of the very best work, giving them something to aspire to and an understanding of how to produce high quality work of their own.

Students are given specific topics to research (allocation of topic is based differentiation). Student work is then collated and made available to all, this way personalised revision guides have been created.


  • Sets high expectations.
  • Models student work.
  • Helpful for upcoming assessments/mocks.
  • Good for content heavy subjects.
  • Allows peer assessment.
  • Facilitates repetition.

Things to consider:

  • Quality control
  • Strategically assign topics – differentiate for abilities
  • Double up topics where necessary – assign to a variety of students

 Support with essay writing – Emma Keys

 Scaffolding- This is not just for Key stage 3 & 4. It is just as important in year 12 in order to model and support their writing development. I like to use a starting code of red- heavy support, amber- medium and green- essential information. Reduce this support over the course of year 12.

Providing critical references and modelling how to use them in an essay- this is a new skill and not one we should just ‘expect’ them to learn independently. Provide clear websites and books which you would expect to find the sources.

Essay mark sheet- a clear checklist of what essential requirements an essay should have and clearly marked to the exam AOs. This will help them visualise where they need to improve.

Refresh your subject knowledge- A levels are very difficult and at times, it is important that we as facilitators have the most up-to-date readings and research to help push and challenge their ideas/ progress.

 Building independence– Sara Kate Rafter

Making use of the exams boards website which is full of useful information. Some of what can found:

-specimen papers

-exemplar work

-past papers

Start yr12 teaching students how to make use of exemplar questions, so this can used to guide revision and improve answers to exam questions.

Set students 15 marks worth of questions to complete (they can choose the 15 marks worth- autonomy)

Give 15 mins DIRT time in lesson for students to reflect on their answers and identify using the specification which assessment objectives (AO’s) are their weakest and what content requires improvement.

Making BTEC engaging- Ben Waite

 Things to consider for BTEC lessons…

Planning – often there are very few lessons pre-planned for teacher tweaking and few resources. This means planning from scratch- but it is worth it, for an engaging lesson.

Ensure lessons are planned to allow ideas that are often      complex, to be explained clearly and concisely, bring in new ideas gradually (the less info per slide, the better).

Reviews– these should be well thought through, to maximise student engagement. Often students that do BTEC are less confident than others to express their understanding or lack thereof. Therefore, it is important that review activities draw out any concerns, misconceptions or understanding of the more challenging concepts.

Training students and getting them ready- Chris Chalk

 Ensure students are aware of how to distinguish between; describe, explain and analyse as these directly match the assessment criteria for assignments.

Use assessment criteria as a scaffold for students, so that work submitted is structured in a way that it can be easily and effectively scanned for marking, rather than be marked in a detailed way.

When submitted for the final marking, have the assessment record ready to fill in. When marking and filling in assessment records, keep the language used simple.

Make use of the Pearson on line calculator, for students to track and monitor their own progress in terms of P, M and D and relate this to the points system.