The Foundation Faculty at Wellfield High School has undergone an exciting restructure over the past two years. With a combination of new leadership and new and experienced teachers, this is a faculty that is ambitious in its pursuit of excellence.

The faculty works together collaboratively as a team to achieve best practice in teaching & learning, assessment, and outcomes for young people. At Wellfield, all students study Geography, History, Religious Education and Spanish in Years 7-9. In Years 10 & 11, students study at least one of Geography, History, or Spanish as a GCSE. Religious Studies GCSE is also an option

As a faculty we are committed to delivering inspiring teaching and learning to engage all students in becoming rounded individuals with aspirations to be the best they can be. The faculty achieves this through hard work and dedication from our members of staff who aim to provide an enriching and balanced curriculum. We work to support and encourage each other and develop our skills in response to the needs of our students. We are a creative and enthusiastic faculty who are keen to develop team orientated colleagues who are inspirational, ambitious, and want the best for every student. 

The Current Faculty Structure 

The Faculty consists of the following members of staff:

  • Assistant Headteacher, Head of Faculty – Lead teacher for Spanish
  • One full-time teacher of Spanish
  • One full-time teacher of Geography 
  • One part-time teacher of Geography
  • Head of School, teacher of History
  • One full-time teacher of History
  • One part- time teacher of History 
  • Assistant Headteacher – Lead teacher for R.E
  • One full-time teacher of R.E

Teaching and Learning

In line with Endeavour Learning Trust, the faculty has the following aims:

  • To provide outstanding education at the heart of the community
  • To encourage every individual to become the best that they can be 
  • To provide consistently high quality teaching which places the learning of the individual at the heart of school life. 
  • A focus on ‘teaching to the top’, and providing ‘scaffolding’ where appropriate. Teaching should be planned for ‘stretch and challenge’ and delivered with high expectations for excellent ‘behaviour for learning’ and for developing oracy.
  • To have a total commitment to providing a caring environment, where everyone feels safe and valued 

Faculty Marking and Feedback Guidelines

Individual subjects have autonomy in using the style of feedback that is the most appropriate for students within their classes. These should be used in conjunction with the whole school guidelines – to move students on in their learning and to encourage rigour, stretch and challenge. At KS3 students have one exercise book where assessments and other key pieces of work are marked in line with these guidelines. At KS4 students have a book or folder for classwork/notes and one book for assessment/exam style questions. Where possible, students in both KS3 and KS4 will have a mid-unit and end of unit assessment with more detailed marking. A range of marking and feedback styles are used within the faculty including:

  • Verbal Feedback/live marking/differentiated questioning
  • Written Feedback (where necessary and appropriate)
  • Peer and Self-Assessment 
  • Whole Class Feedback in the form of crib sheets, checklists, modelling or coded marking, highlighting good practice and allowing students to redraft, complete another task or apply to future tasks.
  • Individual Feedback in the form of written comments, highlighting work, live marking within the classroom and verbal comments can be done on a 1-2-1 basis during the course of a lesson.
  • Online feedback via Moodle / Showbie / Google classroom (these should adhere to the principles of written feedback as above).
  • Marking for Literacy (SPAG)
  • High expectations for presentation and pride in work is also key within the faculty. It is worth noting, however, that comments about this should not replace feedback about the subject, the work completed and the students’ next steps in learning.