Our T&L Blog

Periodically, a colleague from the Wonder Learning Partnership team will share their educational ruminations with the world.

Right here. 

Deep and meaningful, light and fluffy – who knows…


Charlotte Nicholls – 12/20

Charlotte is the Deputy Head at Woldgate School in Pocklington. She is passionate about education and is a strong advocate for staff and student well-being and morale. She is known for her highly enthusiastic approach to school life! 

“Everyday, people that work with children make a difference by inspiring them, building self-esteem, helping them believe in themselves and their ability to learn…”

Graeme Taylor – 12/20

Graeme is the Head of Teaching and Learning at Longcroft School in Beverley. He has much experience of leading teaching. His blog unpicks revision methods and their applications. 

“The co-operation and interaction of the pupil and the teacher working as a cohesive unit is essential in achieving the long term goals we both want. So being there for them may sound twee, but now more than ever, it seems like a vital part of our job…”

Kirsty McMurdo – 12/20 

This week, we stay with Kirsty McMurdo, the Director of Teaching for the Wonder Learning Partnership. Kirsty’s Blog discusses Pace versus ‘just getting through stuff’! 

“Pace is notoriously subjective. It’s a word that floats around classrooms and corridors, without definite meaning attributed to it. For my subjective take on the word, discussions about pace should consider the following…”

Kirsty McMurdo – 11/20 

On this occasion, we hear from Kirsty McMurdo, the Director of Teaching for the Wonder Learning Partnership. Kirsty’s Blog explores the challenges of mapping a departmental curriculum. 

“There are a raft of buzz words and phrases that accompany discussions around mapping out curriculums in different subject areas. Should a curriculum be skills-based or content-based? What are the threshold concepts? The intent? How does this match the implementation?

In the English department… our conversations have been simple: what do students already know? What do they need to know by the end of year 11? And, how do we get them from one point to another?”