Using WAGOLLS -What a good one looks like-in history

Without knowing it , or wishing to coin yet another ugly acronym!, you are all probably using WAGOLLs as part of your daily discourse with your pupils. If you want high quality work, it is often a good idea to show an example. But we need to be careful here. Just presenting a highly polished model can be as demoralising for some as it is an invitation to do even better for others. So much more benefical to get pupils to work out why it is good rather than simply trying , and for many failing, to emulate it. Sharing success criteria in this way helps moves pupils away from ‘its neat’, ‘lots of detail’ towards pinpointing the history specific criteria. .
I personally like to use the work of a pupil/student from a previous year, then the class can be more realistically challenged to try and improve its quality. Often I’d make WAGOLLs an agenda item at the team meeting. Everyone has to bring one to the planning meeting. Colleagues who had never taught a topic before found it really helpful to try to create one for themselves. As if they were an average Y 3 or Y8 pupil. By pooling these WAGOLLs, we found that there was a much better connection between stated expectations on the planning and the final pieces of work and between the planning and the portfolio of assessed work which is now built up more incrementally, rather than just at ‘assessment deadline time’.

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