Watch, Read, Do, Review Frequently Asked Questions
We’ve brought together some of the most frequently asked questions about the Watch, Read, Do, Review online training application to help you quickly find the answer you need.
Common Teacher Questions
Have a conversation with your line manager about this. They might want you to work through the content in a specific order or they may be happy to accommodate what you would like to work on. You will not be able to view any content though unless your line manager assigns it to you first.
The programme is intuitive and remembers where you are up to so don’t worry about saving progress, this is done automatically for you.
You are not able to store any of your work on the system (apart from notes during the review session with your line manager). Therefore, we recommend keeping a folder with any work you have completed or reading material you have printed out.
The packages are the content within the module. Each module contains either 3, 4 or 5 packages. Each package contains 1 watch, 1 read and 1 do. The review comes at the end of each module instead of each package.
Common Line Manager Questions
It’s a QFT training programme for teachers linked to Ofsted outstanding guidelines. 8 modules that are based on the 8 teaching standards. Each module comprises of several bite size videos to watch, useful guidance and advice to read and manageable tasks to do.
The specific and guided actions we ask teachers to do after each module don’t take long at all and are never anything they shouldn’t be doing anyway (such as giving useful feedback to struggling students).
The teacher’s line managers (this could be the head, or head of department or phase depending on your setting) can log in and see the progress of their staff. The line manager decides which modules they want their staff to do and can even assign specific modules, monitor progress and there are pre written discussion points for line management sessions and a place to record notes during the review sessions.
It can be used as a reminder and fine-tuner for experienced teachers or as a guide for the NQT and trainee. It can also be used as a clear programme of support for teachers who may be struggling (such as capability proceedings) and need a structured programme of support.
It’s all about maximising the impact in the classroom with the most minimal amount of CPD time and cost and all in a way that you can measure!