What does Great teaching and learning look like at

Chalfonts Community College?

Thursday 1st September, 2016

What is GREAT teaching and GREAT learning?

Session Aims

• To discuss and debate what is GREAT teaching and learning.

• To identify key aspects of GREAT teaching and learning that can be used every day at CCC.

• Understand CCC polices to support GREAT teaching and learning.

GREAT Teaching and Learning What is Important?

Organise the cards on your table to display how these important aspects of teaching and learning should be prioritised and / or connected.Feel free to add to the cards by using the post-it notes provided!

GREAT Teaching and Learning What have others got to say?

Divide the reading material up between your group and discuss the key findings from each resource.

Mind-map the key ideas about great teaching and learning, using the reading material as stimulus. Please use this to support your own ideas and opinions.

GREAT Teaching and Learning Identifying Key Areas

Reduce your mind map to 5 – 8 key teaching and learning ideas.

CCC Polices to Support Great Teaching and Learning.

ObservationsDepartment Work Scrutiny

SLT and Department Book Looks

Tutor Time Whole Class Reads

“Listening to literature being read aloud is one of the most valuable and pleasurable experiences …readers and writers can have. Reading aloud should be part of every

child's day.”

• 28% only read when they have to• 31% cannot find anything to interest them• 17% would be embarrassed if they were caught reading• 25% say their parents don’t care whether they read or notYet…• 80% believe the more they read, the better they will become• 55% believe they will get a better job if they can read confidently.

National Literacy Trust:

Below expected level %

At expected level %

Above expected level %

Every day 4.4 74.8 20.8A few times a week 6.7 84.6 8.7About once a week 12.2 81.2 6.6A few times a month 13.2 79.1 7.7About once a month 19.2 70.7 10.1Rarely 21.1 70.1 8.8Never 35.5 59.9 4.5

Report from literacy survey of 32,569 children and young people from 111 schools from across the UK

Maths (H):Dan believes he knows what his brother Ethan is thinking. He carries out an experiment to test this. Dan and Ethan sit back-to-back. Ethan rolls an ordinary fair dice. Ethan then thinks about the number on the dice while Dan tries to predict this number. (a) In 300 attempts, how many correct predictions would you expect Dan to make if he was just guessing?

Religious Studies:‘It is always right to give charity to the poor.’ Evaluate this statement. In your answer you: • should give reasoned arguments in support of this statement • should give reasoned arguments to support a different point of view • should refer to religious arguments • may refer to non-religious arguments. • should reach a justified conclusion

English:You now need to think about the whole of the source. This text is from the opening of a novel. How has the writer structured the text to interest you as a reader? You could write about: • what the writer focuses your attention on at the beginning • how and why the writer changes this focus as the source develops.

Biology (F):Figure 15 shows the effectiveness of different methods of contraception in the prevention of pregnancy during their first year of use. It shows percentages for typical use (some mistakes when used) and perfect use (no mistakes when used).(c) Compare and contrast the data for different contraceptive methods and types, to advise a young adult as to the best method of contraception to avoid pregnancy.

Examples of extended questions:

Year Group

Whole Class Read

Year 7 The Railway Children – E. NesbitThe Jungle Book – Rudyard Kipling

Year 8 Alice in Wonderland – Lewis CarrollSherlock Holmes – Arthur Conan Doyle

Year 9 A Christmas Carol – Charles DickensYear 10 The Hound of the Baskervilles – Arthur Conan DoyleYear 11 Complete Ghost Stories – Charles Dickens

Tutor Time Reads:

How to support whole class reading• You are the best reader in the room – read to the group frequently• Pause every so and discuss new vocabulary / difficult concepts. • Google definitions together and discuss how the meaning links to what you have

read• Stop after a few pages and discuss what you have read:

- how has the character(s) changed?- how has the story developed?- What would you do in this situation…?- what predictions do students have so far?

• Defer questions until the point you decide to stop (unless it’s crucial to understanding) so that your tutees are fully engaged in the story

• Begin the next reading session with a quick recap (who can describe X’s relationship with…/Summarise chapter 5…)

• Relate situations / themes to real life experiences to encourage discussion and engagement on other tutor days

• Stop reading at an exciting point in the text; leave the group wanting to know what happens!

Audio Books:

Year Group

Whole Class Read

Year 7 The Railway Children – E. NesbitThe Jungle Book – Rudyard Kipling

Year 8 Alice in Wonderland – Lewis CarrollSherlock Holmes – Arthur Conan Doyle

Year 9 A Christmas Carol – Charles DickensYear 10 The Hound of the Baskervilles – Arthur Conan DoyleYear 11 Complete Ghost Stories – Charles Dickens