INSET Day CPD Introduction

1. What does Great teaching and
learning look like at
Chalfonts Community College?
Thursday 1st September, 2016

2. What is GREAT teaching
and GREAT learning?

3. 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.

4. 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!

5. 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.

6. GREAT Teaching and Learning
Identifying Key Areas
Reduce your mind map to 5 – 8 key
teaching and learning ideas.

7. CCC Polices to Support
Great Teaching and Learning.
Observations
Department Work Scrutiny
SLT and Department Book Looks

13. 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.”

14. • 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 not
Yet…
• 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 20.8
A few times a week 6.7 84.6 8.7
About once a week 12.2 81.2 6.6
A few times a month 13.2 79.1 7.7
About once a month 19.2 70.7 10.1
Rarely 21.1 70.1 8.8
Never 35.5 59.9 4.5
Report from literacy survey of
32,569 children and young
people from 111 schools from
across the UK

15. 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:

16. Year
Group
Whole Class Read
Year 7 The Railway Children – E. Nesbit
The Jungle Book – Rudyard Kipling
Year 8 Alice in Wonderland – Lewis Carroll
Sherlock Holmes – Arthur Conan Doyle
Year 9 A Christmas Carol – Charles Dickens
Year 10 The Hound of the Baskervilles – Arthur Conan Doyle
Year 11 Complete Ghost Stories – Charles Dickens
Tutor Time Reads:

17. 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!

18. Audio Books:
Year
Group
Whole Class Read
Year 7 The Railway Children – E. Nesbit
The Jungle Book – Rudyard Kipling
Year 8 Alice in Wonderland – Lewis Carroll
Sherlock Holmes – Arthur Conan Doyle
Year 9 A Christmas Carol – Charles Dickens
Year 10 The Hound of the Baskervilles – Arthur Conan Doyle
Year 11 Complete Ghost Stories – Charles Dickens