TEACHING AND LEARNING
AT VICTORIA CP SCHOOL
Running order
• Mrs Eccles – Family Partnerships, Reading and
Attendance
• Mrs Walker – Foundation Phase Philosophy
Mrs Jones
and Early Intervention
• Mrs Settle – Maths at Victoria and Homework
Tips
• Head Boys – What is a Good Learner?
And Girls
• Mr Hodges – The Digital World at Victoria
• Ms Sheriff – Internet Safety
• Questions and Answers
School Aims
School Improvement Plan
1. To improve the standard of numerical
reasoning and problem solving
2. To improve the standard of reading
3. To improve attendance
4. To become a digitally competent
school
5. To begin to implement the new
curriculum in Wales
Working with Families
“Parental engagement
in children’s learning
makes a difference –
it is the most powerful
school improvement
lever we have.”
Research shows that at age
seven, the degree to which
families engage with their
child’s learning has six times
more influence over the
child’s educational
attainment than the
quality of the school.
What do we do at Victoria?
What else can we do?
Ways that families can support
learning
Foundation Phase Primary school age 7–11 Secondary school age
• Conversations.
• Role play.
• Reading stories.
• Teaching songs.
• Playing with letters
and numbers.
• Painting and drawing.
• Visiting the library,
museums and
galleries.
• Interest in their school
activities.
• Helping them feel they belong
in the school.
• Regular bedtime, breakfast and
school attendance.
• 10 minutes a day reading.
• Talking about ‘how
big/much/many’.
• Outings to the library,
museums and art galleries.
• Outdoor trips.
• Working with the school to
support the child with any
• Supporting social and
particular issues.
emotional learning.
• Helping their child to
be ‘school ready’.
• Supporting social and
emotional learning.
• Communicating value of education.
• Taking an interest in their studies.
• Modelling respectful relationships.
• Keeping them focused on learning while also
supporting autonomy.
• Regular bedtime, breakfast and school
attendance.
• Communicating aspirations, celebrating
achievements.
• Providing a quiet study area.
• Encouraging reading and general discussions.
• Outings to cultural venues, extra-curricular
activities.
• Working with the school to support the child
to work through any particular issues.
• Supporting course/post-16 selection.
Reading at Victoria CP
• Creating a love of reading in children is potentially
one of the most powerful ways of improving
academic standards in school.
• There can be few better ways to improve pupils
chances in school, or beyond in the wider world than
to enable them to become truly independent
readers.
• Success in reading is fundamental to success in
school.
• Reading is all about acquiring meaning; for
enjoyment, information and understanding.
Understanding
(Comprehension)
• Being able to read does not mean you
understand what you read.
• Your child might sound like a good
reader but may not necessarily
understand what the text means.
• The best way to develop understanding
is to talk about texts.
We can read but do we understand?
According to the previous ATA/IDE
hard drive transfer protocol, the
signalling way to send data was in
synchronous strobe mode by using
the rising edge of the strobe signal.
The faster strobe rate increases
EMI, which cannot be eliminated by
the standard 40-pin cable used by
ATA and ultra ATA.
Little Red Riding Hood
Once upon a time, there was a little girl who lived
in a village near the forest. Whenever she went
out, the little girl wore a red riding cloak, so
everyone in the village called her Little Red Riding
Hood. One morning, Little Red Riding Hood asked
her mother if she could go to visit her grandmother
as it had been awhile since they'd seen each other.
"That's a good idea," her mother said. So they
packed a nice basket for Little Red Riding Hood to
take to her grandmother………
Little Red Riding Hood
But when Little Red Riding Hood noticed some lovely flowers
in the woods, she forgot her promise to her mother. She
picked a few, watched the butterflies flit about for awhile,
listened to the frogs croaking and then picked a few
more. Little Red Riding Hood was enjoying the warm summer
day so much, that she didn't notice a dark shadow approaching
out of the forest behind her... Suddenly, the wolf appeared
beside her. "What are you doing out here, little girl?" the
wolf asked in a voice as friendly as he could muster. "I'm on
my way to see my Grandma who lives through the forest,
near the brook," Little Red Riding Hood replied.
Importance of Questioning
• Literal…these involve asking basic
questions, such as “what colour was
Red riding Hood’s cloak?”
• Inferential…these involve asking
questions such as “what do you think
Red ridings Hood’s cloak was made of?”
• Evaluative…these involve asking
questions such as “How do you think
Red riding Hood felt when she first
met the wolf?”
Talking about books
It is not a test!
Do you like this book; why?
Who is your favourite character?
Tell me about a character in the book.
Which words tell you what the character is like?
How would you feel?
What do you think will happen next?
What would you do?
What have you learned about …… in your book?
What can you tell me about…?
Reading at Home – Enjoy!
• Make reading visible; have books
available in your home
• Share books every day;
• Boys need to see that reading is
something men do.
• Talk about books.
• Sit and listen - don’t do chores around
the reader!
• Respect choices.
What to do if your child is stuck
• Use phonics first. What sound does the
word begin with? Can you say the sounds
in the word? Blend them together.
• Read to the end of the sentence. What
would make sense?
• What is the text about – what might
fit here?
• Does it sound right?
• Look at the picture. Does it help?
What does Good Attendance
mean?
Bob and Jane are in Year 6
and their attendance in Year 5
was 90%. Bob and Jane’s
parents and Bob and Jane
think this is great. Imagine
getting 90% in a test!
Good, yes?
I’m afraid not!
• 90% attendance is ½ a day off each week – part
time – imaging what your boss would say!
• Over the year, that’s 4 weeks missed.
• Over 5 years, that’s ½ a year of learning missed.
• Research suggests that 17 missed school days each
year = 1 GCSE grade drop in achievement. That
could be the difference between a c and a D in
Maths.