CPD@BSB: Volume 2, Issue 2.

@ CPD BSB THE STAFF DEVELOPMENT DAY ISSUE

VOLUME 2 - ISSUE 2 NOVEMBER 2021

GROWTH MINDSETS IN THIS ISSUE ● ● ● ● ●

Sign language.

Growth Mindset Staff Development Day follow-ups.

Upcoming CPD Safeguarding scenario

DEPARTMENT SPOTLIGHT: How Year 4 are helping the world with their learning.

BRINGING SIGN LANGUAGE TO THE CLASSROOM Easy ways to use Makaton & British Sign Language in your classroom.

Contents Introduction

3

Letter from Mr Maguire

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From the CPD Shelves

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Teacher Feature: Makaton and British Sign Language

8

CPD from SLT: Growth Mindset

12

What Happened On Staff Development Day

15

Enrichment

18

Department Spotlight: How Year 4 are Times Tables Rockstars

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What If? Safeguarding Scenarios

20

Support360 & Wellbeing

21

Upcoming CPD Webinars

23

ERIC Database

24

Perks

26

Attributions

27

Reflection

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Introduction Welcome to our new look issu! Jacques has had a lot of fun with redesigning this one and hopefully you’ll all enjoy the articles as well as the new look!

It was wonderful to have face to face CPD last month and I certainly took a lot from the groups I took part in. The thing I took most from CPD day was the excitement in the air and the passionate professional discussions that were taking place! It was great to get in to other parts of the school too! If there were any sessions you couldn’t attend please check out the ‘What happened’ section where you will find the resources and a short write up of what was delivered. Thank you to Nick for putting this afternoon together for us all and organising a delicious lunch.

It was brought to our attention this term that a few members of staff have been using makaton and BSL in their lessons and extracurricular activities and that it was having a positive impact on classroom management as well as teaching a new skill so we approached them to put something together. Please take time to read their brilliant article and see if you can implement some in your own classroom. Imagine if we could get all the students using this from the youngest in infants to the oldest in Seniors - Wow! We wanted to use this issue to reflect on the outstanding practice that is already going on in school and once again a big thank you to those that have contributed! If you would like to join the CPD team please do get in touch! We put out this quarterly journal and are always looking for people to help!

Please do get in touch if there is anything you would like to see more of or if you have any ideas to include.

Best wishes, The CPD Team 3

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Letter From Mr Maguire Another excellent edition of the CPD journal, and it is wonderful to see this initiative grow. I hope that all colleagues can find some time to read the articles contained in this newly designed and stylish publication.

I particularly liked the article on growth mindset. I recall the discussions with the leadership group at the very start of the pandemic about what was possible or even conceivable for online learning. What the school launched back then was beyond anything any other school could conceive, let alone deliver. However, when we look at what our online learning looked like towards the end of school closures, we can see that we had come on leaps and bounds from the first starting point. All of this was achieved by having a positive mindset and one that kept asking questions and, in particular, what ‘IF’. Of course, there were mistakes and setbacks, but as a school community, we strove forward. As we now emerge from the global pandemic, it will be essential for us to retain that sense of forwarding momentum and innovation.

Collectively we can keep asking ‘what if’, knowing that we are surrounded by talented colleagues who can collectively find a new solution.

The topic on differentiation also caught my eye. It is great to see ideas being presented, including students selecting ‘how many chillies’ they want to select for their work. Independent motivation and differentiation are crucial components for our teaching and learning.

I hope that colleagues enjoy this edition as much as I have.

Mr J Maguire Executive Headmaster

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From the CPD Shelves Every issue we highlight books from our CPD collection that either match the theme of the issue or contain information pertinent to current events. All of these are available in the Junior/Senior Library 10 Mindframes for Visible Learning John Hattie & Klaus Zierer

The original Visible Learning research concluded that one of the most important influencers of student achievement is how teachers think about learning and their own role. In Ten Mindframes for Visible Learning, John Hattie and Klaus Zierer define the ten behaviors or mindframes that teachers need to adopt in order to maximize student success.

Intention: Critical Creativity in the Classroom

This practical guide, which includes questionnaires, scenarios, checklists, and exercises, will show any school exactly how to implement Hattie's mindframes to maximize success.

Amy Burval & Dan Ryder

How might we choreograph a short story, remix a political party, sketchnote an equation, costume a scientific phenomenon, or hashtag a nutrition plan?

Veteran classroom educators, Amy Burvall and Dan Ryder, believe intentional acts of creative expression enables deeper learning, turning the creative spirit into a force for authentic understanding.

Intention: Critical Creativity in the Classroom provides a catalog of field-tested, student-centered activities, lessons and experiences ready for integration into any classroom. Each item in the catalog features a pathway for facilitating the thinking and making, an inventory of critical thinking skills developed during the experience, multiple suggestions for content area integration, and ideas for further enrichment and exploration.

Talk-Less Teaching Isabella Wallace & Leah Kirkman

Teacher-talk is a powerful tool. But while teachers must embrace teacher-talk as vital, they must also bear in mind that not all teacher-talk is created equally.

In an entertaining and practical way, 'Talk-Less Teaching' shows you how to encourage learners' responsibility for their own progress without compromising test results or overall achievement.

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From the CPD Shelves Every issue we highlight books from our CPD collection that either match the theme of the issue or contain information pertinent to current events. All of these are available in the Junior/Senior Library Supporting Children with Learning Difficulties Christine Turner

How do you teach history to a child who can't remember what she had for dinner?

What difference will it make to a child's counting skills if you place the objects in a line, rather than dropped randomly on the table? Will breaking down a task into smaller steps help a young person learn how to dress himself?

Christine Turner draws on 25 years' experience gained from teaching children with severe, profound and multiple disabilities to provide an introduction to learning disabilities and the effect they have on the individual and the family.

She proposes holistic strategies to ensure that every child makes progress, regardless of the extent of their disability.

All aspects of learning, from the simplest forms of non-verbal communication to the way ICT can motivate and inspire are explored in this practical and informal guide for anyone wanting to support a child with learning difficulties.

Marking & Feedback Sarah Findlater

Marking and Feedback is a key area that every primary and secondary teacher must excel in. This book is a full guide to marking and feedback and will help teachers assess what level they are currently at and highlight the areas they need to improve. It provides an introduction to the main marking and feedback approaches and theory as well as practical ideas to use in the classroom straight away. There is also a strong focus on long-term development and progression of practice with evaluation strategies and questionnaires. The book is split into two sections: Train yourself and Train others, so it can be used by individual teachers to improve their own practice as well as by those looking for CPD training plans - either for a one off session, or a whole school programme.

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What is Makaton?

Makaton is a unique language programme that uses symbols, signs and speech to enable people to communicate.

It supports the development of essential communication skills such as attention and listening, comprehension, memory, recall and organisation of language and expression.

Keywords are used so a sentence can be simplified and this makes it easier to learn.

Makaton and British Sign Language A useful tool to aid your teaching

By Claire Carney, Suzanne Fearon & Sharon Holmes

Mr. Tumble, Something Special

What is British Sign Language (BSL)?

British Sign Language (BSL) is the most common form of sign in the UK. It has its own grammatical structure and syntax and as a language it is not dependent nor strongly related to spoken English.

BSL started as far back as the 16th Century and the first modern forms of signing developed in the 18th Century.

Suzanne’s Year 1 class using sign language

The first school The Thomas Braidwood Academy for deaf and dumb first opened in 1760 There has been major progress in the 21st Century in the development of BSL as a language, however most Hearing impaired children will l earn the language unofficially rather than in schools.

It was only in 2003 that BSL was finally recognised as an official minority language in the UK.

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Infants Using Makaton in Songs The beauty of Makaton is that it provides another tool for teachers and students to communicate and express themselves, using simple gestures and expressions.

Makaton is particularly useful in Performing Arts lessons because it helps the children understand lyrics and feelings and gives a deeper appreciation of music and rhythm.

I have seen quiet, reserved children expressing themselves much more easily thanks to Makaton. It allows them to use their hands, rather than worrying what to do with them and helps them feel less self conscious.

For the more confident children it gives them yet another way to fully express themselves and I see more exaggerated expressions when the children use Makaton. It’s also useful if a child needs to go to the bathroom in the middle of a dance or song; rather than disrupting the class, they can sign their need and the singing and dancing continue as uninterrupted.

It is a fun, useful, complimentary aid to help communication, expression and feelings in both speech, dance and song.

Using Makaton in the Senior School to help reduce interruptions in lessons.

Covid restrictions meant students were only able to take a toilet break or refill water bottles during the lesson and this can be disruptive when trying to conduct the teaching part of the lesson. Students can also, copy these patterns of behaviours and minimising the disruption discreetly can greatly reduce this.

Ideal places and scenarios to use non-verbal communication: ● ● ● ●

Tests/Exams Libraries Fire drills & evacuations Assemblies

Claire’s Y1 class using Makaton in songs

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Example of Using Makaton in a Lesson 1.

Student put up hand and when you make eye contact, they show you the sign for the request they would like to make.

2.

You can indicate a thumbs-up for OK to grant their request or a give your next sign.

Sharon giving a short demonstration

Student Requests

Teacher Responses

More signs

You’re next

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Emotions

These an be used in simple sentences or on their own

Love

Actions Look or see

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Growth Mindset: How to develop it in the classroom.

By Ken Winstanley In the last article, I discussed the implications of developing growth mindsets in the pupils. What has been lacking however in this area of research has been practical solutions on how, as teachers we can attempt to achieve this.

To start, we need to consider the way we use language with the pupils. Think about a test you have given in class, a pupil scores a low mark. How do we interact with the pupil and what language do we use to convey the score? The pupil will already feel bad about getting a low grade and so we don’t need to address that. What we can do as teachers, is to focus on the positives. Yes they may have got a low grade but search for a positive and start the conversation with that. Then think about targets. What achievable targets can we give the pupil for the next assessment? Try to develop three targets for the pupil, an easily achievable one, a tricky one and a difficult one. What we want to achieve is that the pupil identifies that no one can achieve all in the first go and that they may have not scored highly this time but they will be able to in the future. This is referred to as…...

(Source - Cobham Primary School, Kent, UK)

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It is unlikely that pupils will fully embrace the power of yet straight away but, over time and continued support, advice and positivity from us as teachers, they will get there and what you will see is that over time we will see accelerated progress. Many teachers are put off with the slow start but sticking with it pays off, as teachers we need to ourselves embrace the power of yet. We need to model the approach and if the pupils take a while to embrace it, then praise this. We all take a variable amount of time to develop new skills and a growth mindset is a skill that can be learnt and with practice, can be improved.

When Rudyard Kipling wrote the poem ‘If’ in 1895 he was identifying the stoic nature of leadership in Victorian England.

This translates closely to what is identified as a growth mindset today. He wrote about keeping your head, being persistent and showing perseverance, all the aspects of what we now consider to be a growth mindset.

How do we then test if the process is working? This idea was given to me by an educational professor at the University of Cumbria and although the suggestion sounds unlikely to work, it has been proven a number of times in classrooms to be successful across the age ranges.

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It is also a really good way to get a measure of your class and what levels of growth mindset are already present.

Tell your class they are sitting a test. Then give them a choice. The yellow test is easy, they will get all the questions right but will learn little. The green test is more difficult and will need some thought and will be more challenging. The blue test is tricky. It will require some considerable effort and the pupil may not get all the questions correct. Offer this to a class and see what they choose. You can use any colours you like, just be aware that red is often associated with being difficult.

Many pupils choose the easy option, maybe not due to being afraid of challenge but due to self-preservation and the avoidance of possible failure. What we are trying to do is to encourage the pupils to take risks and to embrace challenges, and with this, at times failure.

An alternative to this is to offer them three questions graded as easy, medium or difficult and see what they choose. I have also seen a lovely use of Nando's spice level to show progression of mindset.

Pupils choose the spice level which is then translated to the difficulty of the question. An easy question (plainish) is accessible to all but contains little learning opportunities.

As you build the spice level, the questions become more difficult but so increases the learning opportunity.

However you choose to set the questions or tasks for the pupils, always consider the narrative you have with them. This is the most important part as we develop and promote them to be brave, courageous, adventurous and to push themselves out of their comfort zone. They may get it wrong at the first attempt but they will succeed. They just can’t do it yet…...but they will.

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The staff development day was a great opportunity to pilot a new structure this academic year and continue to build on the concept of one school with our homegrown experts imparting their knowledge and extending learning to cross keystage educators. Whilst feedback on the whole was positive, a few recurring suggestions to improve the day will be used in the next event confirmed for march. (Look out in the next Issuu for sign up details).

Once again a huge thank you to the experts leading sessions and the positivity demonstrated by the community in working with new teams, peers and subject areas.

Make sure you click on the Resources buttons below to access any materials the presenters may have used!

Resources

BreakoutEdu - Games in the Classroom Presented by Liz Doig

BreakoutEdu is an interactive problem solving game that is aimed at helping teachers bring the popular escape room craze into their lessons. The game has both physical and digital iterations where students solve riddles to unlock boxes containing the next clue.

Resources

Effective Marking & Feedback Presented by Jonny Macmillan

The session was in two parts. Part 1 involved investigating a selection of current feedback methods and encouraging staff to explore feedback that they may not have used previously. Part 2 involved a review of what feedback as staff you receive, trying to encourage more learning walks to occur so staff get more opportunities to collaborate with each other.

Resources

Instant Feedback & Targeted Intervention Presented by Martin Drennan

Using Learning by Questions to monitor student progress in real time to provide instant feedback and targeted, timely intervention where necessary.

What Happened on Staff Development Day 15

Talk for Writing Presented by Samantha Moore

Resources

Talk for Writing is a teaching approach which enables children to imitate the language they need for a particular topic orally, before reading and analysing it, and then writing their own version. It is an engaging teaching framework that raises progress and boosts standards.

AFL in the Early Years

Resources

Presented by Stacey Clarke The session was based on why AFL is important and simple ideas you can implement into your practice. It links back to my previous CPD session on effective practice, feedback and surface vs deep learning. We also verbally recapped three key questions teachers/students should always be asking themselves: Where am I going?

How am I going?

Where to next?

Art at BSB & Beyond Presented by Razia Welland

Resources

Discuss how art and DT is assessed at BSB. ● Examples of target sheets used for pupils to self-assess their targets. ● Examples of pupils’ work. How pupils can work in collaboration to develop deeper learning strategies ● Conclusion: recap all elements of assessment, pupil-centered outcomes, examples of work and deeper learning outcomes.

Levelled up Google Sheets

Resources

Presented by Jacques Venter Increasing the longevity and reusability of your Google Sheets using a range of tips & tricks. Using VLOOKUPS to pull data from other sheets and using formulas to manipulate it into place, specifically in the context of student trackers. Including an intro to IF and nested IF functions that work with conditional formatting to give your sheet visual appeal with minimal work.

What Happened on Staff Development Day 16

Resources

Support360 - Curriculum Differentiation/Strategies Presented by Lynley Forde & Maryam Rashid

What is Support360? Meet the team behind the combined learning support & wellbeing effort. A couple of years ago an evolution in philosophy saw the bringing together of these 2 key aspects of learning support and pastoral care in the school under one umbrella with the goal of creating a cohesive unit that supports both academic needs as well as psyc, emotional and social needs of our students. This is a work in progress and continual evolution. There is also lots to continue to develop along the way.

Resources

Unifrog: How to prepare learners for Key Stage 4&5 Presented by Thomas Weeks-Barnitt

Unifrog aims to help learners make the best choices and submit the strongest applications for university. There were a few issues in particular that Unifrog supports students with - like encouraging students to choose courses offering a range of entry requirements and think more widely about what subjects might be appropriate for them.

Resources

Using Enrichment to Extend Subject Knowledge Presented by Nick Belcher

How does making a cup of coffee demonstrate the enrichment a student should receive in the classroom. Using all the senses in your teaching make your curriculum not only exciting and engaging for students but also inclusive. Bring your teaching to life by using opportunities for them to experience the sight, the touch, the smell through practical and vibrant activities and extend further questioning and higher order thinking..

Resources

Fun in Literacy Planning For KS1 Presented by Devika Nanda

The session was about using hooks to draw the children in, when starting a new unit of writing. We listened to Pie Corbett's thoughts on hooks, shared good practice and then broke up into small groups to suggest hook ideas for the rest of the year's literacy units.

What Happened on Staff Development Day 17

Enrichment This first term has seen the start of many Enrichment initiatives, led and developed by staff and students from all key stages across the whole school. From a return of Good Morning Performing, to the launch of Wake Up BSB to kick start the week. Enrichment opportunities are starting to scaffold into the BSB development. Arabic TV is a highlight of the week with a recorded Arabic News and Debate show with students of all nationalities from all key stages and parents taking part.

A new celebration of talents and community through the BSB Big Night Out and the introduction of The Big Question Series (Winter 1 coming soon) and a host of awareness drives and student written PSHE sessions , revival of LAMDA at all key stages and cross curriculum collaboration from teachers. The joy at the Infants, Maths days, Tea parties, mad hatters as demonstrated by the students involved is as eye opening as the student led ECA’s at KS3-5 where students are keen to take the role of teacher and investigate their passion for learning and achievement and

then imparting knowledge and exploring with peers; is in equal measure of the fervour in which KS2 students relish the reading marathons, Education perfect competitions, share videos of their musical talents during assemblies and a desire in the morning to share all of the external and intrinsic learning which goes on in our community as they walk through the doors.

Enrichment is a colourful parade of how our in class curriculums burst from the classroom doors into the school environment, a bubbling excitement of developing learning and a responsibility the BSB community plays in ensuring that school days are not just the happiest of days for our learners but that the creative, challenging and adventurous pathways we take are as enriching for our teachers as they are for our students. Making us proud to say that “We are BSB”.

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Department Spotlight: How Year 4 are

“By helping ourselves with our times tables learning, we are also helping a fantastic school with theirs”

Learning for a Cause The 7th - 11th of November saw Year 4 students taking part in a Charity Times Tables Marathon, where each child has made a pledge to answer at least 100 questions every day, to raise money for a United World School, Wein Wa, in Myanmar. The school relies on donations and has suffered a lot due to the pandemic. We are a partner school so we are happy to be supporting them whilst we learn!

-Natalie Graham

More Info on TTRS: Times Tables Rock Stars is a programme that enhances fluency of times table facts across KS2. Children are assessed by playing 'Studio' where they have one minute to answer as many questions as possible. Teachers are able to set targets on specific facts and provide immediate feedback about their progress.

Children are able to create their own Avatar and are assigned a Rock Star Name. By answering correctly they can collect coins. These coins can then be used to buy outfits for their Avatar.

TTRS also allows children to battle each other and teachers are able to organise battles between different forms and maths classes.

Photos from Wein Wa, Myanmar

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A teacher has noticed a student upset at breaktime, they take them aside for a quiet chat and ask ‘I’ve noticed you look upset, would you like to talk about it?’

The student appeared to be choosing their words carefully and gave very general answers that felt a little ‘rehearsed’, such as ‘there’s just some stuff going on at home’. It felt as though the student did not want to elaborate and the teacher ended the conversation for fear of seeming too intrusive. However, the teacher noticed that over the course of the conversation, the student was pulling at their sleeves nervously.

Over the next few hours, the teacher is left with a feeling of uncertainty and discomfort at what the student might actually be coping with or dealing with at home. ●

What are the next steps the teacher could take?

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What are the factors the teacher might consider in taking these next steps?

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Support 360 and student wellbeing Helping Children Cope with Loss

By Kathy Guyon

Helping a child cope with loss is perhaps one of the most important roles an adult can play. In effect, you are helping that child develop skills that can last a lifetime. The death of a loved one is always difficult. For children, the death of a loved one can affect their sense of security.

Like adults, children express loss by grieving. Yet children may not demonstrate grief in the same manner as adults. Pre-schoolers usually see death as temporary, then between the ages of 5 and 9, children begin to experience grief more like adults.

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Signs of Grieving in Children & Adolescents Sadness Profound emotional reactions-anxiety attacks, chronic fatigue, anger, thoughts of suicide Feelings of anger, denial, shock, and confusion Extended depression with a loss of interest in daily activities and events Boisterous play Inability to sleep, nightmares, loss of appetite, prolonged fear of being alone

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Withdrawal from friends Sharp drop in school performance or refusal to attend school Excessively imitating or asking questions about the deceased; repeated statements of wanting to join the deceased; inventing games about dying Acting much younger for an extended period or reverting to earlier behaviors (e.g., bedwetting, baby talk, thumb-sucking) Loss of concentration and/or irritability Humiliation or guilt over personal failure to prevent loss of life Frequent physical complaints such as stomachaches and headaches

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Helping Children & Adolescents Grieve Long-term denial of death or avoidance of grief is unhealthy for children and may resurface later with more severe problems. ●

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Here is a list of things you can do to help a child overcome loss.

Children are concrete in their thinking. To lessen confusion, avoid expressions such as “passed on” or “went to sleep” Answer their questions about death simply and honestly. Only offer details that they can absorb. Don’t overload them with information.

Children can be fearful about death and the future. Don’t offer false comfort. Give them a chance to talk about their fears and validate their feelings.

Offer a simple expression of sorrow and take time to listen.

Children are repetitive in their grief. Respond patiently to their uncertainty and concerns. It can take a long time to recover from a loss.

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Children are physical in their grief.

Watch their bodies, understand and support their play and actions as their “language” of grief. Offer reassurance.

Children grieve cyclically. Expect their grief to revisit in cycles throughout their childhood or adolescence. A strong reminder, such as the anniversary of a death, may reawaken grief.

Make yourself available to talk.

Children need choices. Whenever possible, offer choices in what they do or don’t do to memorialize the deceased and ways to express their feelings about the death.

Children grieve as part of a family. Expect children to mourn the deceased and the environment that existed before the death. Children may grieve the “changed” behavior of family and friends. Keep regular routines as much as possible.

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Upcoming CPD Webinars Please see below some Professional Development and separate Networking opportunities - click on the image to register

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Welcome to Eric - (Education Resources Information Center) provided by the Institute of Education Sciences With Destiny Discover, it’s easier than ever to search various databases from within our library catalogue search, making it easier for you to find education journal articles that are relevant and trustworthy.

ERIC offers journal articles, meeting papers, opinion papers, guides, books and many more types of sources and has a robust advanced search, so you can find what you need easily. With both peer reviewed and non-peer reviewed articles, the database is free to use although some articles might be behind a paywall, however, you can narrow your search to only full-text articles that are available to all.

Find ERIC by going to eric.ed.gov or thebsbh.follettdestiny.com to search for articles using the library’s search interface (details further down).

How to access Destiny Discover: 1. All staff have logins for the new system and it’s only a matter of signing in using your school email account.

2. Begin by going to thebsbh.follettdestiny.com and clicking on “BSB Junior & Senior Library” and then “log-in” in the top-right corner after the page has reloaded*.

3. Select “Sign in using Google” and use your school email account.

4. You can perform a search by either clicking on the ERIC bubble or by using the search bar at the top of the page and selecting the Databases tab in the results.

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Roots which is based in Hamala, near the shops by school, has kindly offered us a 10% discount if we show our staff badges. I can highly recommend their granola, rainbow wraps and their coffee. Actually most things on their menu so please do pay them a visit! https://www.rootscafe.co/

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Attributions Book graphics, “From the CPD Shelves” Created with elements from https://www.freepik.com/vectors/school >School vector created by macrovector - www.freepik.com

Building blocks, “Enrichment Ideas” Created with elements from https://www.freepik.com/vectors/templates >Templates vector created by freepik - www.freepik.com

Shield graphic, “What If? Safeguarding scenarios” Created with elements from https://www.freepik.com/vectors/background >Background vector created by rawpixel.com - www.freepik.com

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Time to reflect As with any form of learning, reflection after reading through this journal is important. Taking time to reflect means we process what we have read and also think of new ways to use what we have learnt right now and in the future. Use the prompts below to get started.

What are three things from this issue I can implement immediately?

What are three things I can implement in the long-term?

Notable quotes from articles:

Is there anything I want to know more about?

Where can I go/Who can I contact for more information on it?

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