CPD@BSB: Volume 2, Issue 3.

VOLUME 2 - ISSUE 3 MAY 2022

@

CPD

BSB

RETHINKING REVISION:

Why teaching how to revise is just as important as the act itself

Camaraderie in the Houses

Using the house points system to keep students engaged in and out of lessons

Inclusive Education

The UN convention on the rights of children and their access to education

Starter for Ten?

Lesson starters and hooks to engage students

Announcements

The New Staff CPD Site The new BSB Professional Development Site is your go-to spot for anything CPD related, whether it’s an archive of previous webinars, links to various CPD websites or if you need to find the process of applying for external CPD, this site has got your covered.

Please go to THIS LINK to explore the site.

Educare Courses Please remember to complete the compulsory Educare courses that have been added to the required list.

This is also a reminder that Educare has a multitude of courses available that you can start taking at any time, regardless of whether they are compulsory or not.

Have a look and you might find something that piques your interest Follow THIS LINK to Educare

Contents Introduction

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05 From the CPD Shelves 06 Teacher Feature: Revision 08 Staff Development Day 10 Enrichment 14 Dept. Spotlight: The Houses 16 Safeguarding Scenarios 17 Letter from Mr Maguire

Support 360: Inclusive Education Upcoming CPD

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Some Perks for You

25 Time to Reflect 26 Attributions

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Introduction You can often categorise the types of students we teach into 4 areas; Reluctant learners, Compliant learners, Engaged learners and Love of Learning. We also have different types of classes as they are a mix of the above or we might have classes that are mostly reluctant. As teachers we need to work out what is best for them - do we use ‘settlers’ or ‘fascinators’ at the start, do different starters for different learners?

We have focused this issue on engaging learners both in and out of the classroom, how can we start lessons to make sure that students are fully engaged and maintain that engagement? There was some fantastic CPD during our CPD morning last week based on these themes and we would like to thank Nick for organising the morning and thank the presenters for giving up their time and sharing their knowledge and expertise.

Throughout this issue we have new articles from Support 360, Psychology department spotlight and CPD from SLT as well as linking the resources used during our CPD day so if you couldn’t choose between workshops you still have an opportunity to see what was presented.

We hope you enjoy this issue and that you’ll find some new ideas that you could possibly implement in your own lessons!

Have a read and have a restful term break ahead.

Best wishes, The CPD Team

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Letter from Mr Maguire Dear colleagues, I hope that you enjoy the latest issue of the BSB Professional Development Journal as much as I do. Once again, the editorial team and all contributors should be commended on assembling such a varied and engaging publication. On every page, there is food for thought and a stimulus for discussion. If you take nothing else from this edition, please take advantage of the ‘perks’ on page 26. However, I know that most staff will glean new ideas and thoughts from such an enriching issue.

The approach for the British School of Bahrain is to utilise our whole school approach for students aged 3 to 18 on one campus. We have a fantastic opportunity to shape a child’s development, both pastorally and academically, while they are with us. Something that other schools cannot achieve.

The Staff Professional Development Day on the 8th May was well designed to support this ethos of collaboration within the school. The day sought to establish the connections and relationships between different parts of the school. These connections are crucial for us to develop a whole-school approach to student development. I hope that you gain a lot from the day and look forward to the future development and innovation throughout the school as teachers take on their own projects and developments by working with like-minded colleagues across the school.

The importance of revision cannot be understated. While we may have criticisms of the examination systems that we work within. There is much need for change, as the Times Education Commission stated: “It’s an analogue system, in a digital age”. However, for now, the reliance on memorisation is here to stay, and therefore revision is crucial to success. Revision can have a significant impact on improving students’ understanding. While the learning of content is important, the actual skill of revising is something which will enable students to perform in both the short and longer term. A set of skills that can be developed from a young age and, through this, will reduce the stress of examinations. Revision skills are not just confined to the Senior School; all teachers should be supporting the development of all 21st Century skills, including revision, in all students.

Enjoy this issue and keep maintaining your own professional development and interest.

Warm regards

Mr J Maguire Executive Headmaster

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From the CPD Shelves to be better equipped to be able to learn and think for themselves. Students themselves enjoy and benefit from lessons in which they are given the opportunity to begin to take charge of the learning process, particularly when there is space for them to explore and inquire into topics that grab their attention.

How to Use Questioning in the Classroom Mike Gershon

100 Ideas for Secondary Teachers: Engaging Learners Jon Tait

‘How to use Questioning in the Classroom: The Complete Guide’ gives classroom teachers everything they need to embed outstanding questioning in their teaching and raise achievement across the board. The book is written by a practising teacher and is unashamedly practical. It contains a wide range of activities, strategies, techniques and questions which educators can use to create challenging, engaging learning experiences for their students. Everything in the book is generic, meaning it can be applied across the curriculum. In the first section of the book, Mike analyses the nature of classroom questioning before outlining and illustrating thirty-five strategies, activities and techniques which can be used when teaching almost any topic to any age group. In section two, more than 1200 generic, high-quality question are presented, ready to adapt for use in your classroom.

Are your students really engaged in your teaching? Teachers everywhere are looking for quick and easy ways to liven up their lessons, try something new and exciting, or just tweak a strategy or practice that they have been doing for years.

This is a ‘recipe style’ books that you can dip in and out of when you are looking for inspiration. This book forms part of Ger100 Ideas for Secondary Teachers: Engaging Learn- shon’s ‘How to’ ers contains techniques and activities to apply to series, many of every area of classroom teaching, from livening up which are also displays to using technology effectively, and even in the library. includes advice on greeting students and providing motivational feedback. Put these ideas into practice to get your class engaged and ready to learn.

Independent Learning Dr. John L. Taylor

It is common for school inspectors to comment on the need for students to learn more independent- Engaging ly, and from higher education admissions officers Learners and employers there is a constant call for students Andy Griffith &

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From the CPD Shelves Mark Burns

We live in an era when responsibility for exam results lies with teachers and not their students, but it’s time to redress the balance so that students take more of the responsibility for their learning. A class can be skilled and motivated to learn without a teacher always having to lead. Engaging learners in this way unpicks intrinsic motivation, the foundation that underpins a productive learning environment and helps to develop independent learning.

Dive into Inquiry: Amplify Learning and Empower Student Voice Trevor Mackenzie

Want to make learning more meaningful in your classroom? Looking to better prepare your students for the world of tomorrow? Keen to help learners create authentic connections to the world around them?

Dive into Inquiry beautifully marries the voice and choice of inquiry with the structure and support required to optimise learning for students and get the results educators desire. With Dive into Inquiry you’ll gain an understanding of how to best support your learners as they shift from a traditional learning model into the inquiry classroom where student agency is fostered and celebrated each and every day. This book strikes a perfect balance of meaningful pedagogy, touching narrative, helpful processes, original student examples, and rich how-to lesson plans all to get you going on bringing inquiry into your classroom.

After reading this book educators will feel equipped to design their own inquiry units in a scaffolded manner that promote a gradual shift of control of learning from the teacher to the learner. Exploring student passions, curiosities, and interests and having these shape essential questions, units of study, and performance tasks are all covered in this powerful book.

Based on five years of intensive research through Osiris Education’s award-winning Outstanding Teaching Intervention program this book is packed with proven advice and innovative tools that were developed in these successful outstanding lessons. Written in the same humorous, thought-provoking style with which they both teach and train, the authors aim to challenge all who teach, from newly qualified teachers to seasoned professionals, to reflect on their day-to-day pracLearn to keep track of the many inquiry topics in your tice and set an agenda for sustainable improvement. classroom and have students take ownership over their learning like never before! Trevor MacKenzie provides readers with a strong understanding of the Types of Student Inquiry and proposes a framework that best prepares both educators and learners for sharing the unpacking of curriculum in the classroom as they work together towards co-constructing a strong Free Inquiry unit. Helpful illustrations for in-class use, examples of essential questions from a variety of disciplines, practical goals for making progress in adopting inquiry into your practice, and powerful student learning on display throughout, Dive into Inquiry will energize, inspire, and transform your classroom!

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Teacher Feature:

or an answer is generated, it in essence changes that original memory to make it stronger’, which allows the students to both recall and retain information in larger chunks.

In all my lessons, across key stages, I start with retrieval practice. Students are given 6 questions to answer, two of the questions are based on the previous lesson, 2 on the previous week’s lesson and 2 on a previous topic. Students have commented on how they understood the usefulness of the starters and the revisiting of this previous knowledge.

Due to the content-heavy nature of the new GCSEs/A Levels I viewed retrieval practice as an effective way in supporting my student’s retention of knowledge over time. This led me to asking myself how I can help students effectively organise their revision. Retrieval practice was at the forefront of strategies I wanted to get students using. I have implemented this by creating multiple choice quizzes organised per GCSE/A Level topic on Google Forms. I then used these self-marking quizzes during lessons. We also had discussions around the answers, ensuring students were fully aware of the content required to answer the question. I gave the students access to use the Google forms in their own independent revision. Through marking the quizzes together and re-teaching of areas where there were many misconceptions I wanted to provide students with a model of what they could be completing independently as revision. This technique is effective as it allows the students to not only memorise and retrieve key content but also understand the deeper meaning of the content.

Revision lessons can be much more than just exam practice By Sultana Parveen With summer exams fast approaching, a complaint I hear a lot from my students is: ‘I just don’t know how to revise!’ Initially I found it surprising. I had not thought much about the teaching of revision skills before at all. I was also keen on creating a more fun and engaging approach to revision, giving the ownership of learning to the students, to enable them to become independent learners, and understand the benefit of effective revision.

As a reflective practitioner I am always looking at different techniques to incorporate into my practice. Post-covid exam stress has been of the highest I have witnessed in my teaching career. Below are some of the most effective techniques I have explored and implemented in my teaching of revision skills in the past 8 weeks.

Retrieval practice technique A method I have found to be incredibly effective is the Retrieval practice technique.

I have had a keen interest in this technique for many years. This technique has also grown in popularity in the last few years. The term 'Retrieval Practice ‘refers to the act of recalling learned information from memory (with little or no support).

Each time that information is retrieved,

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The Pomodoro Technique A common challenge faced by many students whilst sticking to revision plans is their attention span. I have found that many students express how they are easily distracted away from their revision work, and it often becomes hard not to give into the temptation of opening up social media apps or scrolling on tiktok for hours! A method to deal with this problem of procrastination and hence become the most produc-

tive one can be, is called the Pomodoro Technique. I have exercised this technique in my revision classes with great success.

The way I have implemented this technique into my lessons is by allowing students to study for 25 mins, with a 5 mins break and repeat this again. When students are working independently outside the classroom setting they should repeat this 3 times before having a bigger break. Students find this helpful as 25mins doesn’t seem like a long time to study for, therefore it is a much more achievable task. During this time, students work independently alone, not getting distracted by their peers until they have a 5 min break. In a classroom setting this 5 min break could involve stretches, listening to music or any other activity deemed appropriate by the class teacher. When at home or studying during free periods in school it would mean they would not look at their phone for this duration, until the 5 min break. This technique is very effective as it keeps students' mental energy levels up high but also allows them to have frequent breaks, therefore students are less distracted because it’s never too long until the next break.

When using this method in revision classes I use a timer whereby students can visibly see the time left before the 5 min break.

The science behind this technique is simple. Traditionally at school and throughout our lives we have been taught that we should study for a few hours at a time, which means that quite often we tend to spend hours sitting at desks, not actually being as productive as we need to be. The reason why this happens is because our brains work the most effectively for about 25 minutes before our performance starts to drop. Hence our performance decreases over time. However, if we have a break after 25 mins it leads to our performance levels increasing, and we are ready to be productive again.

Peer learning Peer learning is a technique I have long been favourable of using in my own teaching practice. During my teacher training I was able to carry out a study showing the effectiveness of peer learning. Peer learning allows students to go over their previ-

ous understanding of content, something that they wouldn’t normally do. This technique allows students to question their knowledge, which enables them to identify hidden gaps in their knowledge, which otherwise would only be exposed in an exam I have found that Peer learning is particularly effective when students are provided with support to ensure that the quality of peer interaction is high. I do this by ensuring students are using questioning frames for peer learning lessons with feedback provided back to me. The successful implementation of this technique relies on close interaction between two or more students. An academically strong student is encouraged to take responsibility for aspects of teaching as well as evaluating their own success within the delivery of the content. Peer learning allows students to develop metacognitive understanding of previous topics. To ensure peer learning has been effective in my revision classes I have done the following: •

I have carefully paired students together for the appropriateness of what the content of delivery is.

•

I have played a supportive role in these lessons by carefully structuring tasks so that the revision lesson focuses solely on existing knowledge.

•

I have created teaching aids and learning frames to both guide and support students on how to structure learning, particularly focusing on questions to ask to check learning.

There are many other revision methods being used and implemented successfully in classrooms. Such as flash cards, past papers, group revision mind maps, posters and revision stations. It is important to take a holistic approach when planning revision classes as “one size” does not fit all. Having a number of techniques has allowed me to plan and deliver my revision classes more effectively. Whereby I am not only creating an inclusive environment, but most importantly engaging my students in effective exam practice to help with their upcoming exams.

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Staff Deve As we venture into the phase of Core Professional Development and Learning (CPDL). The March Staff development day was a look into how far we have come and the journey ahead.

With much promise on breakfast and a vision for a collaborative chomp, chatter and cheerful informal education chewing of the fat, apologetically many were faced with the prospect of chewing their own arm as a waylaid delivery and our very own edition of explosive caffeine became the special of the day.

Hopefully unperturbed by this and understandably disgruntled (whilst hopefully arm intact at the hasty ordering of pastries), staff resiliently proceeded to their whole school teams.

One school, one vision, and one subject is always a hurdle when traditionally segmented. We are in a fortunate position at BSB, that not only can we discuss learning journeys on one site but we see them all the time. We have opportunities everyday to coordinate collaboration and observe our colleagues ‘in their setting’. Opportunities provided through

Information Handling in Science

CPDL days have ensured that we can now discuss and create our own whole school subject visions. The discussions around the Spiral Curriculum, excited chitter around the prospect of subject-specific whole school-wide events were lively and exciting in most areas and we look forward to seeing how this enhances outside of the development days as we start to see subject pairings beginning to emerge as subject teams become more familiar with one another and put names to faces and links to keystages.

Time at events is always an issue; as anyone who has sat through an all you can eat buffet will testify, too much and people become overwhelmed, too little and people leave feeling they want more sustenance. A larger plate means you can taste more, a smaller plate means more revisits and eventually, it overflows but I digress.

Pleasingly, the efforts to greater communication around the event from the feedback overall seemed appreciated and whilst the contention of the sneaky drop-down box caught some people out,

21st Century Skills (Workshop in Arabic)

Paul Travers

Howaida Ibrahim

How to use various types of graphs to demonstrate and display results of pupil investigations.

Recognize the skills of the twenty-first century and how to apply them during the lesson and talk about the advantages of inverted education

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elopment Days 2022 the central CPD site seemed to be a useful platform and signpost for what was happening. Once again, the wonderful workshop volunteers provided varied and expert-led learning. Naturally, it would have been great to have more time to carousel; but conscious of people needing to be in ‘pole position’ for this particular day and wanting to give that valuable Educare time meant we were unable to do this. Feedback from the day has incited that as we have seen a return to a more normalised classroom environment that reminding ourselves of classroom management techniques for this digital age is still at the forefront of CPDL requests and inline with a current education trend, the concept of counselling and coaching at middle leader level. This is something which the next CPDL day will give attention to in response. To embrace the one school, one vision aspect , the next CPDL day will also be attended in various forms by all members of our school community (except the students of course).

Overall, the platform for showcas-

Behaviour Management

ing the wide provision of CPDL which is available daily through the Professional Learning Centre and the CPD Site which has a weekly update appears to be moving in a direction which enables the school body to learn, develop and continue to demonstrate professionalism which we are proud of.

Please click on the button/s below each session description to access the relevant resources

Breakout Edu.

Amanda Fortescue

Liz Doig

A Discussion on developing an understanding of issues relating to the management of behaviour and promoting good behaviour across the school.

Helps boost engagement and makes learning fun by working out puzzles directly related to what is being taught in the classroom from EYFS to A Level.

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Staff Development D Command Words: What do they mean?

How to Create a Great Lesson End: Importance and Strategies for Ending a Lesson

Adam Guzy

Sawsan Sabbah

Examining the words of the exams, and understanding what they are asking our students

Clarify the importance of the end of the lesson to create the next lesson, its objectives, purpose, means, and strategies

RWI Phonics recap

Standards for a successful lesson

Anna Guzy

Magdy Attia

A recap for Read Write Inc phonics for infants staff.

Show the steps of the ideal lesson according to the standards of the Quality Assurance Authority

Writing a Compelling University Reference

Wellbeing Laura Sullivan

Thomas Weeks-Barnitt & Vanessa Williams

Sharing resources and reading to help support staff well being and manage workload.

Open forum for sharing ideas to well-being term to take forward for the year ahead and beyond.

This is a session on how to write effective references in a concise and precise style, avoiding some of the common weaknesses.

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Days 2022 Learning Style Thoraya Monier

Reusing entire Google Classrooms.

Jannine Gammond

The teacher distinguishes learning style

A demonstration on how to copy and paste entire Google Classrooms with accompanying assignments.

Teacher- Parent Communication

Using Google’s Applied Digital Skills at the BSB

Julie Anne Gilbert & Devika Nanda

Lorna Drennan

The art of managing communication in situations between teacher and parent.

This workshop will show you how to utilise the vast amount of easy to use pre-prepared Google for Education lessons that can be used for younger and older students, Adults and CPD. These lessons are perfect for all areas of the curriculum and suit our blended learning model.

Thank you to everyone who presented sessions on these days!

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Enrichment

Starter For Ten? What is the purpose of a starter?

Is it to engage, motivate, challenge or keep students quiet whilst the administration tasks are done? The purpose of a starter has certainly adapted in recent years to almost disappearing but of course without a start; there is no middle or end.

The introduction of flipped learning can often mean that the starter is completely turned on its head with students working backwards, does the starter become an explanation task?

For many years, starter tasks were used to review knowledge but at what point we were led to question, does a tale of recap lead to stretch and challenge? I’m sure that some of us around for the introduction of the Literacy and Numeracy hour (celebrating its 25th year last year) will remember the segmented clock of which a starter was a prevalent part as a main class activity on text. The numbers 15,15,20,10 will be enough to cause a bristle I’m sure with memories of observations carried out with a stopwatch in hand.

So what do you want to do with your starter activity? How do you use this ‘dead time’ as students roll into class, the register gets done and they begin to engage with their subject turnover depending on where your class is in the school? A recent learning walk saw the use of students doing the recap and challenging questions presented by them by a member of the class, another saw students come into their classroom and fervently writing their time tables as practice and one lesson saw students entering a class, selecting a subject specific but random independent activity from a pot and beginning work on decrypting it.

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A task that was easily differentiated dependent on the chosen pot, gave a glimpse into a world beyond screen time and enabled the class teacher to quickly address any administrative work. It would have been interesting to see whether these tasks were revisited as part of a plenary or interwoven into skill-building of the main objective but what was especially interesting was the student approach to the lesson.

Eager, risk-taking in the coloured pot they chose and engaged on the task from the start- ready to learn.

So maybe that’s it. Are starters a means to engage ‘ready to learn’? Are they a preparation for what’s to come or a quick boost to skills needed for the lesson without having to recap and tell the tale of the previous lesson? One thing that is certain is the necessity of building a routine. Student readiness often being the mirror of teacher readiness and expectation. What starters do you use and from what angle do you approach them?

How can you use starters and hooks to review and consolidate?

The start of a lesson is extremely impactful and can make all the difference to students’ level of engagement.

Mental/oral starters in maths lessons are a great way to stimulate thinking, review prior knowledge and have fun. They are a great tool for AfL. They are also good for consolidation of a previously taught concept, even if the main part of the lesson is on a different subject.

Hooks are a creative way to engage and excite children at the start of a lesson. Some need time and preparation, like staging a spacecraft landing in the playground, yet others can be quick and still impactful.

Have any ideas for lesson starters or hooks that you would like to share? Send it in to be listed in the next Journal with the subject “Starters for ten” at cpd@thebsbh.com.

Links to explore:

https://www.teachingideas.co.uk/subjects/mental-starters https://mathsticks.com/my/2014/12/mental-oral-starters/ https://www.topmarks.co.uk/maths-games/7-11-years/mental-maths https://www.teachstarter.com/gb/blog/10-lesson-hooks-to-maximize-learning-gb/ https://www.trueeducationpartnerships.com/schools/use-of-hooks-into-lessons/ https://www.talk4writing.com/wp-content/uploads/2019/01/Ideas-for-Hooks1.pdf

(Article Cited from TES, April 2021, Michael Tidd, “How the Literacy Hour still shapes Primary learning”)

By Nick Belcher & Julie Anne Gilbert

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Department Spotlight

Camaraderie in the Houses House points continue to be a valuable tool to motivate students both inside and outside the classroom.

This half term the focus has been mainly to engage students outside of lessons. Within the senior school the sports term that culminated in the thrilling finals evening encouraged so many students to get involved and participate with sports. With a whole school music and drama competition planned for after Ramadan, focused on participation, the house system will continue to create more opportunity for students to take up new hobbies and try new skills.

ing each other and awarding them for all members of their house achieving success inside of lessons.

The possibilities here are endless and with our new house point website coming soon, that will allow students to track their points and awards, whilst making giving out house points a much easier task, the possibilities will continue to grow.

Creating amazing opportunities for us as teachers to engage students with the house system.

The house system also provides a platform for students to bond together whilst supporting their peers in these events. It is an incredibly powerful device to create a collaborative school environment not just within sports but also within the classroom. There are obviously the usual ways in which we give out house points, which continues to motivate even our Year 11 students. The students get such a sense of achievement out of the points and it really allows them to feel proud of their work or effort level within the lessons.

However, it is time we start using the house system inside the classroom in similar ways to the way we use them outside the classroom. We see such passion and comradery by the students when it comes to events outside of the classroom, we need to utilize this within the classroom. We can do this by seating students next to others from their house, getting them to work together to achieve success as a house. Awarding them for support-

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By Benedict Poole

Scenario 1

Scenario 2

One of your students has been on remote learning for a full term. Their attendance and engagement are fairly consistent. They participate, follow instructions, and usually have their camera on in lessons. As far as you are aware, the student remains online due to their parents’ concerns about the risks of catching COVID within school.

You receive an email from this student requesting to meet with you over Zoom. The email is sent after school hours.

Over time, the student gradually disengages from their learning. They don’t turn on their camera as much, their participation and attendance drops, and there are delays in submitting their work. You email to checkin with them and after a week, you notice they haven’t responded. You then follow up by contacting the student’s parents, and do not receive a response.

What key questions should be raised and explored with this child?

What considerations need to be taken into account before you proceed?

How would you proceed at this stage?

You hear from another colleague that your student has recently missed an important test. You decide to check-in with a few of their peers and they are reluctant to share with you.

What are some of the ‘wellbeing’ concerns you may have about this child?

From a safeguarding lens, what are some of the potential risks this child may be vulnerable to?

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Inclusive Education through the Lens of Human Rights and the UN Convention on the Rights of Children If equity is about ensuring all students have the opportunity to reach their educational potential, a human rights approach; and the United Nations Convention on the Rights of the Child in particular, provides a lens and a framework for enabling equity in practice.

A human rights framework challenges deficit discourses and positions children as capable, active participants in their own lives. At the same time, a human rights framework makes clear the responsibilities of adults to create an enabling environment in which children’s rights can be realized (UNICEF, 2014) The visibility and impact of children’s rights in educational practice has been questioned (Smith, 2016) and inequity and discrimination

persist in our educational landscape (UNICEF, 2018). There is much we can do in the day to day practice of our schools and classrooms to enable human rights. This theme will consider human rights and obligations and how these redress exclusion and inequity, explore the United Nations Convention on the Rights of the Child as a framework and look at how we might apply this framework in practice so that rights are contextualized and visible.

By Lynley Forde

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Video Resources (Use the QR codes to view these on a mobile device if you are reading a printed version of the journal)

Lynley’s Video Presentation (Part 1)

Lynley’s Video Presentation (Part 2)

Isn't it a pity? The real problem with special needs | Torrie Dunlap TEDxAmericasFinestCity

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1

The Six F-Words for Childhood Disability

FUNCTION

I might do things differently but I CAN do them.

How I do it is not important. Please let me try!

3 FITNESS

Everyone needs to stay fit and healthy, including me. Help me find ways to keep fit.

2 FAMILY

They know me best and I trust them to do what’s best for me.

Listen to them. Talk to them. Hear them. Respect them.

4 FRIENDS

Having childhood friends is important. Please give me opportunities to make friends with my peers.

5 FUN

Childhood is about fun and play. This is how I learn and grow. Please help me do the activities that I find the most fun.

6 FUTURE

I will grow up one day, so please find ways for me to develop independence and be included in my community.

https://www.canchild.ca/en/research-in-practice/f-words-in-childhood-disability Proudly supported by The Allergan Foundation

www.canchild.ca

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Based on Rosenbaum, P. & Gorter, J.W (2012), The ‘F-words’ in childhood disability: I swear this is how we should think! Child: Care, Health and Development, (38) 4. Visit https://www.canchild.ca/en/ research-in-practice/f-words-in-childhood-disability for more resources.

WORLD CEREBRAL PALSY DAY OCTOBER 6

Upcoming CPD

Archive of recorded webinars on the BSB Professional Development Resource Site.

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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.

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

• Begin by going to thebsbh.follettdestiny.com and clicking on ERIC offers journal articles, meet“BSB Junior & Senior Library” and ing papers, opinion papers, guides, then “log-in” in the top-right books and many more types of corner after the page has reloadsources and has a robust advanced ed*. search, so you can find what you • Select “Sign in using Google” and need easily. With both peer reviewed use your school email account. and non-peer reviewed articles, the • You can perform a search by either database is free to use although some clicking on the ERIC bubble or by articles might be behind a paywall, using the search bar at the top of however, you can narrow your search the page and selecting the Datato only full-text articles that are bases tab in the results. 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).

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Who Contributes Content to ERIC? GREY LITERATURE AND BOOK SOURCES

JOURNAL PUBLISHERS

More than

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From

Make up

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of yearly content

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new sources added per year

460

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Countries

76% provide full text

17%

Department of Education and other federal sources

36%

8%

international sources

More than

Publishers

1,070

370

Journals

contribute one journal

From

26

Make up

73%

Countries

of yearly content

98% 30 to 50 new sources added per year

10%

6 52% large publishers provide

Peer-Reviewed

64%

of journals indexed more than

of ERIC content

10 years

State & Local Agencies

of sources indexed more than

10

years

INDIVIDUALS All of these sources add over 48,000 new records to ERIC each year.

Are there new journals or grey literature providers you would like to see in ERIC? If so, contact the ERIC Help Desk at ERICRequests@ed.gov.

How does ERIC select new sources? Find out in this video.

Make up

1%

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Some Perks for You prior notification of the company

Corporate Rate includes the following exclusive benefits: Inclusive of complimentary high-speed Wi-Fi throughout the property 20% discount in all hotel restaurants except for room services and minibar 20% discount for all treatments at The Diplomat Spa 20% discount for laundry and dry cleaning (only regular service) 2 complimentary bottles of water per day Tea and coffee making facilities in the room Complimentary parking and free valet parking Unlimited access to Gym, pools and spa wet areas Discounted rates for airport transportation at BHD 6++ per trip General Information: Check-in time is 03:00 pm and Check-out time is 12:00 pm/noon late check-out is subject to availability and chargeable Rates are non-commissionable and for individual corporate guests only Rates are valid from 21" January until 31st December 2021 and are subject to availability The hotel's services shall be governed by the terms and conditions set out in annex 1 of this agreement If at any time after the first three (3) months from the date this agreement was entered the room night production is less than 25% of the Projected Production, the hotel reserves the right to revise the room rates at its own discretion and subject to

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Corporate Rate Code: The hotel assigns the following PCR - preferred corporate rate code: 151407 and to benefit from this corporate rate each guest shall use the assigned PCR upon reservation of the room night(s). The PCR shall be used solely by guests travelling on behalf of the company or as a guest of the company.

The hotel is entitled to request evidence that the Guest is authorized to use the PCR. The company and its affiliates are entitled to book at the rate for leisure purposes. 5

Attributions Toy building bricks, Cover image Created with elements from https://www.freepik.com/free-vector/background-of-colorful-blocks-in-flat-design_1174027.htm Book graphics, “From the CPD Shelves” Created with elements from https://www.freepik.com/vectors/school >School vector created by macrovector - 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 Building blocks, “Enrichment” Created with elements from https://www.freepik.com/free-vector/ flat-construction-template_1584586.htm#&position=2&from_view=collections

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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 any articles.

Is there anything I want tio know more about?

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