NORD ANGLIA REGIONAL CONFERENCE 2019

Positive Education

NORD ANGLIA REGIONAL CONFERENCE Europe and Middle East 2019 Thursday, 7th March – Friday, 8th March Nord Anglia International School Dubai

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Welcome Dear Colleagues, I would like to welcome you to this year’s conference as we share our understanding of what ‘Positive Education’ means in our schools today.

We have presenters and delegates from each of our schools across the region coming together at NAS Dubai this year. This year teachers and Principals are joined by our guidance counsellors, colleagues from HR and our DAMS who are also meeting to share their understanding of what works particularly well and how things can be improved. Together we will learn and enjoy the camaraderie of being members of the Nord Anglia family of schools.

Thank you to those of you who have volunteered to present at the conference and to share their learning specific to the theme of positive education. The topics included in this year’s conference are impressive and in line with our vision to enable transformative education across our schools.

I hope that you enjoy our conference and that you will return to your schools with much to share, proud of our staff and their achievements in our family of schools.

I really look forward to meeting you here in Dubai.

George Ghantous Regional Managing Director Europe and Middle East

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Agenda Wednesday, 6 March 2019 Any Principals arriving early are welcome to visit NAS Dubai during a regular school day 16:00 Transport to Meeting Venue - TBC 16:30 Principals’ Meeting - Venue TBC

18:30 Dinner: Principals and Regional Staff - Venue TBC • • • • • • • • • • • • • George Ghantous 21:00 Return to hotel

Thursday, 7 March 2019 07:30 Pick up from hotel and transfer to School 07:30

Registration in school for delegates not staying in the hotel

08:15 Student Performance - Auditorium

08:30 Welcome, Introductions and Housekeeping • • • • • • • • • • • • • • • George Ghantous and

Auditorium

Matthew Farthing

08:50 Keynote Speech - Auditorium • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Dr Abdulla Al Karam 09:20 BREAK - Outside Auditorium

09:45 WHOLE CONFERENCE WORKSHOP - Auditorium • • • • • • • • • • • • Clive Leach

‘’Mental Toughness and Resilience’’ 10:55 - 11:55 WORKSHOP SESSION 1 - 2nd Floor Classrooms 12:00 LUNCH - 1st Floor Refectory

12:45 ‘’Liven Up Yourself’’- Ground Floor Back Atrium • • • • • • • • • • • • • • Performing Arts 13:05 - 14:05 WORKSHOP SESSION 2 - 2nd Floor Classrooms 14:10 - 15:10 WORKSHOP SESSION 3 - 2nd Floor Classrooms

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15:15 BREAK - Outside Auditorium

15:45 A Mindful Perspective from the Education Team and • • • • • • • • Andy Puttock

Acknowledgement of the Annual Team Awards - Auditorium 16:45

Buses depart for transfer to hotel

19:00 Buses depart from hotel to Conference Dinner 19:30 Conference Dinner - Segreto Italian Restaurant & Bar,

Souk Madinat, Jumeirah

21:30 Transfer back to hotel - Option to wander around Souk Madinat

Friday, 8 March 2019 07:45 Pick up from hotel and transfer to School 08:15 - 09:15 WORKSHOP SESSION 4 - 2nd Floor Classrooms 09:20 - 10:20 WORKSHOP SESSION 5 - 2nd Floor Classrooms 10:25 BREAK - Outside IC Hub and Study Area

SESSION 6 - 2nd Floor Classrooms 10:45 - 11:45 WORKSHOP 11:50 LUNCH - 1st Floor Refectory

12:30 Keynote Speech - Auditorium • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Clive Leach

“Positive Energisers for Positive Education” 13:15 Plenary Session - Auditorium

Feedback from DAMs

Feedback from HR

Feedback from University Guidance Counsellors

Feedback from Academic Teams

14:00 14:30

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Closing Remarks • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Andrew Fitzmaurice Buses depart for transfer to airport/hotel

Thank You

Particular thanks are extended to the members of the organising committee:

Michael Bardsley Mel Curtis

Dr Terry Creissen

Matthew Farthing and

Alyson Pickin and Zenobia Patel without whom this conference would not happen.

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Information for Delegates Dear Colleagues, Please find below further information with regard to the EME Regional Conference which will take place at Nord Anglia International School Dubai (NAS Dubai) on Thursday 7th and Friday 8th March 2019.

We look forward to seeing you there.

LOCATION Address: Nord Anglia International School Dubai, Al Barsha South 3, Hessa Street, Dubai Reception: + 971 4 219 9999 Website: http://www.nasdubai.ae Direction: Google Maps Daytime Contact Numbers: Alyson Pickin: + 971 56 502 3013 Zenobia Patel: + 971 56 660 5273

School access cards will be given by the hotel on check-in. Please use your access card to swipe in at security on arrival at school. For those not staying in the hotel, registration will begin from 07:30am on 7th March at NAS Dubai.

A full copy of the programme will be provided in your delegate pack either upon check-in or at registration, along with a delegate list and other information. The event will take place at the school.

CONFERENCE PROGRAMME Our event will include interactive workshop sessions led by internal and external speakers and a full programme is included in this booklet.

ACCOMMODATION

IN CASE OF EMERGENCY

(delegates travelling to Dubai)

In the unlikely event of an emergency and out of daytime hours, please contact:

Accommodation including breakfast and all taxes should have already been booked.

George Ghantous: +971 50 641 5659

Media Rotana Hessa Street, Barsha Heights Dubai United Arab Emirates

Matthew Farthing: +971 56 408 3777 IT / REPROGRAPHICS ASSISTANCE Please email NASIT@nasdubai.ae for any IT assistance either before or during the conference.

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OUR EVENT

T: + 971 4 435 0000 F: + 971 4 435 0011

Information for Delegates Accommodation costs for the event are covered by Regional (4 nights for DAMs and 2 nights for everyone else), but please note that you will be required to pay for any additional nights/charges made to your room upon check-out.

All late changes, cancellations and noshows will be charged.

Check-in is from 14:00 and check-out is at 12:00. Early check-in from 9:00am onwards has been requested, but is subject to availability. The hotel has agreed to provide an exclusive check-in counter for our delegates.

The hotel has noted the early checkin requests on priority however it will be subject to availability on arrival. As rooms may not be available until the hotel check-in time, the hotel is happy to offer the following services to make your arrival as comfortable as possible: • Registration process completed upon arrival • Luggage storage • Access to the hotel Bodylines Fitness and Wellness facilities including swimming pool, gym and massage services • Priority key collection at 14.00 Hrs Please be assured that the hotel will make every effort to provide you with your room as soon as possible.

Kindly note that all guests will be asked for the original Passport upon check-in, the hotel is not allowed by law to check anyone into the hotel without the original passport.

TRAVEL / TRANSFERS Delegates should use Dubai taxis/Uber/ Careem to and from the airport. Taxis in Dubai are clean, cheap and reliable.

Please ensure you have local currency to pay the taxi fare and that you collect receipts – so that you can claim this expense back.

DRESS CODE Dress code for the event is business dress.

FOOD AND DRINK Wednesday 6th March As everyone arrives at different times on Wednesday, nothing formal has been arranged with the exception of the Principals who are required to attend the Regional Principals’ Dinner.

Details to be confirmed.

Thursday 7th March • Breakfast will be served at the Media Rotana Hotel from 06:30am and transport to the school will leave promptly at 07:30am. Please be punctual.

• The exact departure point will be just outside the main entrance of the hotel.

• Refreshment breaks and lunch will be provided at the school.

• Transport will be provided from school to the hotel and from the hotel to the dinner venue.

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Information for Delegates • Dinner will be on an outside terrace at Segreto Italian Restaurant & Bar, Souk Madinat, Jumeirah. Please dress in smart casual attire appropriate for the weather with respect to the cultural context. Nord Anglia bears the full cost of the dinner excluding beverages which may be purchased (alcoholic and non-alcoholic) independently. Transport will be provided from the venue to the hotel or guests may wish to take advantage of the local surroundings.

Please check your visa requirements before travel, ensure your passport has a minimum of 6 months validity and that you have read the registration and hotel booking form with regard to bringing in prescribed medicines into the UAE.

Any special dietary requests have been noted and will be catered for.

Student guides are available to help with directions and to tour you at lunchtimes if you would like to see more of the school.

Friday 8th March • Breakfast will be served at the Media Rotana Hotel from 06:30am and transport to the school will leave promptly at 07:45am. Please be punctual.

• Refreshment break and lunch will be provided at the school.

• Delegates will either return to the h otel or leave for the airport with transport provided.

In the event of fire or emergency, the evacuation procedures can be found in every room.

Below you will find a significant document from the Well-being Lab Australia to take away and share with colleagues entitled ‘’Are you Thriving at Work?’’ The document was used in a recent Principals Well-being Retreat in Dubai and we thank the author Michelle McQuaid for sharing her work with us and Dr Abdulla Al Karam, the Director General of the KHDA who commissioned the Well-being Lab to work with schools in Dubai.

VISITOR INFORMATION

“Are you Thriving at Work?”

by Michelle McQuaid

Dubai is a multi-cultural, vibrant and modern city. For more information about Dubai, please visit: https://www.visitdubai.com/en

ANY QUESTIONS

The currency is the United Arab Emirates Dirham (AED).

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NOTICES

If you have any questions regarding activities in Dubai or general questions, please contact EMEDubai2019@nordanglia.com

Guest Speaker Dr. Abdulla Al Karam • • • • • Chairman of the Board of Directors & Director General

Dr. Abdulla Al Karam, Chairman of the Board of Directors and Director General of the

Knowledge and Human Development Authority (KHDA), is responsible for a wide spectrum of education in Dubai’s private sector, spanning early learning, school, and higher education and training Institutes. Dr. Al Karam has the distinction of holding key positions across the United Arab Emirates. He is a board member of the National Qualifications Authority of the UAE Federal Government and a member of the university council at UAE University.

Dr. Al Karam serves on the board of trustees for Dubai Future Foundation and Mohammed Bin Rashid University of Medicine and Health Sciences. He is a board member of Dubai Sports Council and Dubai Cares, and is also a member of the Higher Committee for Protection of the Rights of People with Disabilities in Dubai.

Previously, Dr. Abdulla held positions in various government sectors, including: Vice Chairman and Secretary General, Hamdan Bin Rashid Al Maktoum Award for Distinguished Academic Performance; Chairman of the Dubai Government’s Human Resources Committee, which was set up as the link between human resources programmes and initiatives and Dubai’s goals and strategic priorities; Board member, Dubai Knowledge Fund, which seeks to effectively participate in developing Dubai’s knowledge capital through profitably managing funds. He was also a member of the World Economic Forum’s Global Agenda Council on Education 2010.

Prior to the formation of KHDA, Dr. Abdulla held the post of CEO of Dubai Knowledge Village, which ushered in the International Branch Campus, with a remit to diversify the educational landscape in Dubai. Before that, Dr. Abdulla headed the Research Unit at Dubai Internet City and began his career working as a software engineer in the United States and France.

Dr. Abdulla holds a PhD in computer engineering from the University of South Carolina.

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Guest Speaker Clive Leach • • • • • • • • • • • • • • • • • • • • • • • • • • • M.Org.Coaching / Clive Leach Consultancy Ltd

Clive Leach works extensively within the Government, corporate and education sectors as an executive, leadership and career coach. He also designs and facilitates highly rated workshop programs in Australia, Asia, Europe, Middle East, the US and the UK focusing on well-being, resilience, mental toughness and coaching skills within private and public sector workplaces, learning institutions and communities.

Clive is a Global Representative for the International Positive Education Network (IPEN) in recognition of his work with schools over the last 8 years. His education-based work has included Positive Education interventions for leading international schools, high schools, special schools and universities, including schools in Australia, China, Thailand, Taiwan, Vietnam, Hong Kong, Malaysia, Mongolia, UAE, Switzerland, Hungary and the UK, including a number from the NAE family. He has also participated as an advisor and coach in a youth coaching research study being conducted through the University of Sydney.

Clive has spoken at numerous international conferences on issues relating to positive psychology, coaching and well-being in schools. Most recently he presented at the European Congress on Positive Psychology 2018; FOBISIA Leadership Conference 2017; The World Congress on Positive Psychology 2017 and the First Global Festival on Positive Education (IPEN) 2016.

Clive is lead author on a chapter entitled ‘The Integration of Coaching & Positive Psychology in Education’ in ‘Coaching in Professional Contexts’ (Sage, 2016) and has a chapter on ‘Coaching for PERMA’ in ‘Positive Psychology Coaching’ (Routledge, 2018). His peer-reviewed paper ‘Flourishing Youth Provision’ co-authored with the University of Sydney Coaching Psychology Unit was published in the International Journal of Evidence-based Coaching & Mentoring Vol. 9 (1).

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Workshops Schedule Thursday ROOM

SESSION 1 SESSION 2 SESSION 3 From 10:55am From 13:05pm From 14:10pm to 11:55am to 14:05pm to 15:10pm

R2-57

1

10

R2-56

2

17

R2-55

3

18

R2-54

4

19

R2-04

5

36

R2-05

6

23

1

R2-06

7

24

2

R2-07

8

25

3

R2-10A

9

26

4

R2-53A

11

27

5

R2-11

12

28

6

R2-12

13

29

29

R2-13

14

30

8

R2-14

15

15

9

R2-17

16

32

11

R2-18

20

22

12

R2-19

21

34

13

R2-20

22

35

14

R2-46

31

33

33

Please refer to Workshop briefs 12

Workshops Schedule Friday ROOM

SESSION 4 From 8:15am to 9:15am

SESSION 5 From 9:20am to 10:20am

R2-57

10

1

R2-56

17

2

R2-55

18

3

R2-54

19

4

R2-04

36

5

R2-05

23

23

6

R2-06

24

24

7

R2-07

25

8

25

R2-10A

26

9

26

R2-53A

27

27

11

R2-11

28

28

12

R2-12

29

7

13

R2-13

30

30

14

R2-14

15

31

31

R2-17

32

16

16

R2-18

20

20

33

R2-19

34

34

21

R2-20

35

35

32

R2-46

21

22

Please refer to Workshop briefs 13

SESSION 6 From 10:45am to 11:45pm

Workshop Overview 1. Keeping the old cynics happy • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Victoria

Del Federico

College Beau Soleil Thursday Session 1 / Thursday Session 3 / Friday Session 6

This session will look at practical strategies for engaging senior secondary students in positive education and developing a concern for their own well-being.

Our older students face all sorts of challenges, pressures and temptations in and out of school.

There is lots of help available to them in negotiating this territory successfully, but they are at times held back from taking full advantage of it by their natural cynicism and suspicion of our motives....

By adapting and developing approaches more suited to their age and outlook, we can make a significant difference to their lives and create great ambassadors for positivity.

Work Hard. Be Kind. This is Victoria’s mantra for life and learning and one which is central to her role as Deputy Head Academic at Beau Soleil where she works closely with staff and students to help create and deliver an amazing education. She is passionate about shaping a better world and trying to instil the students with the values of curiosity and compassion along with respect and hard work in order to succeed in their chosen life paths.

2. Virtue Ethics in our schools • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Kate Balnaves

College Beau Soleil Thursday Session 1 / Thursday Session 3 / Friday Session 6

This session will look at practical ways schools can encourage students to become more reflective in their behaviour, in particular its impact on others.

We will mix practical exercises with an overview of theory and research in the area, including my own research project in my current school. There will be opportunity to share your own experiences.

The takeaway will be a flexible framework which could be used in your own schools to harness student voice in creating a commonly agreed ethical code.

Kate has taught History, Religious Studies and Philosophy in British independent schools and international settings for over 15 years.

3. How to adapt to new situations, and keep your well-being alive • • • • • • • • •

Rhona Murphy

International College Spain Thursday Session 1 / Thursday Session 3 / Friday Session 6

Having worked in Grade 4 for many years a challenge was presented before me.

A new grade, new team, new Units of Inquiry, shall I go on! Although no two years had been the same previously, minimum changes had always prevailed.

So what do I do to not stress out (a lot)?

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Transdisciplinary planning as much as possible; Prioritize what must be achieved; Work as a team member committed to the team; Set deadlines; Be mindful of the students; Be flexible with the content; Ask for guidance and help; Use all the resources of the learning community as much as possible; Be aware of what can be achieved; Choose, Act, Reflect.

Rhona has been a member of staff at ICS for 10 years. Apart from one previous year in Grade 3, she has

always been part of the Grade 4 team. The Grade 4 team became known as the Green Team in the ICS school environment as all classroom teachers were from Ireland. This phenomenon continued for four years until this current academic year. But the legacy remains.

4. A Three Pronged Approach to Building a Culture of Positive Education • • Gabrielle

Clover

The British International School Bratislava Thursday Session 1 / Thursday Session 3 / Friday Session 6

We will lead you through our triangulated approach to building character and well-being into our school culture. In our school we have used three approaches to blend academic learning with character and well-being.

1) Positive behaviour in school - Framework with measurable outcomes (Policy and Behaviour Ladder); 2) Tailored PSHE programme (Friendology); 3) Pupil engagement (General Manners) We will take you through each approach and how we have integrated it into our school culture.

We will have a practical task after the session in which you will be given tools to analyse the strengths and opportunities in your context, share your strengths to the group and adopt ideas to practically impact your setting.

Gabrielle has a Bachelor of Arts in International Studies, Bachelor of Education and a Masters in Special

Education in behaviour and emotional difficulties. She has 7 years’ experience in SEN or class based teaching in Australia, Mongolia, Norway and Bratislava.

5. Well-being in International Schools & what it means to us: Permission to have fun – Happiness, Resilience and Positive Education • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Jo Wilcox The British International School Bratislava Thursday Session 1 / Thursday Session 3 / Friday Session 6

This workshop will ask the question: Do we need to lighten up a bit and go back to the basics of enjoying what we do in order to create healthy environments and affect the schools we work in?

Teachers and students are struggling to survive in a crowded curriculum and with pressures of assessment and accountability, we don’t tend to do much laughing anymore. Without a sense of happiness and well-being, neither educators nor students can do their best work. Our challenge is to focus on mental health, well-being and resilience for both students and staff through the medium of laughter. We will aim to offer some ways in which we see how laughter can improve the lives of students across primary and secondary phases and our staff well-being.

Secondary School English and drama teacher Jo has spent the last 25 years as a teacher, laughing at herself and would like to invite you to laugh at her too!

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Dr Ruba Tabari, Cheryl McSweeney and

Year 12 Students 6. Developing Peer Mentors • • • • • • • • • • • • • • • • • • • • Nord Anglia International School Dubai Thursday Session 1 / Thursday Session 3 / Friday Session 6

We know from research that peers respond better to each other. At NAS the welfare and wellbeing of students is very important. This project will train mentors identified from year12 to 13 to support other students and to offer mentees advice on where to seek help when it is needed.

Mentors will be trained through a series of workshops before they support other students. Debrief and coaching sessions will be held weekly.

While Peer Mentoring can provide valuable support for students at critical points in their student life, it offers a host of other benefits for both mentor and mentee. Peer mentoring is a mutual way of learning and allowing both participants to develop transferable skills that will help them during their time at university and beyond.

Dr. Tabari has over 25 years of extensive experience in the field of Education and Educational Psychology

across the UK and the Middle East. She obtained her doctoral degree from University College London (UCL) in 2012 with a focus on school development and reform. She has developed and monitored the implementation of remedial, educational and developmental programmes for children aged 3 to 19 years. An engaged member of the community, Dr. Tabari has led on professional teacher training initiatives and has been invited to present at conferences.

Cheryl McSweeney is Whole School Deputy Head at NAS Dubai and the Safeguarding Champion for the

Middle East for NAE. She has developed the well-being team at NAS Dubai and implemented a team around the children across the whole school to support and guide students and teachers on ensuring students are safe and receive the appropriate social and emotional support. She is a lead member in the British Schools in Dubai Safeguarding Group and wrote the level one training for all Dubai schools. She has worked with the Ministry of Education and Child Development Agency in Dubai alongside other schools to introduce Child Protection Units in the Emirate of Dubai.

7. Deep Listening and Stress Reduction

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Kate Janecek

Prague British International School Thursday Session 1 / Friday Session 5 / Friday Session 6

Before one can teach mindfulness effectively in the classroom, one has to teach and connect with students mindfully. My talk will discuss two areas where mindful teaching has a significant effect on teachers’ and students’ well-being.

One of the impacts of our busy lives is that we are often unable to stop to really listen to others. As our listening skills develop, through mindfulness practice, we are able to hear others from a place of stillness, without the need to react quickly. The first part of my talk will discuss the skill of ‘deep listening’.

Although it is important to manage our workload so that we are not constantly overwhelmed, stress is an inevitable part of life. We can be far more organised and effective teachers when we have good skills to manage stress. I will discuss how, through mindfulness practice, stress can 16

become a reminder to bring ourselves back to the present moment. Rather than feeling aversion to stress we can use it, and in fact a whole range of negative emotions, to become more deeply connected with ourselves.

Kate is Australian and has lived in Prague since 1991. She started to practise mindfulness meditation in 1995 and she has taken part in several meditation retreats. She is now supporting a group of teaches at PBIS to do the course ‘Mindfulness: Finding Peace in a Frantic World’. She has a daily mindfulness meditation practice.

8. Exploring the voice and body; a teacher’s toolkit • • • • • • • • • • • • • • • • • • • • • • • • • • •

Emma Byrne

Prague British International School Thursday Session 1 / Thursday Session 3 / Friday Session 5

Many teachers over-strain their voices and either miss school or try to continue teaching, risking serious damage. Voice care is rarely covered within teacher training and voice strain seems to be expected as a part of the job. This problem should be acknowledged, preventative training should be available, and proper use of the voice should be seen as a catalyst for positive education.

A teacher’s voice is an essential tool; a teacher who sees the value of their voice can use it for both effective behaviour management and increased pupil engagement. Mastery of use of voice and body in the classroom is a pathway of communication for teachers to better impart their subject knowledge and expertise to learners.

I seek to run a practical workshop, exploring how the voice works, safe practice and ways to use the voice to enhance teaching. Within the workshop, we will aim to: Practice correct posture, alignment, and breathing; discover roles of diaphragm, lungs and vocal tract in making healthy sounds; explore inside the larynx, understanding how and why vocal strain happens; play with making different sounds with our voices, applying our explorations to classroom scenarios; share and try good practice about behaviour management, pupil engagement and presenting; realise how to safely project the voice, instead of shouting.

Emma trained in Theatre Dance at London Studio Centre, majoring in Contemporary Dance. She went on

to work in the Performing Arts as a choreographer, dancer and vocalist. Emma completed a PGCE in Music combined with Outdoor Activities at Bangor University, where she conducted research around the voice and teaching. She has delivered vocal training workshops for student teachers at Bangor and teachers at schools in the UK. Emma has taught Dance, Music and Drama across all key stages and her physical and vocal training are central to her teaching. You can follow her on twitter @EmmaJoyByrne.

9. Are you Permahlicious • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Venetia Hamilton

Nord Anglia International School Dublin Thursday Session 1 / Thursday Session 3 / Friday Session 5

NAIS Dublin is committed to Positive Education and in particular sees Dr Martin Seligman’s PERMAH model as the vehicle for infusing this into the life of the community. The six pillars are: Positivity; Engagement; Relationships; Meaning; Achievement; Health.

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Within H, which underpins all others, a healthy brain which allows us to concentrate and focus clearly relies on a combination of amino acids, essential fatty acids, glucose, vitamins and minerals. With the constant supply of processed food creeping into diets all over the world, this balance is no longer easily achieved, and the other vital supports for the brain - exercise, sleep and relaxation - are often disrupted at the same time by the fast pace of modern life.

Just as the mind can affect the body, so too can the body (and what you put into it) affect the mind. In this talk, Venetia will highlight the gut/brain connection, the importance of nurturing our good gut bacteria for brain health and how the blood sugar roller coaster can impact mood, energy levels, concentration and focus.

On a practical level, Venetia will give you some ideas on how to optimise brain health through nutrition and lifestyle changes, and how to promote these changes in your schools, giving your students the best possible internal and external environment to grow, develop and learn.

Venetia is a HR Specialist based in NAIS Dublin (MCIPD, MA), and is also a qualified Nutrition & Health

Coach, Executive Coach and is currently in her 3rd year of studies in Nutritional Therapy. She has previously developed and promoted a Wellness Centre in Dublin including a Corporate Wellness Programme.

10. The Coaching Triangle: Positive Psychology – Pedagogy – Spirituality. Sustainable coaching and intervention for unresolved teenage psychological issues

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Maria Zufferey

College Champittet Pully Thursday Sessions 2 & 3 / Friday Sessions 4 & 5 (120 minutes workshop)

The high prevalence worldwide of depression among young people strives schools’ professionals to reconsider their school programs and daily approach. The synergy between learning and positive emotion argue that assessment for learning should be reinvented and multidisciplinary interaction implemented.

This workshop will assist attendees in exploring the different dimensions for a positive cognitive, emotional and spiritual development.

In our College, this technique has had its fair share of success stories.

Through practical case studies, it will demonstrate how schools can benefit from a successful intervention of a multidisciplinary approach based on the positive interaction between academic and pastoral staff, students and parents.

The innovative dimensions for positive development will be presented as an introspective approach. Each participant will have the opportunity to review his/her own attachment experience and adult positive model.

The - Positive Adult Model Attachment - is the key element for teenagers with unresolved psychological issues. It is a unique and efficient tool to create a positive learning environment with the appropriate conditions; where in-depth adult collaboration and transparency are crucial to gain the teenager’s trust: this is initially achieved by motivating and accompanying them, by delivering self-esteem, autonomy and a reason for learning.

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This will help the attendees to gain more knowledge and shape their goals accordingly.

The workshop will be interactive with examples, case studies and group exercises.

Maria is the Safeguarding lead and head of pastoral care. She manages a multidisciplinary team to achieve students personal, social and academic performance.

Maria teaches ethics and spirituality for secondary students. Her principal aim is the building of bridges through the effectiveness of the intercultural and interfaith education in the school programme. She has a large experience in youth accompaniment in humanitarian organisations, universities and schools. She has organized a large number of conferences and debates with public figures. Maria is Lebanese born and a Swiss citizen. She studied Theology, Pedagogy and Psychology in Italy and UK. She writes periodically in Lausanne newspaper spiritual articles. She is fluent in French, English, Italian and Arabic.

11. English Language Learners: catering for students’ well-being from the moment they join our international schools • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Josefina Mase

International College Spain Thursday Session 1 / Thursday Session 3 / Friday Session 6

Students with limited English have equal rights to the curriculum and schools have a responsibility to make sure this happens. We will address the needs of English language learners in multilingual classrooms and ways to promote a sense of belonging through good practice.

Josefina was born and raised in Argentina, but has lived in the US, India and Spain. After teaching

Spanish-speaking students in Buenos Aires for ten years, she moved to New Delhi where she joined the EAL team, first as a teacher and later on as the EAL coordinator. She has been working at ICS for eleven years, teaching students from grade 1 to grade 5 and coordinating the primary EAL department there. She provides professional development opportunities for staff and delivers presentations for parents.

12. The effects of collaborative teams on staff well-being • • • • • • • • • • • • • • • • • • • •

Paula Duffy

Compass International School Thursday Session 1 / Thursday Session 3 / Friday Session 6

This presentation aims to help educators, particularly school leaders, to identify the positive effects of collaborative teams on well-being in learning communities. It wishes to address factors that both promote and hinder teamwork and explore these effects on well-being.

This workshop is entirely based on academic research carried out in Europe, North America and Australia between 2000 and 2017.

This workshop hopes to equip teachers and leaders with a clear vision for collaborative teambuilding. DuFour describes teacher isolation as the enemy of learning therefore it is essential that teacher well-being is strongly considered by school leaders. The leadership of the team cannot be overlooked as the leader of the team has many responsibilities to ensure effectiveness.

The leader of the team is the catalyst for learning.

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There is compelling evidence which indicates that working collaboratively represents best practice thereby accelerating both student learning and a happy working environment for staff.

Working harmoniously together is the panacea for a healthy well-being in the workplace.

Paula is a primary school teacher from Ireland. She taught in a senior primary school in Ireland for five

years. She then began her international teaching role in Compass International School Doha in August 2017 where she currently teaches Year 2. Paula has a Master’s degree in Educational Leadership and Management from University College Dublin and continues to develop professionally in various aspects of education.

13. Are your Learning Assistants happy in their jobs? • • • • • • • • • • • • • • • • • • • • • • • • • • • Doug

Allen

Compass International School – Madinat Khalifa Milepost 2 Team Thursday Session 1 / Thursday Session 3 / Friday Session 6

This session will focus on the use of Learning Assistants to support learning in class to raise attainment and satisfaction.

Learning Assistants play an essential role in raising attainment in schools. These assistants are often highly qualified people who are used to complex tasks with responsibility. We have found that by utilising LAs effectively, not only are focus groups of children having work pitched at their exact level, but the LA’s job satisfaction and happiness has increased beyond measure. We have found our LAs are thriving with the responsibility. Not only are the LAs enjoying their jobs more, children are happier that they are being suitably challenged in class, and teachers are happier too!

Compass International School Doha, Madinat Khalifa Campus have a highly qualified and dedicated team of teachers and LAs in Milepost 2. They won a schoolwide competition aimed at teams throughout the school to highlight a project they had undertaken to improve learning within the school. This team beat a large and strong field to win the Team Bursary award at Compass International School Doha.

14. Outdoor Education – Forest School • • • • • • • • • •

Nathaniel Bateson and Chris Charlton

The International School of Moscow Thursday Session 1 / Thursday Session 3 / Friday Session 6

Outdoor Education, and in particular Forest School is an integral part of our school setting.

Students aged 2-11 years old regularly take part in outdoor lessons, ranging from fire building and sawing to kayaking and wall climbing. In this workshop, we will share how Forest School is fully integrated into our EYFS Curriculum, as well as showing a range of examples and ideas. We will identify key areas of our forest that can be adapted for a range of settings. We will share our short and long-term vision for outdoor education and will share all the training requirements, time frames and possible challenges a school may face when trying to become a registered Forest School.

During the session, we will take part in some practical activities using hammers, nails and saws.

This session is aimed at EYFS and Primary practitioners, including PE teachers.

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Attendees will come away with an understanding of how Outdoor Education and Forest School can have a positive impact on teaching and learning and how this can be implemented across a range of settings and contexts.

Nathaniel is an experienced EYFS practitioner who has worked at the International School of Moscow for 5 years. He is the EYFS Phase Leader and has developed Forest School across the campus. Nathaniel has achieved Forest School Level Three and is working towards becoming a Forest School Leader and for the school to become a development centre. He is originally from Cumbria and spends most of his free time in the outdoors. Nathaniel will often be seen building fires, sawing wood and hammering nails with hammers, and this is all with three and four year old children!

Chris is the Head of Rosinka Campus at the International School of Moscow (Pre-Nursery to Year Six) and has been teaching for 13 years. He has taught in Moscow, Ho Chi Minh City, Dubai and London and has a passion for sport and the outdoors. Chris is a qualified swimming coach and is currently training to become a kayaking instructor. He is a qualified Primary Teacher who likes to take learning outside as much as possible, whether that be Maths, English or even Reading.

15. Positive Education Leadership and Management • • • • • • • • • • • • • • • • • • • •

Thomas Schädler

College du Leman Thursday Session 1 / Thursday Session 2 / Friday Session 4

Two things are becoming more and more decisive for us humans and the shaping of our future. Firstly, what kind of education do we receive and secondly, what type of leadership and cooperation do we experience in our work processes.

Today, positive psychology is an integral factor in education, coaching, therapy, health and the economy. More and more people rely on the power of positivity and the use of inner strength for successful progress and change processes. How relevant is positive psychology for our school organizations and for school leadership?

Positive interventions do work. There is more and more scientific evidence for this. This is why modern school leaders increasingly focus on nurturing the intrinsic potentials and strengths of people, and the organizations they lead, rather than on fixing problems and symptoms.

This is the trend of the future. Leadership in times of post-heroic management relies on the intelligence of the entire organisation and not only on its top.

The following topics and questions will be touched on: Paradigm shift in the world of work and organization; the process of positive leadership; understanding of positive leadership and decision making; shifting the emphasis and rules of positive school management; tools for creating a positive working environment, effective collaboration and positive communication; and who motivates me to lead positively?

Thomas joined Nord Anglia Education in August 2015 following his role as Headmaster of the Swiss School

in Rome in Italy from 2012. Previously, he headed international schools in Berlin, Singapore, Zurich, Stuttgart, and the Bahamas and also worked for the World Bank in Indonesia.

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Thomas has an MA in Education (University of Zurich, Switzerland), an MBA (University of Hull, UK, and the Asia-Pacific-Management-Center, Singapore) and a Master’s in Educational Leadership (Lehigh University, USA). He has dedicated his professional life to pursuing his passion for international education and likes to challenge students, teachers and staff alike to exceed their dreams.

16. Growth Mindset: A Teacher’s Perspective • • • • • • • • • • • • •

Sarah Gomme and Antony Pryke

College du Leman Thursday Session 1 / Friday Session 5 / Friday Session 6

Students approach challenges and learning in many different ways. The way they perceive a challenge can be vital in their learning journey and impact their outcomes. Growth mindset is said to lead to higher achievement. It promotes growth, and prepares children to celebrate and learn from mistakes, and embrace risk taking.

Through our school’s Professional Learning Teams, our group decided to focus on Growth Mindset. We have been studying the concept and its benefits. In our own classrooms, we have both focused on implementing growth mindset in different ways.

The following topics and questions will be touched on: Understanding of what a growth mindset is and why it is important; an outline of our personal growth mindset experiences and results in the classroom; combining growth mindset with blended learning techniques; how can we establish a growth mindset culture and create the right climate to learn?; can teachers change students mindsets from fixed to growth?

Sarah is a Grade 5 (Year 6) teacher at Collège du Léman in Geneva. Prior to moving to Switzerland, she was

Deputy Head of a school in London, and has taught a range of ages from Year 1 to Year 6. Sarah is currently working on a project delivering growth mindset lessons to her class, and is interested in the potential impact this has on the learning process and outcomes.

Antony is a Grade 5 (Year 6) primary school teacher at Collège du Léman in Geneva. He has previously

taught Grades 3 and 4 and also worked in the school’s bilingual programme. Antony is a keen advocate of the blended learning approach to lesson delivery and has been exploring ways to use technology to foster a growth mindset within his classroom.

17. Shifting the Classroom Focus from Content to Competencies • • • • • • • • •

Aimée Skidmore

College du Leman Thursday Sessions 2 & 3 / Friday Sessions 4 & 5 (120 minutes workshop)

How do we prepare students for what they will face in academia, the business world and in their personal lives after they leave our schools? We know they need the content we teach, but more importantly, they need the essential skills of collaborating, creating, thinking critically, and communicating. In addition, we must find a way to build the personal attributes of resilience, optimism and grit that is vital to success as an adult.

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As R.W. Larson observes in his study on initiative in positive youth development, that other than through sport teams, music, clubs and other voluntary extra curriculars, students rarely have the chance to experience real internal motivation and intense focus. He says: “A central question of youth development is how to get adolescents’ fires lit, how to have them develop the complex of dispositions and skills needed to take charge of their lives.” (Larson, 2000) So how do classroom teachers shift the focus from specific content to these competencies? How do we move from a teacher-led, content driven classroom to one where the learning is selfdirected and engaging while also challenging enough to enable students to face more complex tasks?

In this presentation and workshop teachers/leaders will see examples of this process in my classroom, choose a strategy to implement and create a classroom-ready resource to use in their next lesson.

The following topics will be addressed: Teaching 21st century skills (collaboration, creativity, thinking critically, communicating); establishing a growth mindset in your classroom; encouraging student self-reflection and monitoring on standards; fostering student engagement and perseverance; making the most of the formative/summative process (specifically in writing/English content); becoming a coach for your students Larson, R. (2000). Toward a psychology of positive youth development. American Psychologist, 55(1), pp.170-183.

Currently, Aimée teaches Grade 8, 10, 12 English and IGCSE Language and Literature at Collège du Léman.

With over 21 years of teaching and leadership experience in both public and private secondary schools in Switzerland and the U.S., she excels at designing and implementing new programs and curricula to meet changing education trends and student needs. Aimée has been a speaker at numerous conferences, including the European League for Middle Level Education’s “From Awkward to Awesome” in Amsterdam in 2018, and has conducted in-house professional development on technology and blended learning models.

As an Apple Distinguished Educator, Aimée is passionate about utilizing a variety of educational technology tools and applications in the classroom to help students achieve their academic and personal best. Most recent projects include growing and elevating instructional practice through “Forward Thinkers,” an online collaborative community of thinking and understanding at CdL; implementing reading partnerships for grades 7 and 8; documenting and publishing the results of the action research in her classroom.

18. How can Restorative Approaches strengthen our schools? • • • • • • • • • • • • • • • •

Sarah Ford

The British International School Budapest Thursday Sessions 2 & 3 / Friday Sessions 4 & 5 (120 minutes workshop)

The British International School Budapest is currently on a journey to becoming a fully Restorative School.

The Restorative Approach has helped us to systematise and strengthen our responses to our students’ social and emotional challenges over the last three years.

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The Approach is ideally suited to NAE schools since it focuses on building a sense of connectedness, which is crucial given that in a sense, the world our international students inhabit is arguably increasingly disconnected.

Join this two-hour session to learn what the Restorative Approach is, how it works and why it has helped us to strengthen our Care & Guidance provision in Budapest. During the session we will share ideas on various aspects of pastoral care, from morning registration and the weekly Guidance lesson, through behaviour interventions to strategies for effective management of individual student issues and beyond. Our session puts pastoral care at the centre of the academic curriculum, not alongside it.

The session will begin with theoretical input and move to a hands-on workshop with elements of role-play, discussion and reflection. Come prepared to take part and share with your NAE colleagues!

Sarah graduated from Trinity College, Cambridge with an MA in French and German and was awarded her

PGCE from the University of Oxford. She has held leadership positions in our schools in Czech Republic and China and is currently Assistant Head of the Secondary School at The British International School Budapest (BISB), where she leads the Care & Guidance provision for students aged 11-18. Sarah’s particular area of interest lies in learning how restorative approaches can form the basis of a positive behaviour management framework. This formed the basis of Sarah’s NAE Senior Leadership Programme Professional Inquiry last year.

19. Creating tailor made support groups to help pupils with various pastoral needs in a school environment • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Gillian Brown The British School of Tashkent Thursday Sessions 2 & 3 / Friday Sessions 4 & 5 (120 minutes workshop)

Introduction to pastoral needs/issues which may lead to a pupil participating in a support group (anxiety, stress, parental divorce, loss, bereavement, bullying, feeling vulnerable, self-harming, struggling with transitions, problems within friendship groups).

Introduction to 3 specific support groups – Anger Management, Give Us A Break and the Nurture Programme (incorporates all needs).

Practical examples of exercises which can be delivered in: A. Anger Management – Emotion Cards exercise, Anger triggers exercise, Support plan exercise.

Feedback from pupils who have participated in the programme – video evidence/questionnaire evidence of impact. Feedback from KS3 Leader of impact within the school.

B. Give Us A Break – Strength Cards exercise, timeline exercise and examples, relaxation, and the ladder exercise. Feedback from pupils who have participated in the programme – video evidence/ questionnaire evidence of impact. Feedback from KS3 Leader of impact within the school.

C. Nurture Group – Reality vs the absurd, Emotional Literacy exercise and Script Work. Feedback from pupils who have participated in the programme – video evidence/questionnaire evidence of impact. Feedback from KS3 Leader of impact within the school

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Conclusion – Be observant, communication. Positive impact in terms of relationships with – pupils, parents, staff and support agencies Importance of support groups in international education – due to lack of agency support.

Please note due to the practical nature of this workshop only 15 people should participate in this workshop at the one time.

Gillian has taught within the UK education system for 10 years and also internationally (The British School

of Tashkent) for two years. Within this time Gillian was promoted both in the UK and Internationally to PT Pupil Support/Key Stage 3 Leader. Gillian has been trained in Seasons for Growth, Give Us A Break, Lessons for Living and is an accredited Nurture Teacher. Gillian has facilitated a wide range of support groups for pupils with various needs; these support groups have had a significant positive impact in relation to the health and well-being of each child. Gillian hopes to encourage teachers to continue to introduce support groups into Nord Anglia Schools.

20. Using Learning Support to Develop Positive School Culture • • • • • • • • • • • • • • • • •

Neal Dilk

The American International School of Rotterdam Thursday Session 1 / Friday Session 4 / Friday Session 5

A Learning Support Program not only provides an essential service for a learning community, it can also serve as a catalyst for further developing a more positive school culture. Learning support programs that provide in-class (push in) support not only serve the needs of learning support students, they also benefit all students by helping them understand that everyone learns differently, everyone has strengths, and everyone has something to contribute. An in-class support model allows for more collaboration and teachers and students alike can further develop perspectives that encourage looking past learning differences and focusing on personality and potential.

In the first part of the session, participants will learn how to build a basic learning support program model, construct a learning support staffing model, as well some tips for successful program implementation.

In the second part of the session, participants will learn about some of the practical aspects of running the program and how program elements can improve learning for all students, help to shift resistant dispositions, and develop a more empathetic community.

Neal has been working in international schools for 20 years and is the Principal at the American

International School of Rotterdam (AISR) since 2012. Prior to Rotterdam, Neal served as the Head of School at Aoba-Japan International School in Tokyo. Neal was welcomed to NAE in July 2018 when AISR joined the NAE family of schools.

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21. It’s less stressful if it’s fun • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Simon Porter

Compass International School Thursday Session 1 / Friday Session 4 / Friday Session 6

Teaching should be fun. I know I have seen a good lesson when it is obvious that the teacher is enjoying teaching as much as the students are enjoying learning. This workshops hopes to give teachers and leaders some ideas how to make their lessons more enjoyable to teach (and more enjoyable for students to learn).

Simon has been teaching Science for 30 years in a variety of UK and international settings. He writes

regularly for the TES and is currently one of their “Subject geniuses” for Science. Simon was NAU’s first teaching fellow and recently completed his Masters with the King’s College/NAE collaboration. Apparently he can even make Physics fun and interesting.

22. Outstanding Pastoral Care for the 21st Century

Lara Farthing, Carrie McNerney and Anna Hilton

••••••••••••••••••••••••

Nord Anglia International School Dubai Thursday Session 1 /Thursday Session 2 / Friday Session 5

The world around us is changing at a quite frightening pace and, as educators, we have a moral and professional responsibility to keep up with that pace of change or we risk not giving our young people the best possible life chances.

What does this mean for our schools? How do we ensure that the care guidance and support we offer to our students is still relevant to the world that they live in?

This workshop will explore some of the challenges around student well-being that we all face, such as the impact of social media, as well as looking at models of best practice.

Both Lara and Anna are experienced Heads of Year who have made a significant impact in their role, whilst

Carrie is a Head of Sixth Form with responsibility for pastoral care in Years 12 and 13. All three presenters are passionate about the impact that outstanding pastoral care can have in creating a vibrant school community and will bring some of the latest research on the area to this workshop, as well as sharing some practical advice on what has worked well at NAS Dubai.

23. What is the impact of well-being surveys in members of the school community? • • • • • • • • •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

Georgina Adams & Kerry Ross

Nord Anglia International School Dubai Thursday Session 2 / Friday Session 4 / Friday Session 5

The presentation will explore the impact of well-being surveys for both staff and students. It will look at what makes a good question and how this information can be used to benefit the school community.

Georgina is the Leader of Primary Student Well-being and Kerry is the Leader of Primary Student Leadership & Pupil Voice, both at Nord Anglia International School Dubai.

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24. Healthy, Happy Students – Promoting Well-being at BSK • • • • • • • • • • • • •

Jessica Byers,

Cameron Muir, Emma Greaves and Jane Harrington

The British School of Kuwait Thursday Session 2 / Friday Session 4 / Friday Session 5

Introducing 5 core values as a way of educating the whole child and promoting health and well-being to all. Values assemblies, integrated Values curriculum.

Campaigns: Seatbelts are for superstars!; social media blackout. (Facebook free February); Kind hands, Kind feet, Kind Words; Bouncebackability; Health Week in Y3 and Reception Termly Pastoral Newsletter for parents, staff and students- contains articles related to health and well-being.

Health and Well-being intervention groups in Lower Phase to work with specific targeted children.

Jessica - Reception Teacher who has worked at BSK for 3 years. Passionate about Early Years education and developing the whole child.

Cameron - Year 1 teacher and leader of Health and Well-being intervention groups in Lower Phase BSK. Delivered CPD about growth mindset to staff.

Emma - Year 3 teacher. Has been an advocate of introducing the values curriculum into the Junior phase.

Jane - Year 5 teacher. Has been an advocate of introducing the values curriculum into the Junior phase.

25. Self-Efficacy • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Steve Kuzina, Nathalie Lewis (Day 1);

Abdul Mohamud, Hannah Grange (Day 2)

The British International School Abu Dhabi Thursday Session 2 / Friday Session 4 / Friday Session 6

An investigation into the impact of self-efficacy on student performance. This workshop will explore strategies to boost self-efficacy; will make the course and content more accessible to the students, build their confidence and help boost their grades. It will also help them to develop their organisational skills.

Steve completed a BSc (hons) in Physics at Dundee University, Scotland in 1990. He teaches Maths in the secondary school.

Nathalie graduated from the University of Cumbria in 2006 with a BA (Hons) in Primary Education, specialising in the Advanced Study of Early Years. She teaches FS1.

Abdul completed a BA in History from Goldsmiths College, University of London, and joined our school in 2018. He teaches History in the secondary school.

Hannah completed her BA(Hons) in English Literature and History of Art at University of Leicester and then her Masters in English at The University of Essex. She teaches English in Secondary.

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26. Students’ Motivation • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Chris Lowe, Mai Mahmoud

The British International School Abu Dhabi Thursday Session 2 / Friday Session 4 / Friday Session 6

Student motivation. Why do students work hard for us in school and how can we adapt our classroom ‘’rewards’’ to better suit the motivational forces of students? A certain amount of research has already taken place on this topic and we will use the existing research as a starting point. We will consider our classroom practices and perhaps make alterations to the way we reward and praise students who do well. We might consider the language of reward and the words we associate with ‘’good work’’.

Chris joined BIS Abu Dhabi in 2013 and in addition to being the Secondary Assistant Head for Curriculum, teaches History in the secondary school and Theory of Knowledge to our IB students.

Mai graduated in 2001 from Al Mansoura University. She teaches Islamic studies in both primary and secondary schools.

27. Mindful of the Yeti • • • • • • • • Natalie

Givens, Colm MacEoin, Severine Deude (Day 1); Rhiannan Leake, Lesley Watson, Severine Deude (Day 2)

The British International School Abu Dhabi Thursday Session 2 / Friday Session 4 / Friday Session 5

Research suggests that mindfulness can reduce stress and improve self-confidence, relationships with others, attention, optimism and self-esteem. It also may enhance cognitive and academic performance.

Based on research, techniques and programs, we have experimented the practice of Mindfulness with students in our classes and looked at the impact on attention, stress and overall well-being.

This workshop will explore the different strategies we have tried and implemented into our classes.

Natalie graduated from The University of the West of England, Bristol in 2001. She teaches FS1.

Colm graduated from St. Mary’s University College Belfast and has taught in Qatar before joining the school in 2017. He teaches Year 3.

Rhiannan graduated from St Martins College in Lancaster in 2006 and joined the school in 2017. She teaches FS2.

Lesley joined the school in 2011, she is Assistant Head in the Primary School with particular responsibility for Curriculum. She also teaches Year 3.

Severine completed a degree in Sociology in Rennes and then decided to specialise in teaching languages and obtained a BA in French as a Foreign Language from Rouen University in France. She teaches French in primary and secondary schools and also offers yoga and mindfulness sessions to secondary students.

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28. Self-Regulation and Mindfulness Practice • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Alison

Piguet

La Cote International School Aubonne Thursday Session 2 / Friday Session 4 / Friday Session 5

Why do some students exhibit excellent self-control in the classroom, yet find this difficult to maintain on the playground? During playtime, why is their self-regulation reduced so that when provoked they are more negative, aggressive and confrontational? And why are they less able to reflect upon, disregard, act upon or dismiss provocative emotional triggers?

This workshop explores these questions and how this behaviour can impact children’s learning.

It also outlines and reviews action research, carried out at LCIS in 2017, which investigated the relationship between mindfulness practice and children’s self-regulation. In particular, the study collated and analysed teachers’ perceptions of the effects of mindfulness practice on children’s self-regulation in the school playground.

The workshop will present the findings of this small-scale qualitative study and share some interesting insights, which may well help teachers and parents to support student well-being.

Alison is the founding Head of Primary at La Côte International School Aubonne. She has a degree in

Psychology, and subsequently completed a PGCE qualification and a Diploma in Special Educational Needs. She also has a Masters in Educational Management and Leadership. Alison has worked in the UK and Switzerland and held a variety of teaching, leadership and management positions. She is a keen advocate of student (and staff) well-being; with her team, she strives to develop and implement a rigorous pastoral programme aimed to support and enable children to take full advantage of their learning opportunities.

29. Organisational Well-being – leading the culture • • • • • • • • • • • • • • • • • • • • • • • • •

Richard Dyer

The British International School Budapest Thursday Session 2 / Thursday Session 3 / Friday Session 4

If our schools are to become paragons of positive education, we should pay attention to the well-being of all who work with us. Teaching is an intensely rewarding but emotionally and physically demanding profession. Staff well-being is vital and its development can and should be approached in a systematic manner.

This workshop is based on the experiences at BISB as presented at the 9th European Conference on Positive Psychology in 2018.

Using and adapting the Five Ways of Well-being (neweconomics.org) as a school-wide rather than individual framework, this workshop will encourage participants to explore organisational well-being in their own schools. An organisational culture model will underpin the action that participants will commit to and take back to their own schools.

Class teachers, middle leaders and senior leaders will all find something to take away from this workshop.

Richard has been Principal in Budapest for nearly four years and has been in senior leadership positions 29

in international schools since the 1990s. During these decades, among other things, he has taken a lead on system-wide PSHE implementation, the development of staff review and professional learning, served on a Community Drug Advisory Council and published papers and presented on the organisational cultures of schools at international conferences.

30. How can we adapt our patterns of teacher-talk in the classroom to positively impact students’ learning • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Emily Bell Nord Anglia International School Dubai Thursday Session 2 / Friday Session 4 / Friday Session 5

‘Social relations or relations among people... underlie all higher cognitive functions.’ (Vygotsky, 1978) In his theory of Social Constructivism, Vygotsky highlights the intrinsic link between language and learning. Therefore, as teachers, we need to be more aware of the impact of the language we use in the classroom, and how we can adapt our patterns of speech to improve our students’ learning experience.

In this workshop, I will discuss my findings about the patterns of teacher-talk in my own lessons and the impact this has had on my students. I will also challenge the participants to consider the patterns of their own talk in the classroom and how they can adapt their language and questioning style to have a more positive impact on their students’ learning and critical thinking skills.

Emily is an English Teacher, with 5 years teaching experience, who has this year taken on her first

Middle Leadership Role as Head of Year 7 at NAS Dubai. Prior to joining the NAS family, she worked in a comprehensive state secondary school in West Yorkshire, where she held the post of Excellent Practitioner in English. Emily also holds an MA in Teaching from the University of Leeds.

31. Well-being & Involvement in Early Years

• • • • • • • • • • • Tara

Lambert and Amel Dali-bey

Nord Anglia International School Dubai Thursday Session 1 / Friday Session 5 / Friday Session 6

Early childhood settings play an important role in promoting health and a feeling of well-being for children, their families and ultimately their communities. Every child should be given opportunities to become confident and creative individuals with a sense of self-worth, selfawareness, and personal identity that enables them to manage their emotional, mental, spiritual and physical well-being.

Tara is a Deputy Head at NAS Dubai. During her 4 years at NAS, Tara supported the opening of the Early

Years unit in 2014 that received an Outstanding grading in its first inspection in 2016. Before this role, Tara has held leadership positions in international and English schools and supported local initiatives. Tara holds a master’s degree in Education and in her spare time she enjoys spending time with her husband and three children.

Amel currently works as a Class Teacher and Head of Primary English at NAS Dubai, where she oversees the

English curriculum from EYFS up to Year 6. She has a BA (Hons) degree in English with Key Stage 2/3 education and has over 10 years of experience teaching across all phases of the school, including English up to GCSE level. More recently, she has been involved in developing the EYFS unit at her current school, which has recently been awarded Outstanding status from KHDA.

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32. Positive Education and 21st Century Skills

••••••••••••••••••••••• ••

Aimee Middleton

Nord Anglia International School Dubai Thursday Session 2 / Friday Session 4 / Friday Session 6

In this presentation, we will explore two strategies for behaviour management in the classroom and how they promote a positive self-image whilst combining academic objectives with 21st century skills. We will be looking at the impact of introducing a Classroom Economy within the class and how this helps to build a positive learning environment and life skills. We will also explore how SeeSaw can be used to enhance children’s well-being, happiness and resulting motivation.

Aimee has worked at NAS Dubai for 3 years and has recently become the Primary School’s Leader of Future Thinking Skills. Aimee presented at last year’s regional conference on STEAM through F1 in schools.

33. Supporting non-English expatriate learners and their families to integrate in the school community • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Jean Kingham The British School Warsaw Thursday Session 2 / Thursday Session 3 / Friday Session 6

The workshop will be an opportunity to discuss the most effective strategies and best practice to integrate EAL students and their families into the school community at various age groups from Early Years through to IB. There will be an opportunity to look at the current practice in our own schools and discuss strategies for how to further develop the EAL provision in school to ensure our students can transition as quickly as possible into the school community.

Areas to be discussed could include: Pre assessment to ensure accurate knowledge of students; student buddies; EAL lessons (structure and groupings); communication between EAL teachers, subject teachers and families, resources to support EAL teaching; assessment of progress; use of translators for parent information sessions.

Jean was born and raised in Burma and studied Linguistics for her first degree. She has been in

international education for over 20 years working in Thailand, Saudi Arabia and now in Poland. Coming across EAL students who also presented with Learning Difficulties lead Jean to undertake her Masters in Special Education with a specific focus in Speech Language and Communication Difficulties. Jean joined the British School Warsaw in 2014 and is currently an Assistant Head Teacher responsible for Inclusion.

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34. How the International Primary Curriculum can develop engaged and positively-minded primary learners • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Katie Hall The British School Warsaw Thursday Session 2 / Friday Session 4 / Friday Session 5

The workshop will be an opportunity to discuss the impact of implementing the International Primary Curriculum to enhance both the enquiry based curriculum and the values we would like our students to develop. We will look at the process for implementing the IPC to ensure engaged students and positive attitudes from staff.

We will look at the key steps to ensure a smooth process of implementation through the following areas: Planning route maps/cross curricular opportunity; inset and expectations for staff; personal learning goals - developing key values; explanation/presentation to parents; monitoring and developing the implementation throughout the first year; leading towards accreditation

Katie is a primary school teacher from the UK. She taught in a primary school in Nuneaton, England for

one year before beginning her international teaching career at Compass International School Doha in August 2013 where she taught for 4 years. Katie is in her second year of teaching in The British School Warsaw and is currently IPC leader for the school.

35. Virtues of Growing Your Own • • • • • • • • • • • • • • • • • • • • •

Stephen Sharma and Noreen Khan

Nord Anglia International School Dubai Thursday Session 2 / Friday Session 4 / Friday Session 5

Harvard Business Review asked 196 global leaders, from 15 countries, about the most important leadership competencies that make an effective leader.

The top 5 competencies identified are, unsurprisingly, those that the SLP inculcates during the highly impactful senior leadership programmes, aligned perfectly to the Nord Anglia vision to grow your own…leaders in this case.

This platform will be a personal review of the impact that SLP has on simultaneously driving forward the ‘’be ambitious’’ philosophy and strengthening the emotional intelligence that will underpin the well-being of both staff and students at all NAE schools.

Stephen Sharma joined NAS Dubai in September 2015, having worked across Upper Primary both internationally and in the U.K. He originally started his NAE journey as a class teacher with leadership experience and is now Deputy Head at NAS Dubai.

Noreen Khan has been working with for NAS Dubai since March 2017 as a Finance Manager. Prior to this she was working in the UK Health sector as part of the finance team.

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36. Positive Discipline in the Classroom • • • • • • • • • • •

Cassandra Molloy and Hannah Tibbs

Nord Anglia International School Al Khor Thursday Sessions 2 & 3 / Friday Sessions 4 & 5 (120 minutes workshop)

The Positive Discipline philosophy can improve your relationships with and ability to connect with your students. It gives you the tools to deal with challenges, such as power struggles, disrespectful behaviour, lack of motivation, attention seeking and so much more. Connection before correction yields untold benefits in the classroom environment. Positive Discipline is a transformative approach to behaviour management and empowers children to feel a sense of belonging and significance within the school community. It focuses on solutions and empowers children to be autonomous, responsible members of their classroom. It supports them to develop their thinking skills and to make good choices in relation to their behaviour. As Positive Discipline founder Jane Nelson famously declares: “Where did we get this crazy idea that in order to make children do better, we have to make them feel worse.”

If you are interested in trying something new in your classroom and finding out more about Positive Discipline approaches, then please join us at our upcoming workshop. We can’t wait to share our experiences of positive education with you.

Cassandra and Hannah are Team Leaders at Nord Anglia International School Al Khor. Cassandra is

on the whole school’s Positive Discipline Oversight Committee. Hannah co-leads numeracy in the primary school, while Cassandra co-leads literacy. Both Cassandra and Hannah are certified Positive Discipline Classroom Educators and members of the Positive Discipline Association. Cassandra is also a certified Parent Educator and is a Positive Discipline Trainer Candidate. Both Hannah and Cassandra hope to effect positive change in education in the school community and beyond.

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Positive Education

Nord Anglia International School Dubai Al Barsha 3, Dubai United Arab Emirates