For 2015/16 all KS3/4 tutors will continue to play a main role in supporting our focus on Positive Behaviours for Learning (PBfL). We ask that you:

Introduce the PBfL wheel and ensure that students understand the vocabulary and descriptors Use and make reference to PBfL regularly - within day-to-day discussions and, importantly,

within your own teaching practice Ensure awareness of our reward point system (and use it regularly as both tutor and classroom

teacher to celebrate good effort) Provide regular, high quality PBfL reflection time. Opportunities to consider PBfL are provided via

daily reflection resources (provided by chaplaincy team) and also through a half-termly extended tutor time session via PBfL prompt cards / booklets / online resources (provided by FS).

All resources will be available on our T&L website: http://st-peters.bournemouth.sch.uk/tlplus This includes previous years resources with links to various materials and video clips etc.

TERM 1A: PREPAREDOur first 2015/16 is PREPARED. There is a range of resources and tasks below to support tutors with their PBfL sessions (to take place during designated extended tutor times). Here is a summary of these:

PBfL SESSION 1: PREPARED: An introduction to PBfL for KS3 and 4 students. Introductory task 1: A PBFL self-assessment wheel (available in diaries) Introductory task 2: Descriptors of each PBfL – these might be presented as baseline

expectations (available in diaries) PREPARED Task 1: Identifying PBfLThis is an opportunity for previous students to try to recall our PBfL from last year. Moreover, this exercise can provide tutors with opportunities to discuss and highlight benefits. Students should then be encouraged to question their value: Can they think of alternative behaviours that should be promoted and nurtured? Which behaviours are most or least important to them? And so on. (Please do return any valuable insights to FS though!)

ADDITIONAL RESOURCESThese are available for tutors and subject teachers to explore with students as appropriate, where time allows. Subject teachers might wish to adapt these to be more subject specific. Please digitally project resources where possible, hard copies can still be provided on request.

PREPARED Task 2: Sharing visions, understanding each otherThis task is an excellent opportunity to gain insights into what motivates your students. It can be delivered in a variety of ways – as a dice game, or small group or 1-1 discussions. The role of the tutor is to facilitate student reflections via the questions provided. Try not to jump in or intervene with answers too early. Encourage students to prompt each other for more detail – to show interest in answers and to be curious and supportive of one another.

PREPARED Task 3: Growth & Fixed MindsetSome students will be familiar with this task but it is appropriate to re-visit as a reminder. Use the prompts as a way to provoke discussion on the importance of fostering a growth mindset. (Further information and resources available on T&L website).

TERM 1A : PBFL RESOURCES & SUPPORT NOTES FOR KS3/4

Positive Behaviours for Learning (PBfL): An introduction for KS3 and 4 students

One of our key aims at St Peter’s is to help you to become ‘the best that you can be’.It is an ambitious aim, and rightly so. Of course ‘success’ might be measured in different ways, for example:

Exam qualifications Friends and positive relationships Career success Financial security Faith Having unique experiences The wider contributions that you make The amount of people that you help

Through our focus on Positive Behaviours for Learning (PBfL) we hope to support you in all of these aspects and more.

Beginning a new school year is an exciting time. There is plenty to look forward to, not least the opportunities that will come your way. Are you ready to make the most of these? We hope so. Let’s work together to do just that.

What are Positive Behaviours for Learning?

We have identified 6 key ‘behaviours’ – or qualities – that we at St Peter’s believe will help you to become the best that you can be. They are outlined in our PBfL wheel (which also provides further descriptions) and are: PREPARED, COLLABORATIVE, AMBITIOUS, PERSISTENT, INQUISITIVE and IMAGINATIVE.

How will I improve or develop these qualities?

We will take lots of opportunities – through tutor time, assemblies and daily conversations with your teachers – to highlight, encourage, promote and to acknowledge these specific behaviours. We have a PBfL points-based reward system too, linked to termly celebrations of success (and yes, prizes). But of course the real reward will be fulfilling your potential.

What do I have to do now?

Your tutor will introduce the PBfL focus for each half-term and will also provoke a range of activities and discussions in your group. Make sure that you are always collaborative at these times – sharing ideas and opinions, co-operating fully and supporting others.

Your subject teachers will also provide specific advice for each behavior too (of course being PREPARED in English might involve different skills to those expected in PE). Importantly, PBfL is not just about basic expectations - such as remembering your pencil (or kit); this goes without saying - rather it is a shift to a more independent attitude. Listen to advice carefully (and do your best to act on it).

PBfL: A quick self-assessment for students TASK 1 (IN KS3/4 DIARIES)

PBfL SELF-ASSESSMENT Lightly shade the segment of the wheel that best represents your confidence with each positive behaviour. ‘Becoming the best I can be’ is your starting point. Shade outwards, from the centre of the circle, reflecting on where your confidence grows.

Try to identify specific targets for improvement based on your strengths and weaknesses.

TASK 2 (IN KS3/4 DIARIES) PBfL: Becoming the best I can beThe descriptions in this table are to provide a deeper understanding of how PBfL might be demonstrated.

It is also to help you reflect on your own areas of strength and weakness.

Which areas do you think you might be able to improve on?

Underline five sentences for improvement.

Make notes on how you might set about improving.Be as specific as possible. Think about how you might do this on a day-to-day basis, or within a particular subject.

Discuss with your parents/carers, teachers and friends your specific areas for improvement.Sharing your ambitions can be a good way of helping you focus on them

Positive Attribute/Good Learner

COLL

ABO

RATI

VE

I am supportive I respect the learning environment I collaborate with teachers I encourage others to learn

I am sharing I seek help when necessary I actively support others

I am co-operative I behave well I develop respect for self and others I observe and respect the rules

AMBI

TIO

US

I am aiming high I am committed to improvement I am self-driven I am honest about my “best”

I am seeking feedback I understand my strengths and areas for development I ask for help and ways to improve I revisit previous learning

I am making opportunities I am self-motivated I contribute and build relationships I celebrate achievement

PREP

ARED

I am ready to learn I listen and concentrate I am prepared I accept my responsibility for learning

I am organised and punctual I organise my equipment and deadlines I complete homework on time I arrive to class on time

PERS

ISTE

NT

I am evaluating and developing I reflect on my progress often I consider how to improve regularly

I am sticking with difficulty I have a ‘growth mindset’ - an attitude of ‘I can do’ I avoid excuses and take responsibility I practice learning and study skills

I am not scared of making mistakes I persevere and try things out I learn from mistakes

IMAG

INAT

IVE I am making new connections I can link learning across subjects I can link learning with wider experiences

I am playing with ideas I can make imaginative connections I can work towards originality

I am thinking differently I can explore alternative solutions I can develop new ideas and approaches

INQ

UIS

ITIV

E I am curious and questioning I make time to think and consider I can think for myself I ask questions often

I am experimental I have a go before asking for help I try new things

You should already be familiar with our Positive Behaviour for Learning (PBfL) wheel. This sets out 6 key behaviours that we hope you will develop throughout your time at St Peter’s.

How many of the behaviours can you remember? Complete the empty wheel. There is a place for each of the 6 behaviours around the outside. Try to also add 3 descriptions to explain further what each one might mean or involve.

Do you agree with our Positive Behaviours for Learning? In groups - once your tutor has shared our PBfL wheel - discuss alternative ideas. Which behaviours or qualities do you feel might be missing or improved? Add your own thoughts and ideas to the wheel.

“With Christ As Our Guide...” The box at the top of the circle introduces our school mission statement. The final line of this, “Becoming The Best That We Can Be” is then placed in the centre of the circle. As a group, devise your own ‘mission statement’ that represents your own thoughts on learning and also might encourage positive behaviours.

#1 Identifying Positive behaviours for learning KS3/4

With the following questions, students should be encouraged to practice honest, fearless thinking - answering without feeling stupid or embarrassed; saying what they really feel.

If you could only take one subject —what would it be? Why?

What do you do with your spare time?

If you were given money to start a company, what would it be?

What job would you do for free?

Who do you look up to?

What would you try if you knew you couldn't fail?

What puts a smile on your face?

When you have a lot of homework which subject do you do first?

What do you get obsessed about?

What stresses you out?

If you had free time what would you type into Google?

Possible approaches:

1. Number the questions 2 – 12 and use two dice (or a dice app / online dice http ://dice.virtuworld.net/ ) to create a game:

One student rolls the dice, adds up the total and shares their answer to the relevant question.

Once they have done this, they choose another student and (playfully / positively) attempt to guess their response to the same question. They might choose a student that they think would have a similar reply or, alternatively, a completely opposite one.

The selected student has a chance to reply / discuss / share their actual answer before then taking their turn to roll the dice.

2. Students could work in pairs interviewing each other, ideally with someone that they do not know. Three agreed responses could then be shared with the class, about their partner.

The role of the tutor is to try to facilitate student reflections. Try not to jump in or intervene too early. Encourage students to prompt each other for more detail – to show interest in answers and to be curious.

#2 Sharing visions, understanding each other KS3/4

Do you believe that success comes through hard work, practice and persistence? Or perhaps you think that ‘natural’ talent or ability is a reason for success (or failure)?

Complete the following 4 questions below. IMPORTANT: Notice that the scale changes around for the questions C and D.

A. Your intelligence is something basic about you that you can’t change very much.B. You are a certain kind of person. There is not much that can be done change it.

C. No matter what kind of person you are, you can always change it substantially.D. No matter how much intelligence you have, you can always change it quite a bit.

ADD UP YOUR TOTAL:A HIGH TOTAL MIGHT INDICATE A GROWTH MINDSET - THAT YOU BELIEVE YOU CAN IMPROVE YOUR ABILITY THROUGH HARD WORK AND BY NOT GIVING UP EASILY.

In small groups discuss your responses. Have you answered differently to one another? Why

might this be so? What reasoning can you provide to support your

answers? Can you convince another student to change their

mind?

“The single greatest factor in determining a person’s success is their mindset” Professor Carol Dweck

A useful video to support this exercise might be the TED talk by Eduardo Briceno on Growth Mindsets (developed by Carol Dweck)

#3 Growth & Fixed Mindset KS3/4