Introducing the highly sucessful multi-strand approach to wellbeing at The British International School, Kuala Lumpur

Exploring the importance of empowering Wellbeing Leads to lead programmes within schools.

Demonstrations of how you can incorporate the wellbeing practice of supporting others in the classroom.

Demonstrations of incorporating Positive Education in the classroom.

Demonstrations of incorporating emotional check-ins in the classroom.

Explorations of different forms of therapy that can be used in schools and the impact of their implementation.

Exploring how to incorporate wellbeing strategies to support staff mental health.

Explorations of considerations for implementing an effective health and wellbeing curriculum in schools.

Exploring the importance of student voice when developing wellbeing initiatives in schools.

Explorations of incorporating wellbeing strategies across all subject areas in the curriculum.

A demonstration of different wellbeing initiatives initiated into the secondary curriculum.

An exploration into a CPD approach that is designed through the considerations of staff mental health.

An exploration into establishing connection between students, teachers and parents through journalling.

How has Nord Anglia defined and started to deliver wellbeing globally? An explanation of the process of establishi...

The influence of the Anna Freud centre on good practice in wellbeing. An exploration into the reasoning behind par...

How do you embed wellbeing into your school? An exploration of different aspects that need to be considered when ...

Hints and tips from a school that opened as a new bilingual school and has proved to be successful.

Case study of the central function of a bilingual school library.

A principal and a parent make the case for bilingual education which encourages global perspectives but not at the ex...

True bilingualism is a learning marathon, not a sprint. We see how data shows this.

In a bilingual international school, local and western staff complement one another, we see how each are chosen and r...

A bilingual primary class is seen during integrated topic work, language and cultural support is both planned for and...

Vietnamese children join a bilingual school with a wide variation in their English skills, we see how all are supported.

Consistent planning, to deliver the same skills and structured programmes concurrentl,y maximises the learning potent...

Illustrated by the same year 2 class in their English and Vietnamese phonics lesson teachers explain how phonics aid ...

Two EYFS practitioners, one English first language and one Vietnamese first language illustrate their bilingual appro...

Unpacking how the translanguaging strategy supports children's bilingual learning.

Senior teachers define how bilingual international schools enabe local perspective and global citizenship.

Showcase of the learning approach adopted by BVIS

Purpose, process and audience: Mick Waters considers these three key elements underpinning learning.

EAL learner Tomi, Reception, writes with the help of his practitioner.

Paul Black states the case for assessment for learning, making it clear that it can help to develop more effective le...

Dolf, an EAL learner, has chosen to work in The Artellier to construct a model.

In a plenary session, the class are invited to feedback on compositions created during the lesson by small groups men...

A teacher and Juilliard Curriculum Specialist team teach a class encouraging them to think as composers.

Using the Juilliard approach in a music lesson, a class explores how Stravinsky creates a mysterious mood in 'Rite o...

Using the Juilliard approach in a music lesson, a class explores contrasting accents and slurs to create a mysterious...

Integration of a school's former music curriculum and the Juilliard curriculum intervention.

A head of EYFS explains how accessibility of resources at children's height ensures real choice.

In group, the students develop their compositions ahead of performing as a whole class.

Group work on consonant and dissonant harmony.

A whole school staff session concludes with reflections from teachers.

Juilliard introduces its unique music based curriculum intervention to a whole school staff. As an introductory CPD s...

Introducing consonant and dissonant harmony.

Working in small groups with a Juilliard Curriculum Specialist, we see how an original spin can be layered on 'Myster...

Juilliard introduces its approach to learning via a music based lesson to a whole school staff. As an introductory CP...

Juilliard introduces its approach to learning via a music based CPD session to school staff, teachers explore everyda...

Nord Anglia's Collaborations foster skills that benefit students at every level.

Process skills such as collaboration and creativity are nurtured in staff and pupils through the Juilliard Performing...

Positive impacts on students and teachers perceiving themselves as artists are discussed. Challenges, as well as supp...

Teachers and pupils talk about Juilliard enhancing problem solving, creativity and critical thinking.

Exploring the benefits of enhancing an existing music curriculum with the Juilliard approach.

A head of arts discusses ways of implementing the Juilliard Performing Arts Music curriculum across all age ranges.

Sharing ambition from the top, sufficient lead time and CPD is key to implementing collaborations like Juilliard Perf...

Colleagues from Nord Anglia International School Dubai reflect on what they would say to anyone thinking of taking pa...

Colleagues from Nord Anglia International School Dubai will reflect on how they have benefitted from taking part in t...

Colleagues from Nord Anglia International School Dubai talk about the lightbulb moments that they had as a result of ...

Colleagues from Nord Anglia International School Dubai will discuss when they are a leader and when they are a manager.

Colleagues from Nord Anglia International School Dubai will reflect on the skills that they developed whilst taking p...

Colleagues from Nord Anglia International School Dubai will reflect on why you should take part in one of the NAU Lea...

Colleagues from Nord Anglia International School Dubai will reflect on what makes a great leader and remember the lea...

Meaningful learning and development in the Early Years.

Defining quality teaching and learning in the Early Years.

Appropriate contexts for learning and teaching in the Early Years.

The film compares building with bricks and blocks in nursery and reception, each filmed for around twenty minutes.

The film shows how a practitioner develops learning in both the prime and specific areas.

The film centres on how teachers adjust the continuous provision in response to an interest expressed by a child, in ...

We see a teacher scribing for reception age children who are being encouraged to develop stories of their own.

The clip features reception age children, inspired to build an extension of the Dubai Metro in their classroom.

The featured discussion relates to a shared observation from the teachers that children starting nursery have been no...

Planning featured in this clip is for nursery age children at the start of the autumn term.

We capture how teachers are settling children as they embed routines in the early stages of the school year.

Within the clip, we feature the delivery of the characteristics of effective learning and the prime areas in nursery,...

The clip is set in NAS Dubai's 320 children Early Years setting.

Juilliard's Curriculum Specialists are both professional musicians and educators and can introduce engagement, creati...

Students and a PE teacher reflect on how skills practised in Performing Arts subjects transfer to many subjects, illu...

Considering how we evaluate the effectiveness of Early Years practice and provision through the outcomes that childre...

The nature of teaching in Early Years classrooms differs significantly from other Primary age ranges in both process ...

Vital to monitoring the quality of Early Years provision is understanding the nature of how children of this age lear...

The physical nature of the environment – both inside and outside – is a vital component in ensuring and facilitating ...

This introduction will explore the key differences between Early Years classes and the rest of the Primary school age...

What does a rounded education looks like?

Problem solving related to thirds and sixths.

This first grade teacher introduces a class on the carpet to superior, more vivid verbs.

These EAL learners in Mexico are improving their spelling.

An extended conversation to improve writing standards between a first grade pupil and his teaching assistant.

Three children of contrasting ability are mentored to explain 52-6=.

Joaquim uses non-standard tools to measure the length of different school supplies.

Children use non-standard tools to measure the length of different school supplies.

Children practise explaining solution strategies to an addition number story.

Joaquim is using the app 'Slice Fractions'. The game helps visualise a whole or equal shares promoting a conceptual u...

Two children are using the app 'Slice Fractions'. The game helps visualise a whole or equal shares promoting a concep...

Two children are using the app 'Slice Fractions'. The game helps visualise a whole or equal shares promoting a concep...

Explores complete integration of IT and core subjects.

The shift in a school to the total integration of IT into subject teaching is further examined.

An IT teacher explains how she enhances Math(s) teaching in grade 8 in this school in Mexico.

An IT teacher and a first grade teacher deliver Math(s).

An IT teacher and a first grade teacher delivering Math(s) explain how planning and teaching together enables deeper ...

The simultaneous teaching of IT and Math(s) is illustrated as children work independently in non-standard measurement.

A Math(s) and IT teacher reflect on the advantages of recording children's voices and written explanations 'live' as ...

IT Safety considerations are considered by The Director of Technology at a 5-16 school in Mexico.

8th grade students reflect on improving their learning through the use of their Personal Learning Plan.

Raising standards in literacy has benefitted from the Language Arts approach at this school in Mexico.

Sharing data with students and translating targets to student centred language is enabling students to set their own ...

An RTI coach explains how pupils become more successful by teachers observing their work.

Tailoring individual academic experiences, noting areas for opportunity, listening to concerns, sharing strategy base...

We see how diverse data, used daily by pupils, administrators and teachers is enabling challenge in learning for ever...

Ensuring that mission and vision are visible in classrooms and their effects inspire students can be measured is seen...

The academic director and principal of a 5-16 school vision the next five years.

We watch as a teacher interviews students working on their next challenging targets using their personalised learning...

The teacher outlines a French lesson in which children revisit their first year's work by putting together (and later...

Four girls are reading through and annotating their script before performing it.

In this Geography lesson, the teacher introduces a story-boarding activity.

The teacher in this German lesson introduces a collaborative letter-writing activity.

A group of children in this private nursery talk informally with their teacher and each other, and make visits to the...

A primary school teacher (and member of the school's senior leadership team) talks about the advantages of sharing a ...

A primary teacher (and member of the school's senior leadership team) reflects on the significance of helping childre...

A high school science teacher (and member of the school's senior leadership team) considers the advantages of sharing...

A member of a high school's senior leadership team (and science teacher) reflects on the school's efforts to help stu...

A primary head-teacher outlines his vision for learning and explains how he and his staff have developed and shaped t...

A primary head-teacher responds to a question about what 'warms his heart' as he walks through the school and sees th...

A primary head-teacher responds to the suggestion that, when he and his colleagues are assessing children's success, ...

A primary head-teacher is asked about the physical environment, and how this important aspect of climate is influence...

A primary head-teacher responds to a question about the school's emphasis on the individual child and, in particular,...

A primary head-teacher is asked how it feels to be seen as an innovator in aspects of curriculum development.

Teachers from Nursery and Reception classes reflect on ways to encourage parents to be involved in their children's l...

Nursery and Reception teachers describe how they and their colleagues record, review and plan collaboratively.

Nursery and Reception teachers talk about how they plan and organise their work in partnership.

After the morning's activities have been introduced, the teacher develops questions about what pirates have on their ...

Introducing the morning's activities on pirates to her mixed YR/Y1 class, the teacher reminds the children of their r...

The children are engaged in a range of planned activities relating to their chosen topic 'pirates'.

Learning partners continue to construct their smoke alarm, experiencing difficulties as well as successes.

The teacher supports and encourages the children in moving to a final successful conclusion.

Pupils in this introductory lesson on 'Atoms' work individually on a worksheet task.

As the final activity of an introductory lesson on Atoms, the teacher introduces a task requiring pupils to draw a pi...

Following a visit to Forest School, children work with a Teaching Assistant at a light-box.

A visiting professional potter is working on his wheel with Nursery children.

Children in the top set are working on group presentations to showcase their first year of French.

An Early Years teacher reflects on her school's curriculum and shared emphasis on dispositions for learning such as t...

An Early Years teacher is asked how she encourages pupils' engagement.

An Early Years teacher defines learning outcomes.

Jenny Doyle, at the time Worcestershire's Forest School Co-ordinator and a key figure nationally in the Forest School...

Jenny Doyle, at the time Worcestershire's Forest School Co-ordinator and a key figure nationally in the Forest School...

Pupils from this able French group reflect on a lesson in which they have prepared a presentation to showcase their f...

Boys from this mixed-ability drama group consider aspects of the lesson.

A mixed-ability group of boys continue to discuss their drama lesson with the teacher.

A group of pupils discuss their science lesson (which introduced the topic 'Atoms') with their teacher.

Pupils continue to reflect on their learning and how it was supported in the introductory lesson on Atoms.

Pupils continue to reflect on how their learning was supported in the introductory lesson on Atoms.

Pupils continue to think about how their learning was supported in the introductory lesson on Atoms.

In this PE lesson, a pair of learning partners are designing the layout for a routine to include a range of apparatus...

As this PE lesson continues, two pairs of learning partners are bringing together their separate ideas for a routine ...

Following a visit to the local museum, these nursery children have planned and set up their own museum in the role-pl...

Nursery children meet to reflect on their morning's achievements.

Following a story stimulus, nursery children use a variety of materials to build a bridge which has to be safe enough...

Following a story stimulus, children at Forest School are building a shelter from materials they have collected.

A primary deputy headteacher responds to two prompts.

A mixed ability group of girls reflect on their drama lesson.

Students in this mixed ability group reflect on their attitude to drama lessons and what encourages them to take part.

A mixed ability group of boys continue to reflect on their drama lesson, and consider what made the lesson enjoyable.

A nursery teacher leads children through an exploration of how to release a key from an ice cube so that a box of tre...

Year 1 children discuss the way in which a light source can make shadows.

A year 1 class are revisiting the vocabulary and concepts that they have encountered in a topic on light and dark.

A year 1 class are coming to the end of a topic on light and dark.

A year 6 class are exploring mood and character in paintings.

Paul Black talks about the fundamental features of assessment for learning, building pupils' understanding of the pur...

Paul Black talks about the importance of negotiating success criteria with pupils, making outcomes achievable but at ...

In order for pupils' day to day learning to be meaningful, they need to understand how it fits into the bigger picture.

Paul Black speaks about the challenges for teachers inherent in assessment for learning that requires a rethinking th...

The engagement with learning shown by babies and young children is often not evident in school.

Paul Black talks about the particular impact that assessment for learning can have for lower attainers, as well as ab...

Classrooms where assessment for learning has been implemented can appear and sound very different from conventional c...

Time for discussion within school and for teachers to observe each other's practice are essential elements of continu...

Paul Black talks about the importance of feedback to pupils that supports their learning and the negative impact that...

Paul Black talks about the issues for teachers and for pupils where assessment for learning is being introduced in so...

Paul Black talks about how assessment for learning touches the core of teachers' work because it relates to the funda...

Paul Black presents the case for assessment for learning in secondary schools.

In this primary school, a range of activities are used to make learning a modern foreign language enjoyable and fun.

A primary teacher with modern foreign languages responsibility talks about introducing French to primary pupils and h...

Year 5 pupils enjoy a song as a lesson starter.

A year 5 class are working on naming animals in French and linking this with previous work on colours.

As part of a French lesson talking about animals, the children work in groups playing pass the parcel, using their kn...

Building on whole class and group work earlier in the lesson, the children use the French to which they have been int...

A class teacher, who supports French being taught to her class, talks about her role and experiences, and the impact ...

A class teacher talks about how French is incorporated into the wider curriculum and the advantages that children who...

Children use an activity, in which they step on coloured cards in sequence, to revise the names of colours in German.

Year 6 pupils in a German class are involved in a team game to find objects as they are named by the teacher.

The teacher leads a lively start to a French lesson with a year 3 class, recapping some vocabulary with the class.

Year 3 children revisit French number names in a song.

As part of a theme of exploring languages and the similarities between them, year 3 children match number names in Fr...

Patricia Broadfoot talks about the distinction between summative and the impact that can have on standards and the c...

Patricia Broadfoot talks about students' understanding of where their learning is going, both in the short term withi...

Verbal and written feedback that supports the student in knowing where to go next is essential to learning.

Patricia Broadfoot talks about how teachers can give students the language of assessment so that students become auto...

Self and peer assessment make sense when assessment is understood as a process of empowering students in their learning.

Patricia Broadfoot talks about the impact that assessment for learning can have for lower attainers including boys, g...

The evidence shows that there is no other educational innovation that has such power to raise standards.

Using a very effective cooking pot analogy, the teacher encourages children to devise and make some sort of alarm by ...

The teacher introduces the idea of a smoke-alarm, and the designing and making task.

The teacher gives the class resources for the smoke-alarm task.

Learning partners are working on their smoke alarm.

Having helped pupils to recall what they already know about atoms, the teacher asks them to think about what they wou...

The teacher introduces the new topic 'Atoms', emphasising that this will build on the previous year's work.

Learning partners plan their smoke alarm; the teacher helps them to bring together their two ideas.

The teacher introduces the Secret Text task which involves groups in working collaboratively, and with limited time, ...

The teacher introduces a quiz; although pupils may discuss their ideas, final responses are to be individual.

Referring back to learning objectives and to the pupils' list (already constructed on the flipchart) of what they hop...

The teacher (with the assistance of a basket of props) reads the class the Very Lazy Ladybird story.

Two practitioners meet to share information and observations about the children's achievements earlier in the day (in...

A group of parents meet for a family learning session run by a teacher.

A Teaching Assistant has come across two boys in the school grounds as they find and look at some mini-beasts.

A group of children visit the school's own Forest School.

Children are involved in two related activities. First, they look for, discuss and draw mini-beasts. Then they make m...

Groups of children are given the same set of photographs and asked to collaborate in ranking them in order of 'fairne...

KS2 children are involved in the real tasks of designing and making a new Forest School as the original site is becom...

This Drama lesson started with video of sixth-formers acting as if young children.

These children discover new badger holes and footprints as they walk through the woodland on their way to Forest Scho...

Children in this primary school are using an outdoor area close to the school as the stimulus and setting for their p...

The children enjoy observing a bird table outside the window, and feed the birds regularly.

Following their visit to the local museum, these Nursery children meet to remember what they saw and to plan their ow...

Nursery staff meet to finalise details of the forthcoming visit to the local museum.

As part of their preparation for visits to Forest School, these children are learning to sort twigs into categories b...

Following a story-starter, children have explored ways of helping the Very Lazy Ladybird to fly.

It is the start of the day and these Reception children are being encouraged to be independent by signing in.

A primary teacher (and member of the school's senior leadership team) reflects on the significance of sharing with ch...

A primary teacher (and member of the school's senior leadership team) reflects on the importance of children's awaren...

A member of a high school's senior leadership team (and science teacher) considers how changes in the way the school ...

Nursery children use a collection of home-made mice with tails of different lengths to explore the concepts of 'long...

Boys are engaged in role-play in the pirate ship outside the classroom.

A boy is making a telescope (one of a series of pirate-related activities on offer).

The YR/Y1 class is back together on the carpet after the morning's activities.

As part of their outdoor play, nursery children have helped to construct a train out of cardboard boxes.

Following a visit to their Forest School, primary children plan and make puppets using twigs and other natural materi...

These nursery children have a new set of sticks which they will use to make, and to enjoy, music.

A mixed ability group of boys continue to reflect on their drama lesson.

Children visit their own Forest School to choose and collect materials for printing.

Nursery children explore and discuss artefacts as they visit their local museum.

Paul Black talks about variations in the ways that assessment for learning can operate in different subjects while at...

In this school, the aim is to engage children in learning a modern foreign language through activities, games and songs.

Year 3 children sing 'heads and shoulders' as part of a French lesson with a focus on naming parts of the body.

Why don't we assess across a broad curriculum and acknowledge that learning is complex and uneven?

What is the starting point in planning learning?

What does learning look like in successful schools and how does this impact on measured outcomes for pupils?

What is the place of whole books in the curriculum?

What do you want children to experience and achieve?

Mick Waters talks about developing children with growth mindsets and avoiding the pressures of the education system t...

What does good teaching look like inside and outside of the classroom?

Mick Waters offers a definition of an outstanding teacher in terms of the teacher's contribution to the learning comm...

What are the elements of the school that leadership can influence?

Mick Waters considers the place of rote learning in education and its strengths and limitations.

What are the impacts of accountability? Mick Waters considers the narrowness of current accountability measures.

Mick Waters talks about successful schools where all children are architects of their own learning

A year 10 English group explore how poetic techniques can create feelings in the reader.

A group of students from a GCSE Manufacturing course are discussing and evaluating their team work.

In a GCSE Manufacturing group, the teacher leads the students in revisiting the learning intentions and success crite...

A teacher talks about how the role of the teacher changes as assessment for learning is introduced.

A deputy head teacher talks about the characteristics of an assessment for learning classroom.

A deputy head teacher talks about assessment for learning within the context of a year 10 boys GCSE English group.

The fundamental importance of sharing learning intentions and developing success criteria with the learners are empha...

A deputy head teacher talks about the impact of no hands up as a technique for involving all students in classroom di...

In this clip, a deputy head teacher talks about developing procedures and defining roles for group work in conjunctio...

In relation to a year 10 GCSE English group, a deputy head teacher talks about how students have developed feedback s...

A deputy head teacher talks about the on-going CPD process that is being used to support the development of assessmen...

Describing her school as a learning community, a deputy head teacher talks about how staff are utilising the same app...

A group of students present its analysis of a stanza from Dulce et Decorum Est.

After recapping the previous lesson, the teacher outlines plans for the current lesson and shares intended learning o...

This clip shows an introductory phase of the lesson continuing.

A group of four use valuable time in their unsuccessful search for a group name

Groups are now ready to start preparing written bids which need to reflect their reasoning.

In a mini-plenary, groups share some of their work to date while others evaluate.

Two groups are seen working on different aspects of their bids.

The teacher outlines the homework task a group task, but with individual aspects.

This clip shows the consolidation phase of the lesson.

The lesson ends with a review session. Individual and group reflection is followed by feedback and discussion on how ...

Talk partners are used to develop pupils' understanding of how reading helps the development of writing skills and vi...

Through classroom dialogue including the use of talk partners, pupils explore the use of connectives to express diffe...

Pupils' use of connectives to express similarities and differences are explored through talk partners and in a whole ...

Through classroom discussion, pupils talk about the techniques and skills they will need to use when comparing charac...

Using pictures as prompts, pupils show their developing understanding of the characters and themes of a book (The Boy...

The benefits of working with whole books through the school year are illustrated in group work where pupils explore t...

Having studied a whole book (The Boy in the Striped Pyjamas) through the year, pupils show how they have developed sk...

A teacher leads a group of pupils in exploring meaning in text, from the book that pupils have been studying through ...

Pupils talk about collaborative learning, the role of success criteria and the role of their personal targets, reflec...

Pupils talk with their teacher about the challenges and benefits of studying whole books and the impact that studying...

Success criteria can be difficult to express for the complex skills involved in writing.

During the course of their writing, pupils share what they have produced so far as part of a whole class review.

A teacher leads pupils in exploring the success criteria for a letter they are to write, for a learning objective abo...

With whole books at the heart of learning and teaching, an assistant head teacher talks about how her school carries ...

An assistant head teacher talks about the impact of a whole books approach on children's learning and motivation.

A head teacher talks about how learning and teaching based on whole books has engaged and motivated pupils.

A high school teacher reflects on thinking time in her Year 8 lesson, in terms of both how she provides this and how ...

A high school teacher reflects on her role in managing the formation of pupils working groups in her lessons and the ...

A teacher reflects on her Year 8 local geography lesson and its emphasis on process.

In this short extract, a high school teacher (and the schools' Leader for Humanities) responds to a question about he...

This clip is a commentary of how writing develops which works well with the clip "Tomi Writing'.

A principal talks of how he supports the expertise of a specialist EYFS team.

A principal talks about why the foundation stage is vital in terms of both learning and social skills.

A principal tells us of his support for a play based approach in EYFS as long as it has the right expertise behind it.

A principal explains how skilled observation at EYFS drives next steps of development.

Parents give their views on play-based early years and contrast this to more formal settings.

Parents explain how communication- informal, social media, email, and formal reports are all important.

Trainee practitioner, Jillian, explains how she is finding that genuine interest from the children is essential.

Practitioner Emma reflects on the clip "releasing the Butterflies.'

A head of EYFS explains how using IT through an app to track learning.

A head of EYFS talks about involving parents by sharing aspects of planning and assessment through IT and social media.

A head of EYFS talks about English as the professional language of her setting despite it being the home language for...

A head of EYFS describes how she celebrates and values children's heritage and home language.

A head of EYFS explains how evolving an EYFS unit needs to have parents on board.

A head of EYFS reveals how a focus on documentation and play based learning shaped the philosophy of a new EYFS unit.

Five boys, with a range of heritage languages, play independently with water at a commercially produced set of pipes ...

Children role play in the classroom shop.

Both years in EYFS have been nurturing butterflies and today, they are to be released.

Dolf, an EAL learner, has chosen to work outside and alone.