The BRIDGES framework at Isaac Newton

Academy

‘At Isaac Newton Academy our aim is to equip every student with the knowledge, learning power and character necessary for success at university and beyond.’

“The purposes of education include more than achievement…Among the most important…is the development of citizens with challenging minds and dispositions who become active, competent and thoughtfully critical in our complex world…Schooling should have a major impact on the enhancement of character.”

• John Hattie, Visible Learning for Teachers (p4)

“Dispositions to learning should be key performance indicators of the outcomes of schooling. Many teachers believe that, if achievement is enhanced, there is a ripple effect to these dispositions. However such a belief is not defensible. Such dispositions need planned interventions.”

- John Hattie, Visible Learning (p40)

What is the BRIDGES framework?It is a set of learning dispositions, habits of mind and character traits that we are explicitly developing in our students, built around the acronym BRIDGES:

• Bravery

• Resourcefulness

• Integrity

• Discovery

• Grit

• Emotional Intelligence

• Self Discipline

• Academic rigour & knowledge acquisition, preparing students to compete successfully against their highest performing peers nationally for places at top universities

• Skills & Character development so that students leave the academy with the learning dispositions and character traits necessary for success in life

Where does it come from?

• 12 years’ work with Guy Claxton

• Reading & research: Carol Dweck, Andy Clark, Guy Claxton & Bill Lucas, John Hattie, Malcolm Gladwell, Matthew Syed, Paul Tough

• Visits to KIPP and Uncommon schools in New York & links with BLP schools in UK

• Experience at WSFG

BRIDGES

‘We believe that the BRIDGES characteristics and learning dispositions are fundamental to being an effective learner and to success and fulfilment in life.’

‘Building Learning Power is about helping students to build up the mental, emotional and social resources to enjoy challenges and cope well with uncertainty and complexity.’

‘BLP teachers design learning activities that deliberately stretch and exercise the full range of learning- orientated habits of mind and develop key character traits.’

Discussion point

How do you support students in developing learning dispositions and character traits?

Which learning dispositions and character traits do you focus on? Which would you put in your wheel?

How did we introduce BRIDGES at INA?

Teacher: HA

Subject: English

Class: 8 ELI

Room: G42

Period: 4 Date: 08.05.14 Number: 28 No. High performers: 9 No. SEN: 2 No. EAL: No. FSM: 4 EoY8 Targets: 6a – 7a

Learning Objectives Subject Knowledge/understanding: How does Shakespeare change the atmosphere and mood in Act 2/Scene 2? BRIDGES skills/characteristics: Making Connections, Empathy Language for Learning Key Words: mood, atmosphere, contrast

Learning Outcomes (with levels/sub levels):

Reading: Inference and Understanding Structure (levels 5-7)

Time Introduction and links to previous/independent learning

Learner activity Teacher/LA facilitation/assessment/feedback

5 mins On the board together write a list of things that could happen in a COMEDY scene and, on the other side, a list of things that could happen in a SCARY scene.

Register, give out WBs and circulate.

Share some of the words on both sides of the boards. What are the differences in the words? What atmospheres/moods do the words/phrases create?

Facilitate and task one student to scribe on the main WB, using two columns.

New Learning

Learner activity Teacher/LA facilitation/assessment/feedback

10 mins Read through Act 2/Scene 2 as a class, up to Stephano’s entrance.

Give out tracking sheets and facilitate reading.

10 mins In pairs, students should complete the first three character boxes. What are the characters’ moods at the start of the scene?

Circulate.

10 mins Read on to the end of the scene. Students can track the atmosphere changes on the bottom of the sheet as they read. Discuss how the atmosphere and the mood of the characters might have changed.

Facilitate reading, suggesting atmosphere changes as they read.

Application and Consolidation of New Learning

Learner activity Teacher/LA facilitation/assessment/feedback

10 mins Students complete the rest of the boxes, tracking atmosphere and mood changes.

Circulate.

Demonstration of learning acquired and progress made

Learner activity Teacher/LA facilitation/assessment/feedback

5 mins In pairs, students discuss the question: How does Make sure that all students are coming up with some

Imitating

Barack Obama is one of the most powerful people in

the modern world. Although he used the iconic tagline

of ‘change’ to symbolise his campaign, Obama did in

fact use the age old art of imitation to win over

doubtful voters. Obama modelled himself on previous

well-loved presidents such as Abraham Lincoln who

made slavery illegal and Lyndon Johnson who helped

end segregation between black and white people.

Obama imitated popular previous presidents like John

F. Kennedy by holding outdoor speeches in the exact

places that the previous president had done. Obama

also imitated many inspirational speeches of Martin

Luther King and even created a campaign symbol

which imitated the USA official coat of arms in a bid to

Involving & informing parents

• Explained at info evening before induction

• Outlined in parent handbook

• Focus sheets in weekly newsletter

• Featured on the website

• Parent workshops

Are learning dispositions and character traits something that can/should be assessed and, if

so, how?

Assessing BRIDGES development at INA

• Fortnightly nominations from tutors

• Pictures on school BRIDGES board

• Termly Awards Assembly nominations & citations

• BRIDGES Badges

• Twice yearly student reflection & preparation for

• BRIDGES mentoring session

BRIDGES Routines - Secondary• Timetabled fortnightly themes for Years 7 and 8 mapped to

PSHE themes (more flexible approach for Year 9)

• Fortnightly BRIDGES assemblies for Year 7 and 8, and an optional assembly for Year 9

• Quality time for student reflection (BRIDGES Journals)

• Focus of the Fortnight – focus sheets

• BRIDGES lesson every Monday period 1

• BRIDGES tutor boards

• Leading from the front – language used constantly, role-modelling learning

BRIDGES & PSHE• BRIDGES naturally sits within the pastoral

programme where our responsibility is to support students’ social, emotional and character development and promote their well-being.

• PSHE themes mapped across KS3 and matched with BRIDGES characteristics

Bullying EmpathySocial Networking PrudenceFriendship Sociability

Assessing BRIDGES development -Secondary

• Pictures on school BRIDGES board – BRIDGES

• Termly Awards Assembly nominations & citations

• Badges

• Twice-yearly student reflection & preparation for

• BRIDGES mentoring session

Feedback from parents

• I understand the BRIDGES framework: 68% + 19% neutral

• BRIDGES helps my child with his/her learning: 71% + 22% neutral

• My child is developing his/her BRIDGES dispositions: 72% + 20% neutral

• The academy’s unique ‘BRIDGES’ programme enables the students to learn, explore and develop the qualities and skills to become very well-rounded individuals, exceptionally well equipped for the future world of work.

• The unique ‘BRIDGES’ programme and lessons develop students’ knowledge, skills and qualities to support them in becoming effective learners, well prepared for the future.

Ofsted June 2014

‘Schools should aim to develop confident and compassionate students who are effective contributors to society, successful learners and responsible citizens.’

‘A Framework for Character Education in Schools’ University of Birmingham