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Please write your department/name in the subject line.

1. Write one way you will promote belonging with your students in the first week.

2. Share one practical activity you have used before that fosters belonging.

3. Write ways that we could improve belonging for our students.

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1. Parachute games, communication games, getting to know you bingo. Bring in photos of family from home. Greetings in different languages in the morning.

2. Publishing All About Me books that the students take ownership for and then share with a partner/rest of the class- permanently added to the class library.

3. Dedicate more time to getting to know one another better and their interests. Time to play together and spend time talking together.

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1. Conduct new student interviews to get to know them. Make an 'About Me' classroom wall. Do icebreakers and team building activities.

2. Social lunchtime clubs, team building activities.

3. Introduce the Gozen programme for students with anxiety. Be more observant as teachers especially during break and lunchtimes to ensure students are playing together/no students are excluded. Treat students equally and with equity.

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1. Students could create questions and interview each other. Then share what learnt about the other student.

2. Language of the month: whole year group (or whole school?). A different language of the month for greetings, thank you and useful phrases. Used during the register and whenever possible. Hopefully cover all languages in year group by the end of the year.

3. Know your students. Encourages students and give opportunities to get to know each other. Celebrate cultures and differences. Getting to know how students identify. Integrate belonging into regular curriculum.

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In Y6, we will have two activities to promote identity and reflection.

Picture Frames: each child will decorate a picture frame and this will go on a display board in the corridor. Each child will then put something (photo or work) of what they are proud of in the frame on a weekly basis. They will reflect on their choice with a teacher or peer

Mystery shirts: children will research the location of the class mystery shirt (Inter Miami, Bayern or PSG). They will they use these as a stimulus to compare where they identify as belonging to.

We will have more open conversations regarding their classroom and corridor environment. We will engage with them in the design of all the spaces they use.

We will regularly dedicated time to engage in global events. This will be supported by the Y6 Award.

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Enhance the language section on the first floor, making it more visible and including more donated books.

Create a diversity display titled "We All Belong," with contributions from all the children in junior school.

Feature authors and illustrators from African, female, and South American backgrounds.

Provide more class sets of books that reflect greater diversity.

Continue to order books from a wider range of diverse authors.

Create a poster showcasing diverse figures in computing history.

Assess PowerPoint skills by having students create a PowerPoint presentation about themselves.

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1. Create the questions about the teacher first including subjects like music, and art, then they will share the same question with other people.

2. A ladder song is used on the first day to introduce their name, especially to new students.

3. Remember their names, and more options for choosing in different ways to shine their abilities.

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1) Complete the sharing wall linked to a world map and include information about favourite food, hobbies, places and our families.

2) A sharing day where the children explain their hobby or interest to the rest of the year group as part of a community showcase

3)

building empathy and directly teaching about language that displays or lacks empathy (particularly online)

include various languages when using technical vocabulary and using technology to aid understanding

include more awareness of world religions and cultures, especially through visits to cultural and religious sites. Also, making use of the parent community in order to facilitate sharing and learning about various cultures.

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1- Name games. Making sure that everyone knows each others names and are able to use them and pronounce them correctly.

2- Increased ownership and agency in the classroom. Children make displays to increase engagement with the classroom.

3- Developing cultural awareness through classroom activities. Inviting parents in so they share stories/art/activities in their home language.

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Table groups to encourage children to work with children they wouldn't normally choose. Do a verbal activity each morning with sentence stems and explicity showing them how to communicate (eye contact, responding etc...)

Team games

Pair up and interview each other finding interesting things about their partner and make a fact sheet.

Inviting parents in to read in their own language

Sharing with class special things about their own country such as festivals and food

Group cooking

Community star of the week

I am poem

planting and looking after a plant together

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Question 1:

Produce the ‘All about Me’ poster to share their backgrounds, experiences, hobbies, etc. Then, in Mandarin, they share their information with the class, allowing them to practice the language while learning about each other’s diverse backgrounds.

As a warm-up activity and way to get to know each other, the clue can be grouping those whose birthdays fall in the same month or sharing other common traits.

Dedicate a section of the classroom to a "Why Learn Chinese?" wall where students can post their reasons for studying the language, written in Chinese or a mix of Chinese and their native language.

Question 2:

Find someone who (by asking and answering questions in Mandarin to find out someone shares the same answer.)

Ask students to set the class norms.

Attend worldwide language competitions as a school. I.e. Language perfect among the Dulwich schools

Introduce basic Chinese games or activities popular among children in China, like "Chopsticks Challenge" or "Rock, Paper, Scissors" in Chinese.

Question 3:

Pair students with buddies during class to help build friendships and support.

Recognise and celebrate big and small student achievements to build confidence and inclusion.