Minecraft have courses on their website which support learning and teaching and understanding the impact of Minecraft in class.

Solution Focused Counselling

Multi-tiered Self Regulation Program

Perfectionism, Pressure, Performance,

Repairing Peer Relationships

Executive Functioning in Action

Teaching Kids to work with their Anger

Thank you to Helen Hamilton for this!

Strategies for supporting self-regulation and behaviour with Helen

I will do online research and look for relevant podcasts/books, as well as working with others to share experiences.

I hope to have a bank of strategies and tools that I can share with staff and parents to support their children.

I will keep notes of strategies used and reflections from those experiences.

PL -

• Listening to podcasts/webinars (e.g. Priority Literacy, Oxford Education Podcast on RfP).

• Taking part in staff book swaps and discussions to broaden my children’s book knowledge.

• Trialling strategies such as teacher read-alouds, book talk circles, and a book recommendation wall.

• Open univeristy reading for pleasure resources.

  
  

• Impact -

  Children read more often for pleasure, not just for school tasks.

• Children demonstrate greater enjoyment of reading and increased willingness to discuss books.

• A wider range of texts are chosen (not only familiar favourites).

• Positive peer influence: children recommending books to each other.

• Stronger links between reading and writing (children inspired by what they’ve read).

Record progress -

Start and end of term pupil voice

Learning walks: monitor engagement during independent reading sessions.

Termly reading competitions

Trial out books in class and come up with recommended reading lists

To support this, I will complete a range of online Canva courses to strengthen my learning and application of the program.

My aim is to be more confident in using Canva, create engaging teaching materials, and improve student engagement.

I will record my progress by keeping a portfolio of resources, gathering feedback from others, and reflecting on their effectiveness to identify areas for improvement.

• To achieve this, I plan to explore Padlet’s AI functions through tutorials, hands-on practice, and experimenting with different boards to test their potential in a classroom setting.

• My goal is to grow more confident in using Padlet AI to generate ideas, design engaging activities, and encourage greater student participation.

• I will track my development by building a portfolio of AI-enhanced Padlets, collecting feedback from colleagues and students, and regularly reflecting on which approaches are most effective and where I can refine my practice.

PL -

• Meeting with Sarah to share ideas, potential strategies and discuss possible implementation.

• Trialing some ideas in 'Barvember' and other maths inquiry lessons in Year 4.

• Further reading in the area.

Impact -

• To develop my understanding of how to incorporate metacognition strategies in maths.

• To have a positive impact on those children whose confidence in maths may be low.

Record progress -

• A collection of metacognition focused maths resources.

• Grade improvements for children targeted as 'low confidence' in maths.

To improve knowledge on Podcast recording and editing tools

Actions

-Complete Canva courses online and specifically their 'Design School' certified courses

-implement these new skills in Y2 planning

-make mock recordings to edit

-edit mock recordings

-intro music for each subsection

Impact

-increased confidence and understanding when using Canva

-increased use of Canva across the Year group

-increased engagement from pupils through Canva resources

-increased confidence when creating podcast

-podcast created

Record

-Certificates

-increased Canva resources in planning folders (portfolio)

-podcast viewing numbers recorded

Impact

• Engagement: more on-task time; greater persistence.

• Confidence: increased risk-taking; celebrate small wins.

• Computational thinking: sequencing, decomposition, pattern spotting, debugging, loops/if-else.

• Inclusion/access: multiple entry points (blocks → simple Python); visual/kinesthetic tasks; short micro-missions.

• Executive function: plan–do–review; improved working memory and focus.

Impact:

• Meeting the needs of every learner

• Adapting the provision to support all learners to meet their goals

• Improved wellbeing for students

Recording:

• Make notes of key elements and best practise to share with the team

• Conversations / notes following team teaching

Actions:

• Lead and direct regular and effective planning sessions with the year group team to support collaboration and consistency.

• Provide clear guidance and resources during meetings to ensure effective lesson preparation and curriculum coverage.

• Prioritise teacher wellbeing by encouraging manageable workloads and promoting supportive working practices.

Intended Impact:

• Improved team confidence and consistency in planning and delivering lessons.

• Increased efficiency in planning sessions, reducing stress and workload for teachers.

• A positive and supportive team culture that enhances teacher wellbeing and professional growth.

Actions:

• Identify students who would benefit from intervention (e.g. low reading confidence, anxiety friendship challenges).

• Design a simple session structure (15–20 minutes, once a week) with clear focus areas such as Read with Bella (confidence in reading) or Paws for Positivity (emotional regulation).

• Pilot sessions with a small group, keeping short logs of engagement and collecting baseline data (teacher observations, pupil self-reflections reading scores).

Intended impact:

• Children begin to show increased confidence when reading aloud and engaging in class.

• Children demonstrate greater emotional regulation and reduced anxiety during school day.

• Staff note positive changes in targeted pupils’ engagement, resilience and self-esteem.

• Observe other class teachers

• Expand knowledge of RWI

Impact

• Children confident in phonics

• Children's progression

• Developing children's love for reading and writing

Recording

• Learning observations of children

• Professional dialogue with Head of English

PL - Self-directed & collaborative

Impact: Improve feedback efficiency, boost student independence, not sure what else until start the course.

Record/Reflect: Seesaw reflection journal, student work samples, YG/PL meeting shares, Seesaw analytics.

To support this, we will teach each other the skills we know already, use youtube videos to research other skills and potentially join an excel online course to upskill.

We will record our shared videos and resources using a Padlet.

• Engage with the EYFS framework and professional literature to strengthen understanding of physical development milestones.

• Observe and assess children regularly to identify their current stage of development.

• Plan progressive opportunities that support both gross and fine motor skills.

• Reflect on practice and adapt provision to meet the needs of individual children.

  
  

• Set up a cozy, inviting reading corner

• Read alongside students to model enjoyment

• Let students choose their own books

• Host a book talk and peer recommendations

• Introduce reading competitions to boost engagement

• Listen to podcasts/webinars (e.g. Priority Literacy, Oxford Education Podcast on RfP).

  
  

Impact: Improved literacy, focus, and emotional awareness; increased motivation and confidence in reading.

Record Progress

• Start and end of term pupil reflections

• Photos of reading spaces, competitions, and student engagement

• Student reading logs

• To achieve this, I plan to explore Canva's and Padlet’s AI functions through tutorials, hands-on practice, and experimenting with different boards to test their potential in a classroom setting.

• My goal is to grow more confident in using Canva and Padlet AI to generate ideas, design engaging activities, and encourage greater student participation.

• I will collaborate with Luke and Sam from Year 6 to share experiences, ideas and newly acquired knowledge/skills.

• My aim is to be more confident in using Padlet and Canva, create engaging teaching materials, and improve student engagement.

• I will record my progress through the use of creating and using enhanced teacher materials to support child progress.

  
  

  
  

  
  

• I will enhance my understanding of adaptive teaching pedagogy

• I will utilise teaching ideas from the CPD sessions with Claire Gadsby

• I will develop strategies in my classroom which incorporate adaptive teaching, ensuring that differentiation across the lesson allows for support and challenge for students

• I will utilie courses on Canva to explore how technology can support the use of adaptive teaching in the classroom

PL:

• NASperts PL Group with Sarah (Incorporating Metacognition in the Classroom)

• 'Think! Metacognition Powered Primary Teaching' by Anoara Mughal & 'Thinking Classrooms: Metacognition for Primary Schools' by Katherine Muncaster and Shirley Clarke

• Trialing new strategies from Claire Gadsby CPD and record & collect feedback

Impact:

• To develop a deeper understanding of metacognition and how this can be implemented in the classroom

• To incorporate metacognition strategies and share ideas with team of what went well

• To engage students with their writing targets and to empower students to articulate what progress they have made

Record of Progress:

• Evidence of progress in student writing and reflection

• Student feedback

• Improved student engagement in writing

'Nord Anglia EDIB Journey Map'.

* What is the Journey Map?

*What are we currently doing at NAS Dubai?

*What is implemented/ not implemented? Why?

*How can we implement it more effectively?

* We will keep up to date through completing EDIB course/courses on NAU

* To update an ongoing EDIB projection

Actions:

-Explore evidence-based wellbeing strategies from TGMC (e.g., guided meditation, mindfulness colouring, breathing exercises).

-Identify short, practical activities that can be integrated into the school day without disrupting learning flow.

• Gather informal feedback from pupils on how the activities make them feel.

• Observe changes in pupil focus, behaviour, and engagement during and after wellbeing sessions.

• Reflect weekly with Ms. McCaul on which strategies are most effective and how they can be refined.

  
  

  Intended Impact

• Increased self-awareness and ability to regulate emotions.

• Improved focus and readiness to engage with learning after wellbeing activities. Greater understanding of how wellbeing strategies can be embedded into daily routines.

• I will read Claire Gadsby’s book and trial the strategies in my teaching to make learning more interactive and responsive.

• Attend the session AI and adaptive learning.

• I will refer to the slides from Claire’s PD during my planning and select a couple of strategies each week to implement in my teaching.

• Use strategies such as an impossible corner to create a more impactful learning environment.

Impact

• Increased student participation and motivation

• More effective formative assessment and feedback

• Greater adaptability in teaching to support all learners

• A more interactive and dynamic classroom environment

Lynda

• Explore strategies through training, research, and professional reading.

• Attend NASpert with Konnie Sims to get practical advice.

Impact I Hope to See:

• Greater access to learning for all pupils

• Improved engagement, progress, and confidence

• More effective support and challenge for different needs

  
  

How I Will Record/Reflect:

• Keep notes in a professional learning journal

• Collect evidence from lessons, pupil work, and assessments

• Reflect through peer discussions and colleague feedback

I will:

I will attend sessions with Konnie Sims to gain practical advice and support.

Impact:

Pupils will have greater access to learning and feel more included and valued during lessons.

Recording:

Weekly SMARTs/ lesson plans to show where I am using new strategies.

I will attend Konnie’s Adaptive Teaching sessions

• I will collaborate with colleagues to trial and share approaches, reflecting on how adaptive teaching can enhance inclusive classroom practice.

• Intended Impact

  • Learners will experience greater equity of access to the curriculum, ensuring that all pupils, regardless of starting point, can succeed.

  • Pupils will develop confidence, resilience, and independence as adaptive strategies better meet their individual needs.

  • Progress and attainment will improve, particularly for vulnerable groups, through targeted support and timely challenge.

• How I will Record / Measure

  • I will track pupil progress, collect work samples/feedback, and keep a reflective log of strategies used and their effectiveness.

  • I will contribute to professional dialogue, sharing case studies/examples of adaptive teaching practices with colleagues.

• Review current guidance and frameworks – e.g., Early Years Foundation Stage (EYFS) and research on early literacy development.

• Read articles and professional texts on early reading, story sharing, and the role of oral language and phonological awareness in later reading success.

• Observe practice – reflect on how reading is currently promoted in our nursery (e.g., story time routines, book corner use, children’s engagement).

• Seek inspiration from other settings – explore examples of inviting reading areas, story sacks, interactive storytelling, and library partnerships.

• Gather family perspectives – consider ways to involve parents in fostering reading at home (e.g., surveys, informal conversations).

• Reflect and apply – trial new strategies (e.g., adding props to story areas, introducing more diverse texts) and evaluate how children respond.

• Explore strategies through training, research and professional reading.

• Attend NASpert with Konnie Sims to get practical advice.

Impact I hope to see:

• Greater access to learning for all pupils

• Improved engagement, progress and confidence

• More effective support and challenge for different needs.

  
  

How will I record/reflect:

• Keep notes in a professional learning journal

• Collect evidence from lessons, pupil work and assessment

• Reflect through peer discussions and colleague feedback.

• Explore strategies through training, research and professional reading.

• Attend NASpert with Konnie Sims to gain practical ideas to implement with my class.

  
  

Impact I hope to see:

• Personalised learning

• Improved engagement, progress and confidence

• More effective support and challenge for different needs

How I will Record/Reflect

• Keep noted in a learning journal

• Collect evidence from lessons - pupil work and assessments

• Reflect through peer discussions and colleague feedback

Develop the use of Canva and a deeper understanding of the associated AI tools.

Design presentations and resources using Canva.

Impact

Increased confidence in the use of a new application.

Increased awareness of how Canva can be used effectively in school.

Record

Share Canva resources with the Year 1 Team.

Understand how to nurture self worth in children with learning difficulties

To develop an understanding of KS2 within school to see how the journey continues from KS1.

Will visit, observe and support in 2 KS2 classrooms during non-contact time over the course of Term 1. Amy Colpitts- Y3 & Dani Hammond- Y6

Impact

To support my understanding of the development of the curriculum into KS2.

Get some recommendations from co-workers for books about teaching that they have found useful/worthwhile and have a read of them.

Impact - unknown

How record/reflect

Self-reflection possible discussion with others if seems appropriate.

I will:

• Explore strategies through training, research and professional reading.

• Attend NASpert with Konnie Sims to get practical advice.

Impact I hope to see:

• Greater access to learning for all pupils

• Improved engagement, progress and confidence

• More effective support and challenge for different needs.

  
  

How will I record/reflect:

• Keep notes in a professional learning journal

• Collect evidence from lessons, pupil work and assessment

• Reflect through peer discussions and colleague feedback.

Attend NASpert sessions with Konnie to explore new strategies and brainstorm ideas for teaching with colleagues.

Impact:

Students will always feel valued in doing the same as their peers and have greater engagement in their learning.

Record:

Use of adaptive teaching in planning & on SMARTS.

To develop knowledge and implement strategies specifically for the children who are already diagnosed in my class. To ensure I am equipped to support the well-being of children with specific diagnosis.

• Look at the new progression documents

• Look at curriculum coverage across each term and the whole year.

• Look at curriculum coverage in the provision.

• Look at how to evidence in each term.

• Look at how to assess in each term.

To be able to do this I will be completing the NPQSL and particularly looking at this for my case study.

Trial AI tools to generate backing tracks, rhythms and creative prompts for composition and performance.

I will reflect on student engagement and creativity in lessons, gather examples of AI-assisted tasks and share outcomes with colleagues through CPD and departmental discussion.

Impact I Want to See

• Increased confidence in teaching all aspects of RWI, from set sounds to comprehension.

• Evidence of accelerated progress in children’s blending, segmenting, and fluency skills.

• Improved ability to adapt RWI strategies to meet the needs of both higher-achieving readers and those requiring additional support.

How I Will Record/Reflect

• Keep a professional learning journal to note down weekly reflections on what worked well and what I want to adapt.

• Revisit the Ruth Miskin online modules regularly, logging key takeaways and reflecting.

Attend Nasperts sessions with Helen to explore new and build on old strategies for self-regulation and behaviour management in the classroom.

Impact:

A more calm and respectful environment.

Empowering students to manage their difficult feelings and emotions.

More consistent routines.

Record / reflect:

Notes from Nasperts meetings.

Reflective journal on which strategies work best for which students.

Note areas for improvement.

T1: Swimming (Speedo), Netball (PSU) / Football (ASM), Athletics (DTH)
T2: Rugby (DTH), Cricket (MAR) / Rounders (ILO), Dance (Juilliard)
T3: Basketball (JGI), Gymnastics (JPO)

I will also design and trial communicative tasks that encourage students to build fluency and spontaneity in their spoken Spanish. Part of this project will involve reflecting on the effectiveness of these strategies and evaluating their impact on student engagement and progress, with the goal of sharing best practice across the Spanish Department.

I will:

• Look at different strategies by attending professional development and research.

• Attend NASpert with Konnie Sims to get advice.

Impact I Hope to See:

• Increasing children's engagement in lessons

• Improving lessons by adding variety.

How I Will Record/Reflect:

• Keep notes.

• Collect evidence throughout the process.

Reflect through peer discussions and colleague feedback.

• Complete the EY Upstart Course - Inspiring Writers

• Collate all notes and share with team

• Continue to collect evidence for the EY writing moderation file with Reception team - add on from YN last year.

• Share working document with whole team to be used for moderation - assessment purposes.

• Work with Reception HOY and English link to better link writing tasks from RWI to be more meaningful and EY appropriate.

• develop my AI and technology skills such as Canva & Padlet Skills in order to enhance my lessons

HOW ...

• use online tutorials / videos to complete this goal

• practical use of these tools in my weekly planning

IMPACT ...

• more personal confidence with these AI tech programs

• students will be more engaged with lessons

• Y4 team feedback as a gauge

RECORD ...

• will track progress, challenges, feedback ON A CANVA slide using tools I've learned

• What is the journey map?

• What are we currently doing at NAS.

• What is implemented/ not and why?

• How can we implement it effectively?

• completing EDIB courses on NAU

• update an on-going EDIB projection

Phonics has been integrated to support early reading, phonemic awareness, and help students confidently decode new words. Reading aloud in class further reinforces sound recognition and pronunciation.

This approach is inspired by Gianfranco Conti’s methodology, which emphasizes teaching language in chunks rather than isolated words. Each sentence builder is tailored to student needs and paired with engaging activities like Mind Reader, Find Your Match, and Delayed Copying to promote collaboration, communication, and retention.

The positive impact is already evident in class, and I look forward to collaborating with other language departments to extend this effective approach across languages.

Impact:

• To improve and increase engagement within lessons for the children

• To bring variety to how lessons are planned and delivered

How:

• I will implement a range of Claire Gadsby's strategies in my planning and encourage others in my team to do the same

Record:

• There will be evidence in the SMARTS and other planning and resources

Impact I hope to:
✨ Working together with colleagues to fine-tune and share good practice
✨ Pupils accessing learning more effectively
✨ Improved engagement, progress, and independence

How I will record/reflect:
💡 Feedback from colleagues
📊 Evidence from lessons, pupil work, and outcomes

Actions:

• Complete a series of online Canva courses to strengthen both technical knowledge and practical application.

• Apply learning to the creation of high-quality teaching resources.

Success Criteria:

• Increased confidence and efficiency in using Canva.

• Production of engaging and visually appealing teaching materials that support student learning and engagement.

Monitoring & Evaluation:

• Maintain a portfolio of created resources as evidence of progress.

• Gather feedback from colleagues and students on the effectiveness of the materials.

• Reflect regularly on outcomes to identify strengths and areas for further improvement

Yoga

Ribbon dancing

Dough disco

Musical instrauments

Find out the progression step by step. Once they can do one thing what do you move on to.

Research why these are important in developing gross motor and how they ready children for future skills.

The aim is to then create 4 separate documents that can be shared with other teacher and TAs. These documents will clearly show each step and can be used by TAs when teachers are on their lunch.

Impact

• Increased Engagement: Children are more motivated and emotionally invested in their learning through interactive, visually stimulating environments.

• Improved Independence: Well-designed provision and picture prompts help children self-manage routines and access resources independently.

• Enhanced Communication & Language: Use of oracy strategies, questioning techniques, and peer interaction builds vocabulary and confidence.

• Higher Confidence & Resilience: Children feel safe to take risks and learn from mistakes, fostering a positive attitude to learning.

Impact: Increase in student-led talk time and greater independence in tasks

How I Will Achieve This: Reading articles and listening to podcasts, trialling and reviewing identified strategies.

Recording/Reflection: Lesson notes, examples of student work, bank of successful strategies

Effective approaches include creating a supportive learning environment, encouraging authentic interactions, and providing opportunities for students to engage in meaningful conversations. Teachers can foster confidence by focusing on communication skills, promoting self-expression, and offering constructive feedback.

Benefits

Building confidence in Arabic communication enhances students' ability to connect with Arabic-speaking communities, appreciate cultural nuances, and participate actively in discussions. It also opens doors to personal, academic, and professional opportunities.

Implementation

Teachers can implement strategies like role-playing, group discussions, presentations, and real-world interactions to boost students' confidence. Encouraging students to share thoughts, opinions, and experiences in Arabic can further develop their communication skills.

You can use this activity as:

• A starter to energize the class.

• An AFL (Assessment for Learning) strategy to check understanding.

• A plenary to wrap up the lesson.

To bring together children, families, and the wider Dubai community through choral singing, showcasing the transformative power of music to inspire, connect, and uplift. 

Goals: Build structure, recruit singers, and create community awareness. Explore creativity, build collaborations, and prepare for a major end-of-year event. 

• Hold termly rehearsals which encourage family involvement in Choral Singing

• Work towards a performance showcase exploring a diverse range of Choral repertoire

• Invite guest conductors and professional musicians to inspire creativity

Key skills to develop:

• Confident use of Canva design tools (text, colour, layout, and graphics)

• Using and customising templates effectively for different purposes

• Creating visually engaging teaching resources and classroom displays

• Designing professional presentations and newsletters

• Exploring collaborative features for sharing and co-creating materials

• Developing consistent branding and style across resources

Impact

• To improve and increase engagement within lessons for the children

• To bring a variety to how lessons are planned and delivered.

How

-I will implement a range of strategies in my planning and I will encourage my team to do the same.

Record

-Evidenced in planning and SMARTS

Enhance my professional development by completing NAU courses aligned with my interests.

Contribute to a culture of shared learning by engaging with Connect-ed articles and sharing insights with colleagues.

How

Dedicate time each week to explore and complete relevant NAU courses.

Review current usage of the platform within Primary and reflect on ways to share.

Read articles on Connect-ed and note key takeaways that can be applied in practice.

Share learning in team meetings or informal discussions to encourage collaboration.

Record

Keep a log of completed NAU courses and reflections.

Note examples of where learning from courses or articles has influenced practice.

▪ Globalisation, internationalism and international education

▪ Post- colonial perspectives on international education

▪ International schools as agents of social change or social reproduction

Weekly seminars each Thursday, forum posts and continuous core reading

Particular focus on: Assessing 21st-century learning outcomes: a new mission for international schools

Impact: Feedback to PLT and year group teams on current reading recommended by King's College.

Sharing current research across year groups

Research project involving a group of students and staff

To enhance students’ spelling accuracy and confidence in writing.

Plan:

• Introduce weekly spelling focus (e.g., common patterns, tricky words).

• Use interactive activities such as spelling games and dictations.

• Provide visual aids and word walls in the classroom.

• Encourage students to use new words in their writing tasks.

• Offer regular feedback and celebrate progress.

Expected Impact:

• Improved spelling accuracy in written work.

• Increased student confidence and engagement in writing activities.

• Stronger overall literacy skills.

Plan:

1. Use interactive questioning techniques:

   • Ask open-ended questions during lessons to encourage discussion.

   • Include “think-pair-share” activities where students discuss answers with a partner before sharing with the class.

2. Incorporate hands-on activities:

   • Use manipulatives, group projects, and role-playing exercises to make learning engaging.

3. Gamify learning:

   • Introduce point systems, quizzes, and friendly competitions to motivate students.

4. Student-led assessments:

   • Allow students to assess their own or peers’ work using rubrics.

   • Encourage self-reflection and goal setting for personal improvement.

5. Regular feedback and recognition:

   • Provide immediate feedback during activities.

   • Celebrate participation and progress through praise, stickers, or class recognition boards.

Expected Impact:

• Students become more active participants in lessons.

• Increased confidence and willingness to share ideas.

• Improved collaboration, critical thinking, and motivation to learn.

Type of PL:
Classroom-based action research and self-directed learning — studying E.P.I. principles, applying them in lessons, and reflecting on their impact.

Expected impact:

• More confident and spontaneous language use.

• Better retention through repetition and meaningful practice.

• Higher student engagement in lessons.

Reflection and recording:
I’ll keep short lesson reflections, collect student feedback and samples of work, and note changes in participation and progress over time.

Actions I Will Take

• ✅ Engage in self-led learning through Canva tutorials and educator resources

• ✅ Explore a range of Canva tools (templates, brand kits, animations, layouts, collaboration features) for classroom use

• ✅ Create modelled examples and teaching resources using Canva (presentations, posters, infographics, assessment tools)

• ✅ Embed Canva into curriculum tasks (e.g. digital posters, persuasive adverts, booklets, leaflets, reflection sheets, e-portfolios)

Intended Impact

• 🌟 More engaging, visually rich and professionally presented classroom resources that support clarity, scaffolding and pupil motivation

• 🌟 Increased digital creativity, independence and presentation skills, with the confidence to use Canva for a range of curriculum purposes

• 🌟 For Wellbeing & Inclusion: Canva provides an alternative method of recording learning for pupils who struggle with extended writing, giving them a meaningful way to demonstrate understanding

• 🌟 For Curriculum Development: Greater alignment with computing and digital literacy objectives, preparing students for projects involving design, multimedia presentation, and communication

• 🌟 For Professional Growth: Strengthened digital pedagogy that can be shared with colleagues to enrich teaching practice across the year group/phase