Presentation from 'High impact approaches' breakout session at the Whole Education 'Designing an impact curriculum conference'

1. The BRIDGES
framework at
Isaac Newton
Academy

2. ‘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.’

3. “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)

4. 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

6. • 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

7. 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

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

11. ‘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.’

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

13. 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?

14. How did we introduce BRIDGES at INA?

15. 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(withlevels/sublevels):
 Reading: Inference and Understanding Structure(levels 5-7)
Time Introduction and linksto previous/independent learning
Learneractivity Teacher/LAfacilitation/assessment/feedback
5 mins On the board together write a listofthings that
could happen in a COMEDYsceneand, onthe
otherside, alistof thingsthat could happen ina
SCARY scene.
Register,giveout WBs andcirculate.
Share some ofthewordson both sidesofthe
boards. What are the differencesin thewords?
What atmospheres/moods do the
words/phrases create?
Facilitateand taskonestudent to scribeon themain
WB, using two columns.
New Learning
Learneractivity Teacher/LAfacilitation/assessment/feedback

17. 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

18. Involving & informing parents
• Explained at info evening before induction
• Outlined in parent handbook
• Focus sheets in weekly newsletter
• Featured on the website
• Parent workshops

19. Are learning dispositions and character traits
something that can/should be assessed and, if
so, how?

20. 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

23. 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

24. 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 Empathy
Social Networking Prudence
Friendship Sociability

25. 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

26. 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

27. • 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

28. ‘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