2. Student-friendly terms for talking about resilience Our research has indicated that if we are to be successful in achieving a whole-school approach to develop resilience in our students, teachers across the school should all try to talk explicitly about resilience using a common language. As such we have worked with Moving Up students to develop the below ‘student-friendly’ terms for talking about resilience in the classroom. Please try to use these in your discussions with students. What is resilience? Opting for challenge / taking the high jump Thinking for yourself / asking yourself how do I get un-stuck? Asking thoughtful questions Not focusing on the problems, but on the solutions Being resourceful Trying again and again / having bounceback-ability Succeeding having failed first Enjoying achieving something difficult Why is resilience important? You need to be able to keep going when things get tough Sometimes other people depend on you to keep going and you don’t want to let them down It will allow you to get better at things you find challenging It can help you to overcome your fears You feel great when you get better at something that challenges you!

3. Prompt questions to get students to reflect on their resilience – either during, or at the end of, a task Thinking for yourself What do I already know? What do I need to know? Can I approach this from a different angle? Have I thought about it for long enough? Being resourceful What tools has my teacher offered me? (sentence starters, worked examples, other students' work, help desks, hints) Is there anything in my planner that I can use? Are there any subject specific tools that could help me? (calculators, dictionaries, displays) Asking thoughtful questions Do I really need to ask this question? Have I thought about the "what ifs"? Have I considered the "hows" and "whys"? Selecting best strategies to help What are the challenges? What are ALL of our possible solutions? Which will work best?

4. Prompt questions to get students to reflect on their resilience – either during, or at the end of, a task Trying again and again Have I given this more than one attempt? Is there still room for improvement? Could I stretch myself even further? Succeeding having failed first Was I unsuccessful the first time I tried this? Did I let it put me off? Have I finally achieved my goal? Opting for challenge Am I outside of my comfort zone? How could I push myself further? Can I take a risk? Enjoying achieving something difficult Did I find this difficult? Am I proud of what I have produced? Do I feel successful?

5. Risk-o-meter High risk Low risk Medium risk How to use: Give students options for how to complete a task with different degrees of challenge. EBIs on work could relate to students opting for medium/high risk next time.

6. The Pit 'The Pit' is a difficult, challenging task. It's a way of talking about the way students may feel about going into 'the pit'/attempting something difficult, which requires them to work independently. As your setting up the task, you can explain to the students that as they step into the pit, they will face their demons of fear, doubt and confusion. The key question for them, is how are you going to get out of the pit. The way that you battle your 'demons' is through the use of weapons. Weapons are the resources available to them. Students should then think about what resources they have available. An additional element can be the introduction of a 'secret weapon' that students can only receive from you if they can name it. This challenges them to think and ask thoughtful questions.

7. FEAR DOUBT CONFUSION YOU How are you going to get out of THE PIT!?

8. Resilience Grid Ideas for when the resilience grid can be used: Use as a starter and get students to set a target for a resilient behaviour they wish to show in that lesson. Use as plenary to reflect on the resilience they observed/showed in that lesson. When starting a challenging task, show this grid and ask students to discuss how they can use these behaviours to tackle the challenge. Use with students at the beginning of the year/difficult topic to open up a discussion about the need to develop resilience during that period of time. It could then be reflected on in later lessons when a particular task has required them to be resilient. (e.g. Philosophy students often really struggle with the start of year 12 and so this could be way of identifying that challenge and discussing explicitly how to tackle it) Tutors: show this grid during a spare pm registration and ask students to reflect on when they've been resilient during their lessons that week.