To what extent
A concept that we’ve long held is that the growth mind-set of lower ability students is often not as positive or as well developed as other students. This can be due to their previous experiences in a school setting, or from issues that impact upon their education from outside the classroom. The ethos of the Foundation Learning Tier (FLT) is to create an environment which allows all of its students to flourish, to build confidence in themselves and to ensure independence at the end of KS4. By observing how students are in certain classroom settings, it is hoped that we will discover what types of activities and situations students can improve their achievement and engagement in.
Actions taken with rationale
does improving student growth mind-set improve the
lower ability maths and FLT students?
A Bocking T Summers B Thompson
1) Students were identified from both their responses to an initial survey, which detailed their mind-set at the time and from our own knowledge of the students from our classroom experiences. This academic year has seen an FLT teacher taking over the teaching of the low ability maths classes, this move was an ideal opportunity to observe how some of the most needy, least confident and least engaged students reacted to maths questions. We decided to devise 3 diﬀerent problems that would test students’ abilities to react to real life situations. The students were given a brief to shop for a charity event at school, a school version of Come Dine With Me and a school rugby team BBQ . The decision was taken to use real life maths situations, as this is the type of thing students will be using once they’ve left school and the problems are ones they will need to be able to cope with. 2) The same students who were identified in the first round were again observed in the second rationale. The students are required for their BTEC course to work on timed situations. One of the findings from the first round was that students were not particularly good at working through things when they had a fixed amount of time to achieve a task, or in the case of the second round, tasks! Students were required to design and then make an Easter card. Students were told of the brief and were told what equipment and resources they were allowed, the collection of which was only allowed for a certain amount of time. The students were required to design their card then collect what they needed to be able to produce it. The aim was to ob-