same underlying parts that are the foundations to developing a safe and effective learning environment for all those within the class. References Anderson, C. M., & Spaulding, S. A. (2007). Using positive behaviour support to design effective classrooms. Beyond Behaviour Capel, S. & Whitehead, M. (2013). Learning to Teach Physical Education in the Secondary School: A companion to school experience Davison, J (2001) Managing Classroom Behaviour Department for Education (2013) Teacher’s Standards, Guidance for School Leaders, School Staff and Governing Bodies DES (1987) Education Observed 5: Good Behaviour and Discipline in Schools Scrivener, J (2012) Classroom Management Techniques. Smith, R (1996) Develop your classroom control and discipline. Standal, Øyvind & Moen, Kjersti & Moe, Vegard. (2013). Theory and practice in the context of practicum: The perspectives of Norwegian physical education student teachers. European Physical Education Review
Vanessa Wester - How does a mastery approach to fractions impact low ability learners? Summary of Main Findings for set 9 out of 11 (Year 7, Maths): The main focus of this study was to encourage students in a low ability set to retain information and develop their existing knowledge. The ultimate aim being to embed understanding. The approach taken was to stagger information in a more gradual manner, with repetition via varied work. The aim being to create a pace that was more suited to the learner’s ability. The priority was to ensure understanding and not rush the work, which might allow for misconceptions to arise. This meant that the content on the scheme of work for year 7 was unlikely to be completed in year 7 and some would overspill into year 8. The understanding being that from year 7 to year 11 there is plenty of time to cover the content needed for these students to succeed at GCSE. As a Maths department, this point had been agreed so that teachers in subsequent years could pick up where the previous teacher finished. Using the topic of fractions, it was clear from the onset that this was an area that they had not understood at Primary and they found difficult. Bearing in mind the fact that pupils have been doing fractions for many years, it really did surprise me that so many of them barely understood what a fraction was. However, by taking a gradual approach and not rushing through the work there were definite signs of improvement and embedded understanding at the end of the topic. Students work highlighted: 31
