Against the clock: Exploring the effectiveness of additional time, school-based interventions and the role of student buy-in
Written by: Ian Young and Sean Stockley
11 min read
IAN YOUNG AND SEAN STOCKLEY, THE BRITISH INTERNATIONAL SCHOOL OF HO CHI MINH CITY, VIETNAM
Introduction: The first study
It began in a corridor at the British International School (BIS) of Ho Chi Minh City in around February of 2022. Two department leaders – one for learning support (LS) and the other for physics – were talking about the implementation of access arrangements for IGCSE students. The physics leader (Sean) noted that while only some students were entitled to additional time, there may be more students that would benefit. At the same time, the LS leader (Ian) knew full well that evidencing and obtaining approval for such a thing was next to impossible.
The conversation was left until the following school year, when a new programme of continuous professional learning (CPL) was introduced at BIS, which included ‘action research’ as a pathway. We decided to use this opportunity to test the concept of whether additional time would benefit all learners in our sett
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