Growth Mindset Foundations

Lesson Overview

Subject: PSHE
Unit: Resilience and Growth Journey (Lesson 4 of 12)
Topic: Growth Mindset Basics
Year Group: Year 9
Lesson Duration: 60 minutes
Class Size: 7 students
Curriculum Reference: Aligned with the PSHE Association Programme of Study for Key Stage 3, Core Theme 1: Health and Wellbeing, focusing on self-regulation, resilience, and personal growth.

Learning Objectives

By the end of this lesson, students will:

• Understand the difference between a growth mindset and a fixed mindset.
• Identify ways in which having a growth mindset can support personal and academic development.
• Practise reframing negative self-talk into positive growth-oriented statements.
• Reflect on real-life scenarios where resilience and a growth mindset can be applied.

Resources Needed

• Whiteboard and markers
• Growth Mindset vs. Fixed Mindset Sorting Activity (printed)
• Reframing Negative Thoughts Worksheet (printed)
• Small sticky notes (one per student)
• A4 plain paper and coloured pens

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Lesson Structure

1. Starter Activity: The Brain as a Muscle (10 minutes)

Objective: Challenge misconceptions about intelligence and ability being ‘fixed’.

• Display a quick-fire question on the board: “Is intelligence something you're born with, or can it be developed?”
• Ask students to stand up if they believe intelligence is fixed and remain seated if they believe it can grow. Encourage a brief discussion.
• Introduce the idea that the brain is like a muscle—it grows stronger the more we challenge it. Share a real-life example of a famous person who failed before succeeding (e.g., J.K. Rowling, Michael Jordan).
• Ask for one-word reactions about their thoughts on this idea (e.g., surprising, exciting, confusing).

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2. Main Activity: Fixed vs. Growth Mindset Sorting Task (20 minutes)

Objective: Ensure students understand the key differences between fixed and growth mindsets through active engagement.

• Hand out Growth Mindset vs. Fixed Mindset statements on individual pieces of paper (e.g., "I'm not good at this" vs. "I'll get better with practise").
• Ask students to work in pairs and sort the statements into Fixed Mindset and Growth Mindset categories.
• Class discussion:
  • Invite students to explain why certain statements belong in each category.
  • Ask: "Has anyone ever thought like this before? How did it impact you?"
  • Link this to school challenges, personal goals, or hobbies.

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3. Reframing Negative Self-Talk (20 minutes)

Objective: Develop strategies for transforming negative thoughts into growth-oriented statements.

• Distribute Reframing Negative Thoughts Worksheet.
• Each student receives common self-critical statements (e.g., "I'm terrible at maths"), and they must rewrite them into growth-oriented alternatives (e.g., "I’m finding maths difficult, but I can improve with practise").
• Pair students up to share their reframed thoughts and explain the reasoning behind them.
• Teacher-led discussion on why negative self-talk is commonplace and how changing our mindset impacts motivation and perseverance.

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4. Reflection & Exit Ticket (10 minutes)

Objective: Encourage personal connections and goal-setting with a growth mindset.

• Students write an anonymous reflection on a sticky note:
  • “One way I can apply a growth mindset in my life is…”
• Collect and read out a few anonymous responses to reinforce shared learning.
• Hand students A4 paper and coloured pens—they create a personal mantra poster (e.g., “I can improve, I just need effort and time”), which can be displayed in the classroom.
• Final takeaway discussion:
  • "What’s one thing you'll do differently after today's lesson?"
  • Ensure students leave feeling motivated and empowered.

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Assessment and Differentiation

Assessment Methods

• Verbal participation in discussions
• Sorting Task—Correct classification of fixed vs. growth mindset statements
• Worksheet completion—Quality of students’ reframed thoughts
• Exit ticket reflection—Insightful/self-aware responses

Differentiation Strategies

• Challenge: Encourage high-achieving students to find real-life examples of growth mindset principles (e.g., overcoming obstacles in sports, music, or science).
• Support: Allow students who need more scaffolding to work with pre-filled sentence stems when reframing negative thoughts.
• Small Group Size Advantage: Personalised teacher feedback and the ability to guide discussions closely.

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Teacher Reflection for Future Lessons

• Which activities engaged the students most?
• Did students show better understanding of growth mindset language by the end?
• Were any students struggling emotionally with the concepts of failure and perseverance?
• How can these concepts build into next week’s lesson on resilience strategies?

This structured, engaging, and student-centred lesson will ensure Year 9 students leave with a powerful understanding of how to develop a growth mindset—essential for their education and life beyond the classroom.