Quality aspects of our education
Working in units
Since our focus is on the needs and learning stage of the child, pupils are taught in units instead of the standard classroom. For example, a six-year-old child might excel in arithmetic and be placed in a class with 9 or 10-year olds instead of in a class with his peers. While the same child may have a lack of language skills and be placed in a group with four-year olds for language lessons. As a result, the effective and efficient learning time is many times higher than in other forms of education.
The regular team consists of qualified staff with the appropriate competencies. The teachers who teach English as a subject have native speaker skills. In order to provide this wide range of subjects, Interteach works closely together with subject teachers and external partners from various disciplines.
An extensive intake interview allows us to offer a customised approach right from the start and identify the child’s abilities, needs and the challenges we can set. Each child has their own development plan with personal continuous learning paths. Goals can be achieved through different ways of learning, supported by a variety of teaching methods. Interteach tailors the education to the child instead of the other way round. Their development is systematically monitored by professionals and recorded in a personal development file. This file can at all times be inspected by the parents.
Personal development-oriented feedback
A personal programme includes child-focused mandatory components and self-selected components with the focus on their total development. Research has shown that the provision of development-oriented feedback during the learning process has the highest impact on the learning achievements of a child. Since we work with units, there is plenty of time to provide this feedback as well as a continuous evaluation of the learning process.
Possibilities of e-learning
Thanks to its excellent digital possibilities, Interteach makes it possible for children to work from home and to work on an agreed number of practice exercises and in-depth material. We teach children to work with new forms of information processing using advanced communication methods. We prepare the children for the digital society and make them media literate.
Management and self-management of the learning process
We want children to understand what they learn and know how to apply their knowledge and skills. The (subject) teacher adapts his approach to help the individual child to meet their personal learning objectives. Multimedia is another important tool for acquiring knowledge, practising skills and for automation.
The supervision is carefully tailored to the child’s educational needs. This may differ depending on the child but also on the situation. It may be initiated by the (subject) teacher but also by the child themselves, with the (subject) teacher obviously always monitoring the progress and the quality
Diagnostics and advice
We operate a quality system that matches our vision on learning and development. We do not only measure the quality but we also intervene where necessary, for example to systematically monitor children by means of observations, conducting diagnostic interviews and testing. The school works together with external parties for pupils who need extra support and/or additional supervision, for example for arithmetic and languages.
Pupil monitoring system
Working with a digital child’s portfolio
The digital child’s portfolio is a personal development file which describes ‘what has been discussed with the child’. It allows children to follow their own development. The child’s portfolio records the personal learning pathway and the objectives set. The portfolio is used as a basis for coach interviews with the child.
Interteach’s digital pupil monitoring system monitors ‘matters that concern the child’. To be able to properly monitor a child, observations, method-specific tests and standardised tests are used. All data and results are recorded in our pupil monitoring system.