Quality aspects of our education
Working in units
Teaching takes place in a small learning community without traditional classes or year groups. Children of various ages work together in a unit. The group composition is determined by our experts. A unit consists of no more than 10 students and differentiated education is standard practice. Partly because of this, the effective and efficient learning time is many times greater than in mainstream forms of primary education.
The Interteach consists of a group of enthusiastic and committed professionals. The permanent team is made up of qualified staff with just the right competencies. The teachers who provide the English classes all have native-speaker skills. In order to make the wide-ranging education offered by Interteach possible, there is close collaboration with specialist teachers and external partners from various disciplines.
At the outset, we assess every child's baseline situation by means of a capacity test, to enable us to introduce differentiation from the very start and offer teaching that is in line with what the child is capable of, needs and can be challenged. Every child has his or her own development plan, with personal continuous learning tracks. Objectives can be achieved through different styles of learning which is why a variety of teaching methods are offered. Interteach adapts the education to suit the child, rather than the other way around. Development is systematically monitored by professionals and recorded in a personal development file. This file can be consulted by parents at any time.
Personalised feedback focused on development
A personal programme features compulsory components tailored to the child and optional components focusing on more overall development. Research has shown that providing immediate feedback focused on development during the learning process has the most effect on a child’s learning performance. Because we work in units of up to 10 children, there is plenty of time to provide that feedback and to constantly evaluate the learning process together.
Extra learning time
Partly thanks to our longer and flexible opening hours of 07.00 to 19.00, we are able to offer children more teaching time compared to mainstream primary schools. This time is used to focus even more effectively on every child’s learning needs and interests, but also on what parents want. In this, formal school learning and informal play are closely intertwined.
Possibilities for elearning
Thanks to the sophisticated digital possibilities Interteach has to offer, children can also follow instructions at home, working on an agreed amount of exercises and background material. We teach children to work with new forms of information processing, applying the most advanced communication methods. We prepare students for the digital society, educating children to be media aware.
Guidance and self-direction in the learning process
We want children to understand what they are learning and know how they can apply their knowledge and skills. The teacher tailors his or her role to reflect the child’s personal learning objective. In addition, multimedia is an important aid in acquiring knowledge and practising and mastering skills.
The support and supervision is carefully differentiated in line with the child’s educational needs. This can vary from child to child or situation to situation. Direction can come from the teacher or from the students themselves, with the teacher of course always monitoring progress and quality.
Diagnostics and advice
At the outset, we assess every child’s baseline situation by means of a capacity test to enable us to offer a differentiated programme aligned with what the child is capable of and needs. For this purpose, we work in close collaboration with the Learning and Behaviour Expertise Centre. Options available include a psychological assessment and/or learning needs assessment. When conducting standardised tests, we work with external professionals. Of course, parental consultation is particularly important; parents provide their consent and the results are only issued to Interteach professionals after the parents have agreed.
We apply a quality cycle that reflects our vision of learning and development. We do not merely measure quality, but apply a performance-related approach, in which children are systematically monitored by means of observations, diagnostic interviews and tests. The school also collaborates with external parties for those students who need additional help and/or extra support, for example with numeracy and language.
Student monitoring system
In order to be able to provide as comprehensive a picture as possible of a child’s development, Interteach uses a digital system that is available 24/7 for the child, parents and teachers. The system draws a distinction between ‘what has been discussed with the child’ (digital child portfolio) and ‘what is about the child’ (ParnasSys).
Working with a digital child portfolio
The digital child portfolio is a personal development file describing ‘what has been discussed with the child’. It enables children to monitor their own development. The child portfolio sets out the personal learning route and the objectives. Coaching sessions are held with the child based on the portfolio.
Working with ParnasSys
The digital student monitoring system and student administration system ParnasSys records ‘what is about the child’. In order to effectively monitor the child’s development, observations, method-related testing and standardised testing are applied. In addition to the IPC Assessment for Learning programme, national Cito tests are also conducted and we measure progress in social and emotional development. All of the information and results are recorded in ParnasSys.