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MFL teachers please

(7 Posts)
Woollybaalamb Tue 07-Jun-11 23:44:25

This is a bit shameful really, but I am losing sleep and need advice. After returning to MFL teaching part time after having kids I seemed to be returning to a different world, full of buzzwords, one of which is intervention. I am to be observed shortly with the focus on this....please can anyone share strategies or offer ideas for the sort of thing my observer would be looking out for. I am aware that it all begins with data and identifying students who are not achieving as might be expected, but am not really clued up the practicalities of intervention itself. Any advice will be gratefully received.

DialMforMummy Wed 08-Jun-11 08:30:14

Hi, basically intervention is about differentiation really.
Make sure that you have a plan in place for the kids who are trailing behind, as in performing under their target. The observer may ask the kids if they know what level they are at and if they know what they need to do to get to the next level.
what year group will you be teaching?

Woollybaalamb Wed 08-Jun-11 12:41:17

I will be teaching year 10. So I should make sure underperformers are aware of what they need to be doing to have a hope of achieving their predicted grade I guess? Thanks for your reply.

PotteringAlong Wed 08-Jun-11 13:14:11

make sure whatever task you do is differentiated as well - you don't want your A* pupils dfoing the same work as your D grade pupils.

A good way is to break down and colour code the tasks - ie, you should all do blue, do blue + red if you're target grade is a C, blue + red + green if you're a B (you get the idea!) but make sure each pupil is working to the grade above their target - all about value added!

Woollybaalamb Wed 08-Jun-11 14:24:50

I'd better get cracking then......! Thanks. Both replies have been really helpful.

penguin73 Thu 09-Jun-11 21:14:51

For us the focus is on the pupils knowing what they can do to achieve their target grade and what we are doing to support them - both in the classroom and extra provision. The main thing is that they are aware of where they are now, where they are heading to and what they need to do to get there so examples of what their target grade work looks like. A big plus was ensuring that pupils were involved in the process and encouraged to set their own targets with guidance rather than being told what their targets were. I think the emphasis is on identifying and addresses issues early on rather than intensive coaching/catch up just before the exams.

Woollybaalamb Thu 09-Jun-11 22:04:20

Thanks penguin, it's all starting to become clearer.

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