{"id":5877,"date":"2021-02-05T17:14:17","date_gmt":"2021-02-05T16:14:17","guid":{"rendered":"https:\/\/ecoleinternationalepaca.fr\/european-school\/learning-support\/learning-support-policy-at-eipaca\/"},"modified":"2021-02-05T17:14:23","modified_gmt":"2021-02-05T16:14:23","slug":"learning-support-policy-at-eipaca","status":"publish","type":"page","link":"https:\/\/ecoleinternationalepaca.fr\/en\/european-school\/learning-support\/learning-support-policy-at-eipaca\/","title":{"rendered":"Learning Support Policy at EIPACA"},"content":{"rendered":"
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European School Manosque - Educational support policy additional to the official documents.<\/h2>\n

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1. Local policy for educational support<\/h3>\n

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.<\/p>\nThe educational support policy for the secondary school is based on the general documents for educational support for all the European schools \u201cProvision of Educational Support in the European Schools \u2013 Procedural document\u201d version 2012-05-D-15-en-10, \u201cPolicy on the Provision of Educational Support in the European Schools\u201d version 2012-05-D-14-en-8 and \u201cInstructions for the request of Special Arrangements in the European Baccalaureate cycle\u201d version 2016-03-LD-16-enMB\/cc.\n

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1.1. Concept<\/h4>\n

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.<\/p>\nEducational support aims at setting up remedial teaching when and where deemed necessary. Educational support is organised to offer support and help to students experiencing difficulties in one or more areas of learning and who fail to reach the standard required in the relevant subjects.\n

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1.2. Organisation\/ Differentiation<\/h4>\n

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.<\/p>\nThe teachers take into account the different learning styles and needs of individual students. Educational support is usually organised for groups, but it can also be organised for one-to-one tuition in particular cases. The support groups are formed into small groups of students with similar abilities so that contents in the learning support can differ from course to course. Groups may be formed horizontally or vertically as appropriate and the teachers take into account the different learning styles and needs of individual students. It is the responsibility of every teacher at the International School to differentiate within his\/her class with regard to the content of the subject, so that the needs of every student are met.\n

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1.3. Who is it for?<\/h4>\n

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  • students:
    • in need to improve their learning \/ organisational skills<\/li>\n
    • studying in a language section different from their mother tongue<\/li>\n
    • arriving late in the system with gaps in the language of the section<\/li>\n
    • coming from completely different school systems (e.g. lack of incorporation of certain subjects in their previous schooling)<\/li>\n
    • with a mild educational difficulty (e.g. lack of concentration\/hyperactivity, etc.)<\/li>\n
    • with a diagnosed special educational need<\/li>\n<\/ul><\/li>\n<\/ul>

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      .<\/p>\nAt the end of the school year, teachers can propose that certain students follow Intensive support lessons. These are normally long-term needs. For the students that are experiencing serious difficulties it is possible to activate support courses during the school year. This can also happen at any moment when a specific educational difficulty or a gap in their knowledge is detected.
      These are normally short-term needs.
      Students themselves and parents may also discuss with the teachers the necessity of joining educational support lessons at any time during the school year.\n

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      1.4. Priorities<\/h4>\n

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      • Educational support applies to all subjects; priority is given to:
        • Languages<\/li>\n
        • Maths and Science subjects<\/li>\n
        • Compulsory subjects<\/li>\n
        • Exam subjects<\/li>\n<\/ul><\/li>\n<\/ul>

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          1.5. Limitations<\/h4>\n

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          • Financial restrictions \u2013 Budget<\/li>\n
          • The school timetable (e.g. Cross sections: compiling courses for students from different sections)<\/li>\n
          • Timetable of students<\/li>\n
          • Timetable of teachers<\/li>\n
          • Availability of teachers<\/li>\n<\/ul>

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            1.6. Objectives<\/h4>\n

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            .<\/p>\n\u2022 Help students to overcome shortcomings in a specific subject and give them a more solid foundation in skills and knowledge\n

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            .<\/p>\n\u2022 Help students to improve results in the subjects concerned so that their promotion to the following school year will not be jeopardized\n

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            .<\/p>\n\u2022 Foster learner autonomy through enhancing students\u2019 study skills\n

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            2. Specific Educational Difficulties<\/h3>\n

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            .<\/p>\nSWALS<\/strong>: The secondary school has the possibility of giving support to those students whose mother tongue or previous language of instruction does not coincide with that of the section they are enrolled in. Support is given to facilitate their integration in the new L1 and\/or L2. L2: This programme aims at supporting students who have little or no knowledge in L2\/, or had a different L2 prior to arriving at the school. It can consist of very intense support for a shorter period of time.\n

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            3. Organisation of Educational Support<\/h3>\n

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            3.1. General Support \u2013 Procedure and Documentation<\/h4>\n

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            .<\/p>\nFor the students in need of educational support, the subject teacher writes a request to the learning support coordinator. Together with the subject teacher, the support teacher writes the Group Learning Plan (GLP) of the group\u2019s work \u2013 the plan includes group targets and success criteria. Records are kept by the support coordinator. The parents are informed of their child\u2019s participation in the learning support and also about the progress in the support group.\n

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            3.1.1. Role of the Educational Support Teacher<\/h5>\n

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            • The support teacher:
              • will use appropriate differentiated teaching methods<\/li>\n
              • will undertake detailed observation and assessment<\/li>\n
              • will decide on the most appropriate teaching strategies for the student and catch up in the areas in which the student shows weakness; in consultation with the class or subject teacher and any other professionals<\/li>\n<\/ul><\/li>\n<\/ul>

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                3.1.2. Role of the Student<\/h5>\n

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                .<\/p>\nStudents receiving general and moderate support are encouraged to discuss their needs with their teacher. Students are obliged to attend educational support the same way as a regular class; i.e. the same rules apply as for normal tuition (e.g. absence, homework, etc.)\n

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                3.1.3. Role of the Parents<\/h5>\n

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                .<\/p>\nParents will play an active role in maintaining contact with their child\u2019s teachers. Parents will make any relevant information available to the school on admission or during the school year. When parents decide to refuse the educational support proposed by the school, they will inform the school of their decision in writing.\n

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                3.1.4. Duration and General Characteristics of the Lessons<\/h5>\n

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                .<\/p>\nIn principle, some of the courses are planned as all-year-round courses (long-term needs) at the beginning of the school year and they are mostly language subjects. However, they may be discontinued if the intervention is deemed successful and therefore no longer required. Students may be excluded from educational support if they do not show interest, miss lessons with no justification or do not take responsibility for their own learning, showing no effort or motivation. In particular circumstances, a student may be recommended for only a few lessons (short-term needs). These are specific educational support actions focusing on a clearly defined problem or on the revision of some specific subject matter, or in preparation for an exam, etc. Study skills or \u201clearning to learn\u201d strategies can also be the aim\/ content of educational support.\n

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                3.2. Intensive Support A<\/h5>\n

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                .<\/p>\nIntensive Support is provided for students with special educational needs; learning, emotional, behavioural and\/or physical needs. Students \u2019 legal representatives will provide the Support Advisory Group with a medical\/ psychological\/ psycho-educational\/ multidisciplinary report.\n

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                3.2.1. Special Arrangements up to and including S5<\/h5>\n

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                .<\/p>\nWhen a student would benefit from a special arrangement in order to compensate for a physical or learning difficulty, teachers or parents can request this from the Director of Studies. Parents are informed that special arrangements have been recommended for their child and parents are asked to provide a medical\/psychological\/psycho-educational\/multidisciplinary report explaining the need for special arrangements. The Director of Studies takes the final decision to allow special arrangements and to define in which subjects these can be applied. Any special arrangements taken are recorded in the student\u2019s file.\n

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                3.2.2. Medical Reports<\/h5>\n

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                .<\/p>\nMedical reports should include the original test results as well as the recommendations based on the impact the test results show regarding the student\u2019s learning. Approval of requests will depend on the original test results.\n

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                3.2.3. Criteria for the Reports<\/h5>\n

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