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These pages are intended for those who are taking part in the Maximising Potential programme, part of the MFLE website, and who wish to explore certain issues further. Supplementary support for the Maximising Potential programme consists of:
If you have not already done so, you may wish to explore other pages on this site where you will find more material on the twin subjects of Modern Foreign Languages and Inclusion. Go to homepage If you are searching for specific material which is not included here, contact me, Hilary McColl, at h.mccoll@clara.co.uk and I will do my best to find what you are looking for.
The items on this page supplement About Maximising Potential and Guidance for School Managers | |||||||||||
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Archive material | ||
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Earlier projects that contributed ideas and materials to the Maximising Potential programme were called Working Together for Inclusion and Improving Collaborative Practice. Information about these projects can be found here. | ||
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Comments from the pilot phase | ||||||
A selection of comments from teachers and students who took part in the pilot phase of the Maximising Potential programme. The comments are drawn from email communications, evaluation forms and consultants reports. | ||||||
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Please, can we have some learning support time too? | ||||||
1. ALLOCATION OF SUPPORT STAFF TO MFL The early stages of the Maximising Potential programme work best if a modern language teacher can be paired with a buddy from Learning Support for a period of 1 to 3 terms. This is often difficult to arrange, but pays enormous dividends in terms of professional and curriculum development. The programme provides a framework for working together and for monitoring progress. In all the projects that we have seen, positive results quickly become apparent, and new ways of working really do tend to become established practice, even when support is withdrawn in the later stages of the project. Without SMT support, these benefits will be less impressive and have less impact on the rest of the department and the school. | ||||||
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2. ENSURING THAT TIME IS AVAILABLE FOR COLLABORATION Agreeing that teachers can work together is not enough. In order to work together effectively, the members of the project team need to be available at the same time as each other for planning, and available at the same time as the class that is the focus of the project. Work with pilot schools shows this is not possible without the active commitment of the SMT to the success of the project. | ||||
Room 2, period 6, OK? | ||||
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Where do we start? | 3. ON-GOING SUPPORT ( MENTORING) The Maximising Potential programme normally takes place over the space of a school year, during which there are many other things to do. In order not to lose focus, schools have found it helpful to have periodic meetings with their line managers to:
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The section in the main programme on Guidance for school managers provides examples of documentation that may be customised and used to assist this process. | ||||||
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FURTHER READING | ||
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Maximising Potential Project Reader An upgraded version of the Project Reader can be downloaded here. The document introduces the project and collects together all the Points for Reflection. It can be printed out and used to support work in schools, or for personal reflection by teachers unable to take part in the full project. See the Maximising Potential website for associated tasks. | ||||
| Download Project Reader | ||||
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Leadership for Excellence At Scottish CILT's Conference on Leadership for Excellence held at the University of Stirling on 29th & 30th January 2008, participants were introduced to the Maximising Potential programme as a 'toolkit' for professional and curriculum development that might be of use to them in their management roles. | ||
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| Download Summary | ||
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The role of Support for Learning Extracts from the HMIe report Effective Provision for Special Educational Needs (EPSEN). These extracts deal with the role of Support for Learning in schools and with collaboration between subject and support staff in mainstream schools. The report was written in 1994; parts of it have been superceded by new legislation but HMI advice on the matters covered in these extracts has not changed. | ||
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| See extracts | ||
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Get a copy of the whole EPSEN document here: . | ||
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EU Policy The consultative document Schools for the 21st Century published by the Commission of the European Communities on 11th July 2007 has much to say about equity and opportunity for all in the context of schooling. Maximising Potential is consonant with the prnciples that underpin this document. The following two extracts illustrate this well: In respect of learning and teaching, section 2.5 (p.8) includes this paragraph: The types of classroom practice that support the inclusion of pupils with 'special' needs include: co-operative teaching, co-operative learning, collaborative problem solving, heterogeonous grouping and systematic monitoring, assessment, planning and evaluation of each pupil's work. Such approaches are likely to benefit all pupils, including children who are particularly gifted or talented.' In respect of citizenship, section 2.6 (p.9) includes: Effective links between schools and the wider world - in the immediate locality, the region, the state, the European Union and beyond - have been acknowledged to be vital if students are to be prepared to take their place in society...' The whole document can be found here: http://ec.europa.eu/education/school21/index_en.html
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Other links that might be useful Learning Together: Improving teaching, improving learning | ||
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For supplementary support for Units 1 & 2 click here | ||||
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Return to Maximising Potential> Guidance for School Managers | ||
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