LANGUAGES WITHOUT LIMITS
This page is intended for teachers who are using the online Maximising Potential programme (part of Learning and Teaching Scotland's suite of websites) and who wish to explore certain issues further. Supplementary support consists of: suggestions for further reading; links to related websites: and archive material from the earlier projects that gave rise to the online programme. For the full online programme, go here:
Information about earlier in-school projects that gave rise to the online programme can be found on the Archives page.
A selection of comments from teachers and students who took part in the pilot phase of the Max programme. Comments are drawn from email communications, evaluation forms and consultant's report.
One of the advantages of the Max programme is that it draws on resources that are already available within each school. That can also, however, be a disadvantage if the the programme does not have the active support of Senior Management. Supplementary Guidance for School Managers can be downloaded here:
At Scottish CILT's Conference on Leadership for Excellence held at the University of Stirling in 2008, participants were introduced to the Max programme as a 'toolkit' for professional and curriculum development that might be useful to them in their managerial role. A summary of the introduction can be downloaded here:
The HMIe report Effective provision for special educational needs (EPSEN) contains, amongst other things, the remit of Support for Learning personnel in schools, the responsibilities of class teachers, and recommendations for managing collaboration between class and support staff. The report was written in 1994 and parts of it have been superseded by new legislation, but HMIe advice on roles and collaboration have not changed.
Learning Together: Improving Teaching, Improving Learning
Concerning EU Policy, the consultative document Schools for the 21st Century published by the Commission of the European Communities in 2007 has much to say about equity and opportunity for all in the context of schooling. Maximising Potential is consonant with the principles 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, heterogeneous 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
Extended rationale for Units 1 & 2:
Some sample planning grids developed by schools working on earlier projects:
Further possible uses of planning grids: Ideas suggested by teachers involved in previous projects:
Extended rationale for Units 5 & 6:
The same information could also be shown in a mind map, where first steps would be shown near the centre of the diagram and later steps nearer the periphery. If you are allocating different areas to be developed initially by different people, colour could be used to indicate areas of responsibility.
If teachers are not yet familiar with Venn diagrams and mind mapping, this may be a good way to become familiar with their use, with a view to later exploring their potential for presenting information in class. If you are working with a department, this approach would allow some measure of choice to participants about where to start, while at the same time ensuring progression through the development programme.
Return to the LTS program http://www.ltscotland.org.uk/maximisingpotential