At Areteia School, we offer individualised teaching adapted to each individual, taking into account their individual differences. We understand that individualising means interacting with each pupil in the group to direct their learning process, considering their individual characteristics, their rate of learning, their basic level of learning, and other aspects.
Individualised attention is developed at four levels:
- Individual interaction.
- Individual monitoring within a group.
- Adjustments to the work programme.
- Intervention for specific problems, if there are any.
Similarly, the individualisation process involves various stages:
- Psycho-pedagogical evaluation is the basis of our methodology. All pupils are evaluated at the beginning of the academic year, and every year. We understand that to be able to attend to each pupil in an individualised way, it is necessary to understand the personal and evolutionary characteristics of their learning style.
- Grouping by level. After this initial evaluation, we group the pupils taking into account levels and rates of learning, fitting academic demands to the maximum level that each pupil can reach at that time.
- The obligatory education courses take place at three levels, varying in the priority of objectives and the depth of content. After overcoming one level, pupils can pass from one level to another, in order to progress in their abilities and maximise their potential. By adapting requirements to the current learning levels of the pupil, we favour positive attitudes towards study.
- School support programmes and psycho-pedagogical intervention, to attend to those pupils who have specific learning difficulties and curricular learning gaps in the areas of Spanish language and Maths. These support programmes aim to remediate the learning gaps identified in the initial evaluation, and facilitate learning of school programmes. In addition, they improve the pupils’ knowledge base in that area, at specific moments during the process.
- Psycho-pedagogical intervention programmes are applied to the identified learning gaps, such as Dyslexia, Dyscalculia, Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD), among others. They are specific programmes which contribute to remediating discrepancies which determine learning, aiding the pupils in the development of the deficient learning skills and aptitudes, and are applied to favour intellectual development, efficient reading, visuomotor coordination and language development.