Ensuring consistent and effective provision for pupils at Navunisea School, Silana.
At Navunisea School, Silana there is no library and very few books, which has impeded the development of reading skills. GVI volunteers provide assistance to the teachers through daily 1-1 reading and 1-1 remedial support. Due to a frequent arrival of new volunteers GVI wants to ensure consistent and effective provision for the pupils receiving 1-1 support. In addition, GVI wanted to ensure that volunteers could work effectively in a short amount of time.
Firstly we extracted the learning aims for each class from the teachers so that we had clear goals for what the children needed to achieve. This has also aided us in identifying gaps in children’s learning.
Then GVI scholar Tash streamlined the way volunteers recorded their lessons, pupil progress and pupil achievements. There are now clear working folders so that new volunteers can see what has been put in place before their arrival.
Previously GVI had not given the same 1-1 support for Kindi. However, scholar Tash and volunteer Emma have devised a way of providing 1-1 phonic and numeracy support for pupils in Kindi.
To date GVI has also devised a way of assessing pupil progress at the beginning and end of each term. These assessments are kinaesthetic and encourage pupils to demonstrate their learning through practical tasks, rather than filling in sheets. The assessment combined with volunteer checklists helps teachers and volunteers see clear pupil progression and see who no longer needs the support of the 1-1 program.
The next step for GVI is to identify gifted & talented pupils. We would aim to stretch these pupils and provide them with a broader variety of texts, which they would not normally come across.
“The first thing I did with the children was to take them individually and assess their knowledge of numeracy and literacy. From there I realised the children needed help in these areas, so I made individual work books with the alphabet and numbers 1-10. I also made alphabet and number cards so I could hold them up and assist the children to be able to recognise them. I have written student profiles stating their strong points of numeracy and literacy and their weaknesses so I know what I need to work on with the children.”
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