How we teach
Below you can find out more about what characterises the teaching and learning at Vittra, whether your child attends a preschool or a school.
Educational research and steering documents show that a varied education based on the interests, abilities and experiences of children and pupils provides the best conditions for learning. When children and pupils are able to link up different knowledge and place it in a context, the lessons immediately become more interesting – it becomes easier and more fun to learn more. Contexts can be created in various ways, by tying together different subjects or areas of knowledge in lessons, or by the teacher connecting the knowledge to current events or the children/pupil’s own experiences. For our pupils at school, this means that they often work on a task, project or theme that includes core content and knowledge requirements from more than one subject.
Research and our own experience show that basic language and maths skills play a major role in learning in the other school subjects and in gaining in-depth knowledge. All our schools, from preschool class upwards, therefore have their own reading-writing-maths plan. In preschool, we work actively on the children’s communication and language skills, right from the age of one.
Individual development plans
Everyone is different and learns differently. A good education therefore has to be tailored to the capabilities and development level of the children and pupils. A teacher with us must therefore take account of more than knowledge levels when planning and implementing their teaching. At Vittra each pupil has an individual development plan (IDP) and each child in preschool has an equivalent development plan (DP). In these, the teachers ensure that the whole of the child/pupil’s development is monitored based on goals in three areas: knowledge, learning and personal development.
Close knowledge monitoring in schools
Our schools maintain close monitoring of knowledge outcomes, in order that we can identify the pupils’ needs and provide the right support and level of challenge in the teaching. The pupils’ knowledge development is followed up after six weeks in conjunction with the schools’ development and preparation (DP) days. The knowledge development is documented in the digital tool SchoolSoft. Every academic year up until Year 5, the pupils receive a written report in all subjects. From Year 6, the pupils receive grades each term.
Study techniques, reflection and clear structure
Lifelong learning at Vittra is about someone understanding how they as an individual learn best, how to plan their studies to achieve their goals and how to make practical use of newly gained knowledge. Study techniques and open discussions and reflections in various forms are therefore natural elements of all education. We also make use of the tool called The Vittra book, a kind of log book in which the pupils enter their homework, monitor their timetable and write down what they learned during the day.
Close contact with your child’s personal mentor
At Vittra, each child and pupil also has a personal mentor whose task is to conduct the development review and draw up the individual development plans (IDP). As a parent/guardian, you have close contact with the personal mentor in order to follow your child’s progress. Each school day begins with the pupils assembling in their tutor group, to go through the timetable for the day, address current events in the wider world and discuss issues associated with the school’s attitude and code of conduct.
Clear teaching process
All the teachers are part of a work team that is led by a team leader, whose primary task is to steer the work towards an education in which all the children and pupils attain the goals set out in the curriculums. The teaching process comprises the following steps: educational planning, implementation, feedback/assessment/analysis and evaluation/monitoring. In order for us to be able to work across subject boundaries and gain a holistic view of each child and pupil, much of the educational planning and the assessment of the teaching is carried out together with colleagues, primarily in their own work team.
This systematic development work is also supported by the fact that here at Vittra we split the year into six periods, where the end of each period is used to jointly plan and assess the operation (DP days). This enables us to constantly develop the operation and the teaching so that more and more of our children and pupils attain the goals in the curriculums, gain more in-depth knowledge and enjoy the best possible conditions for success in their continued studies.