Pre-loading Strategies
Schools need to show success for all children but often the specific needs children affect the data.
This is a source of worry to individual teachers and the overall results of the school.
The purpose of our one to one pre-loading strategies is to allow a child, children or class to have the prerequisite knowledge required to access a specific lesson or topic. By developing the use of pre-loading strategies, schools not only see children achieving and becoming more confident but they also build a bank of resources, develop a more effective use of TAs and engage all pupils in a session- which is a requirement for all lessons.
Pre-loading can be done with a whole class but is particularly beneficial for those children who have specific needs e.g. global delay, behavioural complications, physical or motor difficulties, etc.
It involves developing a small package for the individual child (or small group) whereby 15-20 minutes is delivered by the teacher, TA or peer, to introduce the vocabulary, important key facts, strategies, diagrams, etc., to the child(ren), prior to the core delivery.
The benefits of pre-loading
Initially, the child is learning the language that will be used in the actual lesson, therefore the teacher isn’t speaking in code – we give them the ability to participate.
Confidence grows because they can engage in the lesson alongside their peers with minimal support.
Pre-loading is suitable for any age group and although it needs some initial time, a bank of resources can quickly be constructed and shared throughout the school. Teachers and TAs become skillful in developing these resources and ensuring that ‘drops’ are made throughout the day i.e. if the child needs to know about pronouns, the deliverer or facilitator ensures that the subject child has these identified within part of any lesson. This shows the child that the pre-loading is important and is also an assessment tool to check understanding.
Pre-loading should be fun. It’s important that the resources are stimulating (a good technique is to use something the child is familiar with or has a particular like for) and the individual child feels involved in their own learning.
The results can be dramatic. It allows children to participate alongside their peers and in observations, it demonstrates engagement by all pupils. Results do change…they improve because the time with the child has been well-spent; it is overall beneficial and effective.
See what a pre-loading session looks like
Pre-core delivery
- Continuously evaluate pupils abilities, identifying what to study next
- Learning modules
- Practicing exam questions
- Develop conceptual understanding
- Helps educators plan lessons and adopt effective methodologies that aid learning
- Share and learn from insights from teachers across the country
Core delivery
- Delivery detects gaps in students’ knowledge and skills
- Learning with certainty
- Full access to all category modules
- Interactive virtual delivery
- Optimised learning plan – creates a unique plan for improving your understanding
- Live, on demand tutoring
- Accelerated with Neuroscience – cognitive science applications with our sister company, NeuroHeadway
- Adaptive learning – providing content to stretch abilities through learning assessments
Results from using pre-loading strategies, direct delivery
- Learners engage. Less disruption.
- Ofsted see inclusion and all members of the learning group participating.
- The learner becomes confident and happy to learn.
- Peer learning enables pupils to reinforce what they have learned.
- Value is added visibly.
- Progress can be measured against National Curriculum standards.
- Teaching standards are fulfilled.
- Support practitioners become more confident in engaging the pupil.
- Learning becomes personal.
- A range of resources can electronically be altered for subject or individual.
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