Individualised Learning & Differentiation

To identify learning potential and possible developmental delays at an early stage, a learning support specialist works alongside the team in our kindergarten. In close collaboration with educators across all groups and the language support team, they plan and coordinate early intervention and inclusive support in both nursery and kindergarten groups. Support is available to children experiencing difficulties in physical and motor development, cognitive development or emotional and social development, as well as those who show challenges with concentration, independence or everyday practical skills. As these areas often overlap, every child is considered holistically.

Depending on their age and individual needs, children receive support either one-to-one or in small groups integrated into their daily kindergarten routine. Activities are playful, motivating and collaborative, always tailored to each child's needs. Support measures are planned and reviewed through regular developmental meetings with parents and case discussions involving the learning support specialist, educators and German as a Second Language (DaZ) teachers.

Close cooperation also ensures a smooth transition to preschool. Structured handover meetings with the relevant preschool educators help maintain continuity so that each child's support can continue seamlessly.

Regular observations during everyday preschool activities help us identify children who may need additional support at an early stage. A dedicated learning period is included in the weekly schedule to introduce children to school routines and prepare them for the transition to primary school. During this time, they develop early literacy and numeracy skills that lay the foundations for reading, writing and mathematics. The special education teacher responsible for preschool observes the children closely each week and regularly consults with preschool educators to identify whether additional support is needed in specific developmental areas, such as motor skills or phonological awareness. This support is delivered through playful, low-pressure activities and, wherever possible, inclusively within the group.

Towards the end of the school year, the primary school leadership, preschool educators, language support staff and special education teacher meet to review each child's development. They discuss any additional support needs and assess school readiness based on the results of the school-entry assessment. Detailed handover meetings between preschool and primary school are also held for every child. These help ensure a smooth transition and give everyone involved a clear understanding of each child's developmental progress and individual needs.

To meet the diverse needs of all children, our primary school consistently applies a team-teaching approach in the early grades. Classroom teachers work alongside special education teachers and other educational specialists during lessons. This additional staffing allows children to receive targeted support and individual attention.

From Grade 2 onwards, learning support specialists provide individual guidance to children, whether or not they have identified additional support needs. They work alongside teachers in the classroom or with small groups, helping students consolidate their learning or providing additional challenges for those who are ready to progress further. This structured collaboration creates a flexible learning environment that enables differentiated, child-centred teaching.

In secondary school, students continue to receive support tailored to their individual needs. This may take place within the classroom, in small groups or through one-to-one sessions, depending on the type of support required.

Individual learning support is an additional service for children and young people whose needs cannot be adequately met through the school's general support programmes alone. It is also available to students diagnosed with dyslexia or dyscalculia, as well as those with identified difficulties in learning and working habits. Students who join the German School Shanghai from other schools during the academic year may also benefit from individual support to help them catch up and integrate more quickly into their new class.

An individual support plan is created for every child with special educational needs. At the end of each semester, progress is reviewed to assess whether the objectives set out in the plan have been achieved. The methods and measures included in each plan are discussed with parents in advance and, where necessary, with the teachers involved. Individual learning support is subject to a fee. It usually takes place during regular lesson time for students in Grades 1–4. In secondary school, sessions are generally scheduled within the designated support periods for each grade level. In exceptional cases, support may take place outside regular lesson time.