Assess the idea. Teach it clearly. Check what changed.
LTD Intervention follows a clear cycle. Identify the concept that is causing difficulty, teach a short sequence with appropriate representations and review the pupil’s understanding before deciding what happens next.
1. Assess
Use the relevant diagnostic or concept check-up to gather evidence. Look at errors, pupil explanations, chosen strategies and representations rather than relying only on the total score.
Where possible, ask the pupil to show or explain how they worked.
2. Identify the starting point
Match the evidence with the concept progression. The pupil may need the planned year-group content, an earlier foundational idea or a specific misconception addressed.
Select the smallest useful focus rather than attempting to remediate an entire curriculum area at once.
3. Select a sprint
Choose the sprint that directly addresses the identified need. Review the lesson sequence, modelled videos, resources and expected evidence before beginning.
4. Teach
Use short, focused sessions with clear explanations, practical representations and frequent pupil talk. Keep the group small enough for the adult to observe thinking and respond.
Follow the sequence, but repeat or adapt lessons when the evidence shows that pupils need more time.
5. Connect
Make explicit links with classroom learning. Share the representation and strategy with the class teacher, and give the pupil opportunities to use the idea in the main lesson.
6. Review
Use the post-check, pupil work and observations to compare the starting point with current understanding. Look for a change in strategy or explanation as well as improved accuracy.
7. Decide the next step
Return to class sequence: The pupil has the required concept and can continue with suitable classroom support.
Brief consolidation: The concept is developing but needs further practice or application.
Repeat or adapt: The pupil needs another experience with the same idea, perhaps using a different representation or smaller step.
Investigate another concept: The evidence suggests that a different underlying idea is limiting progress.
Keep intervention manageable
A simple record should show the identified need, sprint selected, sessions delivered, brief evidence and review decision. Avoid creating an administrative system that takes longer than the teaching.
A short video showing the intervention cycle from assessment to teaching and progress review.
- Dimensions:
- 16:9 landscape, 1920px wide minimum
- Duration:
- 45 to 90 seconds
- Upload as:
- ltd-uk-intervention-process-video-01.mp4
- Poster image:
- ltd-uk-intervention-process-video-poster-01.webp
Production note: Confirm written school and parent or carer permission before uploading identifiable pupil media.
Confirm written school and parent or carer permission before uploading identifiable pupil media.
Upload guidance: replace this placeholder with the final media. Keep the same aspect ratio and recommended filename so the page layout does not shift.
A simple three-stage visual showing Assess, Teach and Review.
- Dimensions:
- 1:1 square, 1200px wide minimum
- Upload as:
- ltd-uk-intervention-process-diagram-01.webp
Upload guidance: replace this placeholder with the final media. Keep the same aspect ratio and recommended filename so the page layout does not shift.
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