This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education if local restrictions require entire cohorts (or bubbles) to remain at home. For details of what to expect where individual pupils are self-isolating, please see the final section of this information.
In the first few days of remote education, pupils can expect up to 3 shorter sessions of learning and/or online activities while we ensure that the platform we use for online learning functions and children can access the features. The platform which we'll use will be: Microsoft Teams
The following link may help in guiding you to using Microsoft Teams more confidently:
• We teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in some subjects. For example, art sessions may be different to enable all to access the learning in case resources are not available. Likewise, for PE sessions.
We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:
Daily Phonics (30 Minutes) Additional work and suggestions for practical activities will be sent home or made available online. Activities will be appropriate for those working within the Early Years Foundation stage curriculum.
A minimum of three hours work will be provided. Part of the learning will happen face-to-face with their class teacher where follow up activities will be set and available:
* Daily Phonics (30 Minutes)
* English (Literacy): 30 Minutes face-to- face via teams; 30 minutes follow up
* Maths: 30 Minutes face to face via teams; 30 minutes follow up
*Wider Curriculum (e.g. Geography): 30 Minutes face to face via teams; 30 minutes follow up
A minimum of three hours work will be provided with additional work and follow up tasks available
English (Literacy): 30 Minutes Face to face via teams; 30+ minutes follow up
Maths: 30 Minutes Face to face via teams; 30 minutes follow up
Wider Curriculum (e.g. Geography): 30 Minutes Face to face via teams; 30 + minutes follow up
Additional activities and learning will take place. Some set online, some will occur via Microsoft Teams. E.g. PSHE, RE, Spellings, Guided reading skills, Reading
We also aim to hold assemblies which will cover topics to support children's SMSC.
We will widely use Microsoft Teams for teaching remotely. Through this platform we will be able to teach the children face-to-face online (live) and the children will be able to interact with us. All children have logins and work can be uploaded to teams where a member of staff will provide feedback and support as soon as possible.
Work, directions for activities and resources will be shared through teams on subject channels and/or through assignments.
We recognise that some pupils may not have suitable online access at home. We take the following approaches to support those pupils to access remote education:
• We as a school and trust are working through the government scheme for accessing digital devices to enable those at home without (or limited) technology to access online learning. In the short term if pupils are unable to learn at home due to device issues, we may be able to offer them a place in school until a device is available.
• When devices arrive for the DfE or school devices are deemed necessary to be loan out, they will be configured so that they can be used at home.
• Printed copies of work can be requested. If you are unable to work remotely due printing capability, resources can be left at school for safe collection or posted to you upon request.
We use a combination of the following approaches to teach pupils remotely:
• live teaching (online lessons) using Microsoft teams. Work will be set through this platform too. This will be how the children will be predominately taught remotely (other listed strategies are for top up learning purposes)
• recorded teaching and activities which are available through Oak National Academy or BBC bitesize and home learning pages.
• printed paper packs produced by teachers (e.g. workbooks, worksheets) textbooks and reading books pupils have at home (If requested and have no other means of engaging in remote learning.
• commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences
• long-term project work and/or internet research activities
• We would like all children to attended all online learning sessions timetabled wherever possible.
• Supporting your child during these sessions is important. For older children it may be possible for them to access this learning, more independently.
• Please let us know if your child finds a particular area of learning difficult so we can support further (this can be done via the chat function in teams, creating a 1:1 video call (if possible) or via email.
• We will print of a daily attendance register for all online learning.
• All work will be given feedback when sent to us
• If there are concerns about attendance with online lessons and/or submitting of work, we will contact you after a few missed sessions or missed work deadlines to see how we can help if there is a barrier to this. We will try to call or email when communicating these concerns.
Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows:
• Feedback will occur straight away during live lessons wherever possible. This could be via discussion, live chat or use simple emojis in the chat.
• Work which is sent through will be given feedback and next steps if required.
• On occasions it may be necessary to give whole group feedback and revisit some lessons. This feedback will be given to the whole group via tams before a learning session.
• We will check progress daily and use our normal assessment systems to track progress.
We recognise that some pupils, for example some pupils with special educational needs and disabilities (SEND), may not be able to access remote education without support from adults at home. We acknowledge the difficulties this may place on families, and we will work with parents and carers to support those pupils in the following ways:
• We understand that every child is different and may need changes to their work or routines when accessing remote learning.
• Lessons will be pitched at the right age and ability and additional support can be given pre or post a lesson where required .
• Subjects for online learning will be timetabled and taught in an age and/or ability appropriate way.
Where individual pupils need to self-isolate but the majority of their peer group remains in school, how remote education is provided will likely differ from the approach for whole groups. This is due to the challenges of teaching pupils both at home and in school.
If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?
If self-isolating while their class/bubble remains open, they will be able to access online lessons and work via teams as described above.
However, the timings and resources set on teams may differ if it is not practically possible to completely mirror the work and learning happening in the classroom.
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