DFE Remote Learning Template
This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education where national or 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 page.
A pupil's first day or two of being educated remotely might look different from our standard approach, while we take all necessary actions to prepare for a longer period of remote teaching.
Children already have a log in for Seesaw and work will be uploaded to there.
Initially children will be encouraged to read, answer a short writing task, and then complete TT Rockstars for Maths. A full-day of remote learning will be up and running by day2 at the latest.
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.
We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:
Key Stage 1: 3 hours
Key Stage 2: 4 hours
Activities and evidence will be uploaded to SeeSaw.
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:
##How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
Staff will use videos, narrated PPTs or detailed explanations to teach pupils and explain the tasks they must complete. They may also post links to supporting websites, such as BBC Bitesize and National Oaks Academy. Pupils should then complete the task set. There will be daily Maths and English activities that must be completed. Staff will also provide a range of activities for other subjects, such as Science, History and Geography.
School will be using a number of websites/apps. Some of the children are familiar using in school.
-Active Learn – Power Maths
-Charanga / Yumu
-Nessy (for some children)
-WD Book Review site
During national/local lockdowns or whole-class isolation, the teacher will provide a daily Good morning video and sand of day story video.
Children should access the work each day and upload/save their completed work by the end of the school day. Parents may wish to support by constructing a timetable to fit around their day. School provide guidance with this.
Once work has been completed or uploaded, staff will receive a notification from SeeSaw. They will then check the work and respond by typing a comment, a like or adding a voice note. If staff are concerned by the level of work completed, they will email or telephone home to see what support can be offered.
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:
In SeeSaw allows for individual feedback to be given through typed comments, likes or voice notes. Detailed feedback work will be marked at least weekly.
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:
Staff supporting younger pupils or pupils with additional needs will use videos wherever possible. There will be a focus on working independently, so tasks may be slightly easier than we would attempt in class, so that the child can experience success and work does not create additional stress. Differentiated and bespoke work is set.
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.
Work will be added to Seesaw once it has been confirmed that a child needs to isolate for an extended period. Wherever possible, this work will be the same as the work being completed in class.