Please find below plans and guidance for students and parents for remote learning when students are working from home. In summary there are 3 strands
- Home Learning Tasks shared through the OneDrive; ‘normal’ lesson activities.
- Assignments, for marking and feedback, set via Frog assignments
- Live sessions delivered via Microsoft Teams for consolidation and revision, plus Q and A will be provided in the event of whole year groups working from home.
Remote Education Provision: Information for Parents
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.
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, some Citizenship and Personal Development topics do not lend themselves to Remote Learning. In addition activities in practical subjects have had to be rescheduled as they cannot be achieved without specialist equipment in a safe and effective way.
Remote teaching and study time each day
How long can I expect work set by the school to take my child each day?
Following DfE guidance it is expected that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:
Key Stage 3 – 4 to 5 hours
Key Stage 4 – 5 hours
Key Stage 5 – minimum 5 hours
Accessing Remote Education
How will my child access any online remote education you are providing?
The class work is available via the One Drive facility with in the Office 365 suite of functions. These are accessed through the classroom pages of the Virtual Learning platform (Frog/VLE). Assignments will be set via the Virtual Learning platform (Frog/VLE). Any live lessons will be accessed through MS Teams. Instructions for what classwork is set are e-mailed to the students by their class teachers.
If my child does not have digital or online access at home, how will you support them to access remote education?
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:
If a student requires access to a device we will try and provide them with one on request.
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
Class work tasks are set through One Drive with clear instructions as to what tasks to complete and an outline for each fortnightly period. Most activities will be narrated to support their successful completion. Work is stored in dated folders and each folder, assignment and activity is numbered and titled carefully with enough activities to last approximately 45 minutes. The Content of the work in KS3, Year 10 and Year 12 will be all new curricular earning. In Year 11 and 13 - 25% of work will be Revision of prior learning and 75% new content. One drive structure allows students to access prior learning for exam revision purposes. Students, as far as is practicable, should follow their normal school timetable. The number of activities provided on the OneDrive equates to the number of lessons per week.
All assignments are set via our Virtual Learning platform (Frog/VLE). These are compulsory with a minimum of 1 assignment being set per class per fortnight (this is discretionary for single lesson teachers). These assignments are set by the class teacher. Feedback is provided via our Virtual Learning platform (Frog/VLE), ideally weekly. The completion of assignments by students is tracked weekly and monitored by teachers in the first instance, and then centrally. Assignments are used to assess the knowledge and skills covered in the OneDrive classwork and to identify areas of weakness or misconceptions. The knowledge and skills ‘assessed’ are integrated with the work covered in the OneDrive.
Any live lessons are will be delivered via MS Teams. Attendance to these will be strongly recommended but voluntary. We are planning to create a calendar of live lessons weekly with slots for many subjects. Any live lessons will last a minimum of 30 minutes approximately and outline tasks to complete and some teaching of knowledge and skills relating the OneDrive classwork. We may use the chat function for immediate interactivity and feedback; recordings can be made if safeguarding criteria are met.
In KS5 attendance to live lessons are compulsory. They are calendared weekly with slots for each subject in each year group. Each lesson is 45 minutes long with a normal lesson format, recordings can be made if safeguarding criteria are met.
Engagement and Feedback
What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?
We expect students, as far as is practicable, to complete all the work set in the timeframe outlined. We will review the work set fortnightly to make sure that there is not too little or too much work set. We recognise that the work will take a bit longer at home than in school and we will amend the work accordingly on the OneDrive. A quiet, light space to work would help students to work successfully at home. A good work routine would be beneficial and we would recommend that the day starts, as it would in school, at 8.30 am
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
If students are not engaging with work parent/carers will be informed via a phone call from the pastoral staff. In general terms, as far as possible, we will aim to phone each student every fortnight. All teacher will e-mail their classes fortnightly and we encourage dialogue between teachers and students.
How will you assess my child’s work and progress?
Progress will be assessed through completed assignments set via our Virtual Learning platform (Frog/VLE). These will take the form of File drops (whereby students upload documents/pictures etc.) quizzes or longer written responses.
Feedback can take many forms and may not always mean extensive written comments for individual children. For example, we consider whole-class feedback or quizzes marked automatically via our digital platforms to be valid and effective methods, amongst many others. Our approach to feeding back on pupil work will be that each assignment set via our Virtual Learning platform (Frog/VLE) will receive feedback from the class teacher.
Additional Support for Pupils with Particular Needs
How will you work with me to help my child who needs additional support from adults at home to access remote education?
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:
All children with an EHCP have been invited to attend school on site, including those who we have made applications for, and if required, will continue to receive in-class support as set out in their plan. For those with EHCPs who are at home, steps will be taken to ensure that we, where possible, provide additional support. Staff from the Student Support team will be in regular contact with families of children with EHCPs and will be available to be contacted, via the school office, for other children on the SEND register. For those children with SEND accessing from home, class teachers will ensure that they continue to set work appropriate for the student. Considerations, on an individual basis, will be made about each child’s ability to access the recommended work and this will be personalised in consultations with the SENDCo, class teachers, and parents. Where possible, specific interventions may still be carried out remotely. One to one staff will keep in contact with children to maintain relationships. Additional resources such as sensory objects, visual timetables, coloured overlays and individual writing equipment, pencil grips, have been supplied to those at home. Contact with outside agencies will continue remotely and the SENDCo will continue to co-ordinate this.
Remote Education for Self-isolating Pupils
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?
In the situation where the school is open, and staff are delivering their normal lessons, there will be fewer live lessons provided to self-isolating students.
Our approach to remote learning has been purposefully gradual. In terms of live lessons, we keep the latest research and our own experiences at the forefront of our mind. Even with a gradual approach, the situation is fast moving with some live lessons being delivered since the start of the latest lockdown. We are working tirelessly to ensure our remote education is both effective and sustainable. We are also continually refining and developing our provision and systems as we move forwards.
We are in regular contact with other schools across the city. A small number are doing a full timetable of live lessons. Most have opted for a more varied, effective and sustainable approach like us, and others are doing no live teaching whatsoever. Full programmes of live lessons do restrict the time teachers have for vital marking and feedback of submitted work, and student engagement for full programmes of live lessons can be poor. Our rationale for the approach is based on ‘doing the simple things well’. By the simple things with regard to remote learning, we mean effective feedback, quality of teaching such as, does the explanation build on prior knowledge sequentially and ensuring maximum engagement.
If you are keen to see some of the research we use, the following extracts are useful:
Ofsted Report-Live lessons aren’t always best....
Some think that a live lesson is the ‘gold standard’ of remote education. This isn’t necessarily the case. Live lessons have a lot of advantages. They can make curriculum alignment easier, and can keep pupils’ attention, not least as the teacher has more control over the learning environment. But live lessons are not always more effective than asynchronous approaches. There are some specific difficulties in doing live lessons. It can be hard to build in interaction and flexibility. This means that giving feedback can actually be less effective than when we use recorded lesson segments followed by interactive chats, or tasks and feedback. Using recorded lessons produced externally can allow you to easily draw on high-quality lessons taught by expert subject teachers. The challenge here can be to make sure they are integrated with the curriculum. Because evidence suggests that concentration online is shorter than the length of a typical lesson, filming a classroom lesson may be ineffective. Different approaches to remote education suit different types of content and pupils. Mixed models may be effective in some cases. For example, you could use the so-called ‘flipped learning’ model. In this, new content is taught through an asynchronous recorded lesson. Practice, tutoring and feedback are then done synchronously. Full article:
Education Endowment Foundation Research......
Teaching quality is more important than how lessons are delivered. Pupils can learn through remote teaching. Ensuring the elements of effective teaching are present – for example clear explanations, scaffolding and feedback – is more important than how or when they are provided. There was no clear difference between teaching in real time (“synchronous teaching”) and alternatives (“asynchronous teaching”). For example, teachers might explain a new idea live or in a pre-recorded video. But what matters most is whether the explanation builds clearly on pupils’ prior learning or how pupils’ understanding is subsequently assessed. Full article:
To access the full range of support and resources, students will need to know how to a) use their e-mail b) access frog assignments and c) use the classroom sections of the VLE. There are some quick video guides provided here to help (please use Google Chrome when accessing school systems):
Logging into the VLE for the first time
Frog/VLE - How to Submit work online Student Guide
How to Access and Use Microsoft Outlook
Accessing Shared Resources on OneDrive
Please see below a recording of the Remote Learning Assembly led by Mr Faraday on Tuesday 22nd of September 2020 which goes through how to access the VLE, Home Learning Tasks and Assignments.
Remote Learning Assembly 22nd September 2020
If you are presented with a login screen when trying to access FrogPlay please follow this link to resolve the issue: https://www.frogeducation.com/community/training/mini-guides/cookiesissue
If you are unable to login to the VLE please email firstname.lastname@example.org.
Many thanks for your continued support in these matters.
Using Xbox or PlayStation to Access Remote Learning
An alternative method of accessing remote learning during times of lockdown.
1. Plug a keyboard in to the Xbox USB slot
2. Go in to my games and apps
3. Find Microsoft Edge and select
4. Type in: Office365 and log in as you would in school
5. You can then access your work and use key packages including:
• Teams • Word • Excel • PowerPoint • Your emails
6. To move around you use the Xbox controller or plug in a mouse
1. Identify the PlayStation internet browser icon (it is WWW with dots around it)
2. Press the PlayStation logo on the controller
3. Go to the library and find options for games and applications
4. Go in to applications and you will find the internet browser
5. Type Office365 into the browser and log in as you would in school
6. You can then access your work and use key packages including:
• Teams • Word • Excel • PowerPoint • Your emails