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Remote Education

Remote Education: Information for Parents


This information is intended to provide clarity and transparency to students 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 students are self-isolating, please see the final section of this page.

The remote curriculum: what is taught to students at home

A student’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.

What should my child expect from immediate remote education in the first day or two of students being sent home?

Where a whole year group is sent home from the Academy during the school day, we will make every effort to ensure that their remaining lessons are posted on Google classroom. 

A full programme of online delivery will be in place from the first full day of remote education. 

Following the first few days of remote education, will my child be taught broadly the same curriculum as they would if they were in school?

We teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in the practical subjects such as design technology, drama, inspiring healthy future and physical education. 

 

Remote teaching and study time each day

How long can I expect work set by the school to take my child each day?

We expect that remote education (including remote teaching and independent work) will take students broadly the following number of hours each day:

 

Year 7-10

5 hours

Year 11-13

5+ hours 

 

Accessing remote education

How will my child access any online remote education you are providing?

All work will be set by your child’s class teacher using Google classroom for each individual subject. Remote teaching will either take place ‘live’ using ‘Teach Stream’ or through ‘Loom’. In both cases, a link to the lesson will be placed on the Google classroom at the lesson start time published below: 

 

Periods 1 & 2

Periods 3 & 4

Period 5

Year 7

08:30-10:30

11:00-13:00

13:30-14:30

Year 8

08:35-10:35

11:05-13:05

13:35-14:35

Year 9

08:40-10:40

11:10-13:10

13:40-14:40

Year 10

08:45-10:45

11:15-13:15

13:45-14:45

Year 11

08:50-10:50

11:20-13:20

13:50-14:50

Year 12 & 13

08:55-10:55

11:25-13:25

13:55-14:55

 

We appreciate that students may share devices at home with other siblings or parents. Therefore we will ensure that ‘live lessons’ are recorded and posted on Google classroom to allow students who can’t watch in ‘real-time’ more flexibility.

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 students may not have suitable online access at home. We take the following approaches to support those students to access remote education:

  • All students in KS4 and KS5 who do not have access to a device have been provided with laptops.

  • At KS3 we lend laptops out to those who don’t have access to technology. Parents need to contact their child’s year leader.

  • In a small number of situations we provide students with paper packs of work. This work is submitted when the child returns to school. For long periods of absence, work can be submitted in the post-box outside of the school gates. This is picked up, distributed and marked by the class teacher.  

How will my child be taught remotely?

We use a combination of the following approaches to teach students remotely:

  • Live teaching - using Teach Stream (www.teachstream.co.uk)

  • Recorded teaching - using Loom

  • Printed resources - provided by the class teacher

  • Textbooks and set texts that students have at home

  • Websites such as Mymaths, Pinpoint learning etc….

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 to follow their existing timetable for the day and complete lessons accordingly. At the start of each timetabled lesson they need to make sure that they have logged in to their Google classroom to get the work. 

  • Students need to complete all work that is set:

  • at KS3, this can be emailed to the class teacher at the end of the self-isolation period or submitted via Google classroom as requested by the class teacher;

  • at KS4/KS5, this will be submitted through google classroom to your class teacher.

How will you check whether my child is engaging with their work and how will I be informed if there are concerns?

  • A register will be taken in all ‘live’ lessons and the class teacher will initially follow up non-attendance by email to the student and parent. 

  • The class teacher will follow up all assignments that are not submitted.

  • Students who repeatedly don’t engage with the online provision will be contacted by their Year Leader in the first instance to explore barriers to engagement. The child’s tutor will then be asked to monitor engagement for a period of time.

How will you assess my child’s work and progress?

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 students work is as follows:

  • In live stream lessons, students will receive feedback from their teacher using the chat function. 

  • We also acknowledge that teachers will use Google classroom to comment on the work that is being produced. This could be in real time during the lesson while students are working independently or following the lesson in preparation for the next.

  • Teachers may also use whole class feedback, individual feedback, quizzes and formal written comments in line with our marking and assessment policy. 

Additional support for students 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 students, for example some students 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 students in the following ways:

  • Teachers are aware of the specific needs of their students and will plan learning experiences which cater for the full range of abilities and needs. This is based on knowledge acquired of the individual student over time and on the information on the one-page profile for those students who have one in place

  • The SENCo (Mr Robson) will audit work set for specific students with a member of the Senior Leadership Team. This is to assess the accessibility of the tasks to students of all abilities and difficulties

  • Students and parents / carers are able to contact teachers directly to ask for further clarification of tasks set and of strategies to use to approach each task

  • Every child with an EHCP will be allocated a key worker as a primary point of contact for any difficulties or if any additional support is required. Key worker will maintain contact with parents / carers and students so that there is a constant flow of communication

  • The SENCo (Mr Robson) will liaise with all stakeholders to ensure that students are able to access the work set and that parents / carers have the information they need to support their children in completing tasks and improving understanding

  • Teachers will be using a metacognitive approach – this means that a wide range of tasks will be set to allow students to consolidate what they already know as well as gradually introducing new information. This will help students to commit what they have learned to their long-term memory

Remote education for self-isolating students

Where individual students 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 students 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? 

For students who are self-isolating, the work can be found on our website here. At the start of the self-isolating period students will receive a letter directing them to the learning resources.

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