Covid-19 Remote Learning
As a primary school, our expectations are that remote learning should:
- set work that is meaningful and ambitious each day in a number of different subjects.
- set work that is of equivalent length to a minimum of 3 hours a day (infants) 4 hours a day (juniors).
- provide frequent, clear explanations of new content, delivered by a teacher or through high-quality curriculum resources or videos.
- have systems for checking, at least weekly, whether pupils are engaging with their work, and inform parents immediately where engagement is a concern.
- gauge how well pupils are progressing through the curriculum using questions and other suitable tasks, and provide feedback, at least weekly.
- enable teachers to adjust the pace or difficulty of what is being taught in response to questions or assessments, including, where necessary, revising material or simplifying explanations to ensure pupils’ understanding.
What should my child expect from immediate remote education in the first day of pupils being sent home?
The child completes day one of the remote learning tasks below.
These can be supplemented by the resources on the Oak National Academy www.thenational.academy
Following the first day of remote education, will my child be taught broadly the same curriculum as they would if they were in school?
Yes. The work set as remote learning will be equitable and similar in content to that offered to children attending school.
How long can I expect work set by the school to take my child each day? & How will my child access any online remote education you are providing?
We expect that remote education (including remote teaching and independent work) will take pupils broadly 3 hours a day (infants) 4 hours a day (juniors).
KS1: Reception, Year 1 & Year 2: Remote teaching will be primarily delivered through Tapestry. Daily tasks and activities will be set and uploaded to Tapestry by class teachers using a range of tools including videos (minimum of two per day), documents and comments. The teaching of phonics will be targeted at your child’s current ability and linked to their most recent school assessments. In addition children are expected to read for a minimum of 20 minutes per day at least 5 days a week.
There will be a daily, interactive 15 minute registration with a class teacher via the ‘Microsoft Teams’ App. The timing of this will be negotiated with parents via a phone call between the class teacher and parents.
KS2: Years 3 to 6: Remote teaching will delivered primarily via ‘Microsoft Teams’. Each class will have two live and interactive lessons per day, where teachers will input to the children for approximately 15 minutes before the children complete approximately independent tasks offline. The timing of these sessions will be negotiated with parents via a phone call between the class teacher and parents. In addition children are expected to read for a minimum of 20 minutes per day at least 5 days a week.
Instructions for logging into Microsoft Teams are on the school website at www.newlandsprimary.net/covid-19_remote_learning/
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:
We have a numbers of resources available to the school to ensure digital access to remote learning. These resources include but are not limited to iPads and laptops that we can lend to families, expansion of mobile data packages and the provision of dongles to access the internet. E-mail Mr Neighbour at email@example.com to discuss this further.
For families unable to print at home, the school will arrange for paper copies to be delivered to the home.
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
- live teaching (online lessons)
- printed paper packs produced by teachers (e.g. workbooks, worksheets)
What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?
When children join the ‘Teams’ meeting as a guest, please could they type their name when they join. If the teacher doesn’t recognise a name they won’t let that child into the meeting (first name and initial surname is fine e.g. John S). Please ask your child(ren) not to share the screen – only teachers should share the screen.
Please ensure that the camera is kept on so that the teachers can see how engaged the children are.
Our current understanding of the expectations is that remote work is compulsory and therefore children should attend all of their Teams sessions and complete the work as much as is practicably possible. We understand that there may be instances where this isn’t logistically possible and instances where you may be experiencing rebellion and feel it best to allow your child a little respite. However, if we see gaps start to appear then we have an obligation to follow this up to ensure all children are engaged in learning.
If you are consistently experiencing issues with your child, please don’t stress about making them do every little bit. It may be that they need some support and/or something more appropriate for them. In this instance, please email me firstname.lastname@example.org
How will you assess my child’s work and progress?
Completed work can be either e-mailed to Mr Neighbour (to be forwarded onto the class teacher) or left in the designated place outside the family home to be picked up when the next day’s work is delivered.
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 by providing work pitched at a level they can work independently, offering additional interaction with their class teacher.