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.
It is imperative to the academy that students’ access to education continues if restrictions are put into place, and there is minimal disruption to learning. The academy community aims to support all students so that they are able to access education remotely. As well as students’ academic progress , wellbeing is also important and the academy aims to support students and families through these challenging times.
For details of what to expect where individual pupils are self-isolating, please see the final section of this page.
The remote curriculum: what is taught to pupils at home
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.
The academy aims for the transition to remote learning to be smooth and that students are equipped with the skills to settle quickly, with confidence, into a routine for learning so their progress is not disrupted. Students will be able to access their lessons via the google classroom as soon as they start remote learning. All resources for each lesson will be accessible through google classroom. In this short transition period to remote teaching and learning, purposeful work which continues with the curriculum will be set in the student’s Google Classroom for each subject. Communication to parents/carers will be sent by the school to detail the provision in place at the start of the remote learning.
The Academy will endeavour to ensure students can continue to access high quality teaching and educational resources. Where possible students will follow the same curriculum remotely as they would otherwise have studied in school. Some adaptations may need to be made where subject specific resources are needed, or the content is best taught in a face to face learning environment. Examples may be a Resistant Materials Design Technology lesson or a Relationship & Sex Education lesson.
If the curriculum needs to be adapted, upon return to school students will learn the parts of the curriculum not completed remotely. Curriculum maps, which show the content of study and how topics are sequenced, can be found on our website. It is also important that health and wellbeing are supported by regular exercise in line with government restrictions. This is something that can be done during the allocated Core PE lessons, participating in their PE lesson as normal.
The Academy will ensure that alongside the academic curriculum, the Pastoral Curriculum continues to be delivered remotely. Daily routines start with personal contact with the Form Tutor via a Google Meet or virtual classroom which is the students first port of call for daily needs, support and mentoring. There will be a programme of assemblies and interactions with students that are tailored to supporting their mental health, wellbeing and motivation in periods of remote learning.
Remote teaching and study time each day
Whilst students are working remotely the day will begin with form time at 8.45am-9.05am for all students in year 7-13. This will allow the form tutor to support students’ well being and answer any questions they have about the day ahead. Students will then follow their normal timetable and join their teachers through the google classrooms, and live lessons. It is expected that each lesson will last approximately 45 mins in years 7-9, and 50mins in KS4 &5, allowing for a comfort break between lessons and for students and staff to prepare for the next lesson. This also provides the teacher time to complete the school’s engagement tracker and follow up on individual requests for more support or resources.
The day for yr 7-10 will finish at 3pm on Monday to Friday, except Wednesdays. On Wednesday students will follow the normal timetable and finish at 2pm. This allows for staff to continue to participate in professional development. In Yr 11 students are expected to attend P6 intervention remotely from 3pm-4pm Monday – Friday, except Wednesday when students will finish school at 2pm. Yr 13 also will follow a period 6 intervention timetable through arrangements made with your subject teachers.
We recognise that students are getting to grips with a different way of learning and during this time they may be completing some lesson work at the end of the school day. KS3 students are asked to continue to spend 20 minutes a week per subject learning the content of the knowledge organisers. Teachers will carry out a weekly low stakes retrieval activity linked to the knowledge organiser. Google forms, quizlet are useful tools.
Key Stage 4&5 students should aim to complete 20 minutes per subject per week revising using knowledge organisers, extra materials for independent study and online platforms / resources:
- Seneca Learning (https://senecalearning.com/en-GB/)
- Tassomai (Maths and Science)
- Oak Academy (https://classroom.thenational.academy/subjects-by-key-stage)
- Maths watch
- Hegaty Maths
Key Stage/Year group
*Lunch Period 3
Year 7-8: 11.15 – 12 o’clock
Year 9: 11.45pm – 12.30pm
Form time: 8.45am
Lesson 1: 9.15pm
Lesson 2: 10.15am
Lesson 5: 2pm – 3pm finish
2pm – 3pm
20 mins on Knowledge Organisers
Year 10 and 11
*Lunch Period 3
Year 10: 11.45pm-12.30pm
Year 11-12: 15pm-1pm
Form time: 8.45am
Lesson 5: 3pm finish for yr 10
Intervention (Year 11): 3-4pm
20 minutes on knowledge Organisers and online platforms such as Tassomai, Seneca and Hegartymaths
Year 12 and 13
Form time: 8.45am
20 minutes on knowledge Organisers and online platforms such as Tassomai, Seneca and Hegartymaths
Accessing Remote Education
The academy uses the Google Suite digital platform to deliver remote learning. All students have access to their learning through google classrooms. Parents/ carers will find these codes on the curriculum maps located on the academy website. Through these ‘virtual’ classrooms students are able to access lesson resources, submit work, and teachers can provide feedback. These classrooms allow staff and their students to interact with each other in ways similar to being in a classroom with each other. It is important to recognise however, that live teaching in person and live teaching via a digital platform are not the same so we will adapt teaching and learning to be the most effective, mindful of the challenges and the opportunities remote live learning can present.
Further information for parents on how to use the google classroom can be found in a parent guide.
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:
The Academy, as part of the LAT, is currently rolling out Chromebooks to all students. Currently KS4 have been issued Chromebooks and it is planned all years will receive laptops over a phased period of time. The Google platform has been set up so they can access online learning in a number of ways from using the designated apps, to anything that has access to an internet browser (eg. smart TVs, consoles, mobile phones, etc). If a student does not have access to IT, parents are asked to contact the school at firstname.lastname@example.org. Depending on the situation, we may be able to temporarily loan a device for accessing online learning, or the school will arrange for printed work to be sent home to the student. When the student returns to school they are expected to bring the paper work with them and hand this into their teachers.
Printed paper copies of resources, text and workbooks will be provided to students who are unable to access online resources. These resources will ensure that students are able to access the same curriculum to students learning online. Where there is capacity in terms of home IT to do so, students can also take photographs of work which can be submitted. For example if the device at home is shared so access limited, there will be periods of time that there is access to IT.
Most importantly, students and parents and carers should always inform the school via daily pastoral contact in the mornings if there are any issues in terms of access. We will endeavour to find solutions in terms of hardware and internet access where we know about them.
It is our aim that as much as possible students will take part in live remote lessons with their teachers. Live remote teaching engages students and helps students to maintain a routine, moreover live lessons allow students to receive effective high quality teaching, and progress is made. Interaction and verbal contact with teachers is as important as it is when they are on site with their teachers.
During lessons there will be a range of models, activities and resources used which teachers and curriculum leaders have chosen as the effective ways to deliver curriculum content. As such, you can expect to find that their remote learning will consist of any of the following approaches:
- ‘Live’ lessons through google meets where teachers explain and model content for the students, the teacher may then remain on a google meet/classroom whilst students work through an independent task to offer support when needed.
- The use of Google Meet to run Q&A live sessions prior to or following a piece of independent learning.
- Supportive presence of the teacher in the Google Classroom on hand whilst students are completing their work so that they can ask questions, ask for specific help on a task or be ‘observed’ by the teacher collaborating with other students in much the same way as they would group work in school. For example a Jam Board – is a place where student’s thinking can be gathered collaboratively.
- Non-live lessons are also an important part of the blended learning approach. On occasions the work to be completed with resources and instructions will be put in the Class Stream on the student’s classroom. This may also include recorded teaching episodes/ resources such as videos and audios created by the teacher, Oak National Academy lessons. The benefit of this kind of content is the deliberate and planned quality of explanation that can be accessed during the lesson slot and also afterwards for review and support.
- Printed paper packs produced by teachers for those who are unable to access digitally.
- Text books extracts placed on google classrooms as a resource with tasks related.
- Commercially available websites and apps to support specific learning subjects. Such as Maths watch, Senica, Tassomai.
Engagement and feedback
Students are expected to participate and engage in all their lessons as they would do in school. Students should ideally work in a room where they are able to concentrate, away from distractions. They will need to be appropriately dressed and ideally sat at a desk/table to work. It is expected that students take part in the live lesson with their camera on, mic on mute. Students are expected to follow the school rules and behave in a sensible manner whilst participating in online learning. The chat facility within a Google meet is to be used to answer questions posed by the teacher, communicate about a learning need or to ask a professional question about the lesson. This is to be in formal language.
The academy asks for parents to support their child by ensuring they are ready to learn and begin the day at 8.45am, and follow their timetable. It would be extremely helpful for the child and teachers if parents could take a few minutes at the end of each day to check what their child has completed and that work has been submitted to the classrooms. If parents/carers are not able to be at home while their child is learning, it is a good idea to set up some check in points with them to encourage them with their learning. Motivation is key and it can be hard when working remotely.
The academy also asks for parents to monitor their child’s online activity, support can be found here https://www.nspcc.org.uk/keeping-children-safe/online-safety/ on ways to monitor online activities. We encourage students to take their breaks away from the computer.
If there is anything that a student sees which concerns them then they should share their concern with CEOP http://www.ceop.police.uk and / or their Form Tutor whom they interact with everyday.
Form time attendance is monitored daily. Subject Teachers complete the student engagement tracker after each lesson with a student. This indicates their attendance and their engagement with the lesson or the learning that was expected to be completed. This monitoring is then analysed and the school takes the next steps to secure engagement and support.
The academy has a team of pastoral staff, safeguarding staff, family liaison office and support staff who will follow up on any concerns about engagement who will, where necessary, make contact through phone calls and emails. It is really important that during any time of remote learning parents are aware that calls need to be answered and messages left followed up. This is done daily.
Sometimes members of staff are calling from their own phones so numbers are withheld. Whilst ordinarily it might be the habit to ignore NO ID calls, in remote learning times, parents and carers should consider they may be from the school staff.
Communication between home and school will enable us to alleviate any barriers and put the right supports and interventions in to keep students who are learning remotely engaged, motivated and happy.
Achievement and Recognition
Students will still continue to be awarded merits and have their positive behaviours for learning and quality of their work recognised through our systems. This includes giving merits via Bromcom which go towards earning the badges and the Home Learning merit. Parents/carers will be notified by email how well they have worked.
As with live lessons, feedback on a student’s work and progress will take a variety of forms which suit the learning and the curriculum content. Feedback will be an integral part of lessons naturally because students can ask questions, see corrections and engage in questions, answers and modelled correction. Feedback can also happen once students have submitted work as individuals. Here are some examples of the feedback methods you will see:
- Whole-class verbal feedback during a live lesson or posted comments on the google classroom
- Quizzes marked automatically via digital platforms such as google forms, maths watch, hegartymaths.
- Feedback individually to students through the google classroom, or written on shared documents with the students.
- Students will also receive engagement grades throughout the year at set intervals. Engagement with remote learning will be considered when teachers report to parents.
- Digital engagement grades will be reported to parents/carers at planned intervals.
Additional support for pupils with particular needs
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:
- Regular (at least weekly) contact with parents/carers and students from a member of the SEN department who works regularly with the student. This contact is via emails and Google classroom support. We ensure that students with SEND are carefully talked through how to engage with live lessons.
- The year group pastoral teams liaise with the SENCO and will monitor engagement and contact home to support the student when needed.
- Where necessary work packs are provided and distributed for individuals who require extra support.
- To support emotional well being a reduced/flexible timetable can be organised, concentrating on core subjects, for a set period of time.
- Teaching assistants will offer students support via the google classrooms. They will support the student by differentiating the resources, talk through set tasks in smaller chunks, mind map problems, direct students to additional online resources.
Remote education for self-isolating pupils
Where individual pupils need to self-isolate but the majority of their peer group remains in school, our remote education provision will differ from the approach for whole groups detailed above. This is due to the challenges of teaching pupils both at home and in school.
For all lessons students will be able to access work through the google classroom. The work set will follow the same work that students are completing in school. Depending on the number of students isolating, they may be able to access some lessons on site via a google meet. This will allow students at home to join in the lesson taking place in school. During the lesson students will be able to ask the teacher questions through the google classroom. At the end of each lesson the student is expected to submit their work to the classroom for the teacher to review.