Learning Materials. The school will utilise a range of different teaching methods when delivering remote education. For the purpose of providing remote learning, the school may make use of the following: • Printed resources, e.g. workbooks and textbooks • Email • Tapestry (EYFS and KS1) • Google Classroom (KS2) • Current online learning portals • Educational websites • Reading tasks • Live webinars • Online quiz/forms • PDF formats of slides • Pre-recorded video or audio lessons The school will review the DfE’s guidance on where schools can source educational resources to assist with the delivery of remote education, and utilise these as appropriate. Teachers will review the DfE’s list of online education resources and utilise these tools as necessary, in addition to existing resources. Reasonable adjustments will be made to ensure that all pupils have access to the resources needed for effective remote learning. Teachers will ensure the programmes chosen for online learning have a range of accessibility features, e.g. voice-to-text conversion, to support pupils with SEND. The arrangements for any ‘live’ classes, e.g. webinars, will be communicated via email no later than one day before the allotted time and kept to a reasonable length of no more than one hour per session. Where remote education is needed, the school will ensure that it is equivalent in length to the core teaching pupils would receive in schools and includes recorded or live direct teaching time, as well as time for pupils to complete tasks and assignments independently. Remote education will be provided for three hours a day on average across the cohort for KS1, with less for younger children, and four hours for KS2. When setting remote education work, the school will consider the pupil’s age, stage of development and any SEND. The school will also consider where this would likely require significant levels of support from parents, e.g younger pupils or pupils with SEND who likely need parental involvement to facilitate engagement with remote education. The school recognises that interactive lessons are most effective in aiding pupils’ motivation and academic progression and, to this effect, teachers will aim to ensure they regularly recreate aspects of in-person interactivity, e.g. live classes with questioning, eliciting and reflective discussion, to the best of their ability. Lesson plans will be adapted to ensure that the curriculum remains fully accessible and inclusive via remote learning. The school will review the resources pupils have access to and adapt learning to account for this. Work packs will be made available for pupils who do not have access to a printer – these packs can be collected from the school office. Teaching staff will liaise with the SENCO and other relevant members of staff to ensure all pupils remain fully supported for the duration of the remote learning period. The SENCO will arrange additional support for pupils with SEND in line with the individual’s needs. Teaching staff will implement more individualised planning, in liaison with the SENCO, for pupils with SEND where appropriate – the SENCO will also contact the pupil’s parents to see how the pupil can be supported by adults while learning remotely. Any issues with remote learning resources will be reported as soon as possible to the relevant member of staff. Pupils will be required to use their own or family-owned equipment to access remote learning resources, unless the school agrees to provide or loan equipment, e.g. laptops. For pupils who cannot access digital devices at home, the school will, where possible, apply for technology support through their LA. Pupils and parents will be required to maintain the upkeep of any equipment they use to access remote learning resources. The ICT manager is not responsible for providing technical support for equipment that is not owned by the school. Teaching staff will oversee academic progression for the duration of the remote learning period and will mark and provide feedback on work in line with ‘marking and feedback’ section of this policy. The school will signpost parents via email towards additional support for ensuring their children continue to receive the food they need, e.g. food banks. The school will work with their catering team and/or food provider to ensure good quality lunch parcels are available to pupils eligible for FSM who are accessing remote education until they are able to attend school. The school will not contribute to any household expenses incurred while pupils learn remotely, e.g. heating, lighting, or council tax. The school will not reimburse any costs for travel between pupils’ homes and the school premises, or childcare costs. If a pupil is provided with school-owned equipment, the pupil and their parent will sign and adhere to the Technology Acceptable Use Agreement prior to commencing remote learning.
Appears in 1 contract
Sources: Remote Education Policy
Learning Materials. The school CARE Federation will utilise a range of different teaching methods when delivering remote education. For the purpose of providing remote learning, the school may make use of the following: • Printed resources, e.g. workbooks and textbooks • Email • Tapestry (EYFS and KS1) • Google Classroom (KS2) • Current online learning portals • Educational websites • Reading tasks • Live webinars • Online quiz/forms • PDF formats of slides • Pre-recorded video or audio lessons The school will review the DfE’s guidance on where schools can source educational resources to assist with the delivery of remote education, and utilise these as appropriate. Teachers will review the DfE’s list of online education resources and utilise these tools as necessary, in addition to existing resources. Reasonable adjustments will be made to ensure that all pupils have access to the resources needed for effective remote learning. Teachers will ensure the programmes chosen for online learning have a range of accessibility features, e.g. voice-to-text conversion, to support pupils with SEND. The arrangements for any ‘live’ classes, e.g. webinars, will be communicated via email no later than one day before the allotted time and kept to a reasonable length of no more than one hour per session. Where remote education is needed, the school will ensure that it is equivalent in length to the core teaching pupils would receive in schools and includes recorded or live direct teaching time, as well as time for pupils to complete tasks and assignments independently. Remote education will be provided for three hours a day on average across the cohort for KS1, with less for younger children, and four hours for KS2. When setting remote education work, the school will consider the pupil’s age, stage of development and any SEND. The school will also consider where this would likely require significant levels of support from parents, e.g younger pupils or pupils with SEND who likely need parental involvement to facilitate engagement with remote education. The school recognises that interactive lessons are most effective in aiding pupils’ motivation and academic progression and, to this effect, teachers will aim to ensure they regularly recreate aspects of in-person interactivity, e.g. live classes with questioning, eliciting and reflective discussion, to the best of their ability. Lesson plans will be adapted to ensure that the curriculum remains fully accessible and inclusive via remote learning. The school will review the resources pupils have access to and adapt learning to account for this. Work packs will be made available for pupils who do not have access to a printer – these packs can be collected from the school office. Teaching staff will liaise with the SENCO and other relevant members of staff to ensure all pupils remain fully supported for the duration of the remote learning period. The SENCO will arrange additional support for pupils with SEND in line with the individual’s needs. Teaching staff will implement more individualised planning, in liaison with the SENCO, for pupils with SEND where appropriate – the SENCO will also contact the pupil’s parents to see how the pupil can be supported by adults while learning remotely. Any issues with remote learning resources will be reported as soon as possible to the relevant member of staff. Pupils will be required to use their own or family-owned equipment to access remote learning resources, unless the school agrees to provide or loan equipment, e.g. laptops. For pupils who cannot access digital devices at home, the school will, where possible, apply for technology support through their LA. Pupils and parents will be required to maintain the upkeep of any equipment they use to access remote learning resources. The ICT manager is not responsible for providing technical support for equipment that is not owned by the school. Teaching staff will oversee academic progression for the duration of the remote learning period and will mark and provide feedback on work in line with ‘marking and feedback’ section of this policy. The school will signpost parents via email towards additional support for ensuring their children continue to receive the food they need, e.g. food banks. The school will work with their catering team and/or food provider to ensure good quality lunch parcels are available to pupils eligible for FSM who are accessing remote education until they are able to attend school. The school will not contribute to any household expenses incurred while pupils learn remotely, e.g. heating, lighting, or council tax. The school will not reimburse any costs for travel between pupils’ homes and the school premises, or childcare costs. If a pupil is provided with school-owned equipment, the pupil and their parent will sign and adhere to the Technology Acceptable Use Agreement prior to commencing remote learning.
Appears in 1 contract
Sources: Remote Education Policy