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Remote Learning
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Remote Learning

Rationale for Blended Learning

In the event of a school closure, the school is committed to providing continuity of education to its students and will do so through a process of remote (online) learning. Extensive remote learning would apply particularly in a situation in which the school is closed for an extended period of time, but a high proportion of students and teachers are healthy, and able to work as normal from home. Thispolicy does not normally apply in the event of short-term school closures (e.g. as a result of inclement weather) or a short-term student absence from illness.

 

Remote learning may also be appropriate in situations when students, in agreement with the school, have a period of absence but are able to work at home, at least to some extent. This may apply in cases such as exclusion from school, or longer term illness, assuming students are able to complete school work at home. Another relevant instance would be if, following an infectious disease outbreak, students are self-isolating at home but are not suffering with relevant symptoms.

 

There is no obligation for the school to provide continuity of education to students who absent themselves from school, with or without parental permission, in contravention to school or government guidance. This may apply, for example, if parents choose to take students on holiday during term time. Similarly, this would apply if parents made the decision, without prior agreement with the school, to absent their childfrom school ‘as a precaution’, against official guidance, in the event of an outbreak of infectious disease.

Teacher Expectations – Blended Learning

  • Teachers should ensure they have effective internet and phone connectivity at home. If there are IT related issues while remote working, teachers can contact the IT Operations team via the help desk on the staff portal.
  • In order that we are providing a consistent approach, heads of faculty and subject leaders are responsible for overseeing the nature and frequency of tasks set and assessed within their subject areas. All teachers should pay due care to the nature of tasks set which must be in line with the curriculum plan each subject area has, so that students have a range of activities to complete at home and are not exclusively working on a screen. Heads of faculty and subject leaders will monitor this and the teaching plan on slide 7 will cater for this flexible approach.
  • Teachers are responsible for providing constructive feedback to their students in a timely manner. Subject leaders are responsible for overseeing the form and regularity of feedback. Whole Class feedback is a school policy and likely to be the best form of feedback during remote learning.
  • In the event a teacher is unwell during a period of remote learning, it becomes the responsibility of the line manager to ensure work is set to her/his classes.
  • Staffshould respond to reasonable amounts of communication from students, parents and teachers.

Cockshut Hill Plan

  • Any close contacts to a student/teacher diagnosed positive with Covid-19 are sent home to self-isolate for 14 days.
  • This means students will need to access work for the duration of their self-isolation.
  • Students will be able to access all of their normal lessons via teams if they have access to a computer and wifi at home. Staff have been instructed on how to invite self-isolating students to the lesson. (Tuesday 13/10)
  • Achievement Leaders check the school ICT audit for who doesn’t have access and then collate the work for these children to be sent home.
  • All work sent home must follow the curriculum plan for each department and not deviate.
  • In some cases these children particularly those who are classed as disadvantaged may get access to a school laptop if available.
  • Staff will email students about when their live lesson will start. This also allows staff to be able to give feedback to students and receive work off students who are self-isolating.
  • Students who have to receive work packs will need to bring work in after their period of self-isolation. They will then hand that work to their class teacher on their first day back.
  • In the event of either of the above then the school will implement the “Teaching Plan” (slide 7)
  • This allows students to learn via a range of flexible approaches from live lessons to set task based work.
  • Teachers as mentioned in the expectations slide previously, should be prepared to deliver the Teaching Plan effectively. Where this is not feasible e.g. childcare issues, illness, etcthen subject leads must support along with TLR holders in departments and the Teaching Plan must still go ahead.
  • Feedback between student and teacher will be vital during this time for a number of reasons;
  1. Ensures students understand how they can improve their work and make further progress.
  2. Supports students with their wellbeing.
  3. Enables gaps in learning to be addressed.
  • Staff should communicate with students primarily through email. Where students have no ICT access, staff can get messages through to students via Pastoral Managers, Achievement Leaders or phone students directly if comfortable in doing so.
  • The Curriculum Plan for each department MUST be followed. This allows for greater continuity when students do eventually return to school.
  • Where students have not communicated or attempted to attend live lessons staff should contact Achievement Leaders to log these issues.
  • If during feedback (via email) staff are concerned with anything students mention then they should contact Pastoral Managers or the school DSL (Jim Stevens) immediately.

Expectations

  • Live lessons where applicable* – this applies to both individual students and groups who are isolating.
  • Record the lesson – allows students to replay/ if they couldn’t access to view in the future.
  • Students should access their class team at the start of their lesson time.
  • Students listen to the lesson/ explanation whilst viewing the shared presentation.
  • Students complete the task set on assignments – doesn’t need to be live with the rest of the class if no appropriate.

*e.g. PE lessons/ drama performances/ playing instruments