Remote Learning FAQs

Please see the DfE definitions:

• Remote education: a broad term encompassing any learning that happens outside of the classroom, with the teacher not present in the same location as the pupils.
• Digital remote education: often known as online learning, this is remote learning delivered through digital technologies.
• Blended learning: a mix of face-to-face and remote methods. An example would be the ‘flipped classroom’, where main input happens remotely (for example through video), while practice and tutoring happen in class.
• Synchronous education: this is live; asynchronous education is when the material is prepared by the teacher and accessed by the pupil at a later date.

The Academy will endeavor to deliver the full curriculum to children, in line with what teaching would be in place should we be at the Academy in person. Our curriculum offer will remain broad, balanced, and mirror the EYFS, KS1, KS2 and KS3 National Curriculum.

Whilst we will cover the subjects, there may be some adjustments that need to be made to the existing curriculum for more practical subjects (such as PE, Art, and Design Technology). We thank you for your support and patience with this.

In the instance that children need to engage in remote learning, due to self-isolation, bubble closure or whole school closure, the Academy will work hard to ensure that no child is left without work to do in the immediacy.  All students have access to a device through the Oasis Horizons project. (Please see section 2 in accessing remote education below for questions about access at home.)

Students will be able to log into and access Microsoft Teams to access their lessons and work resources. Students will have access to teachers for support and guidance at set times within the normal Academy day hours. Timetables will be produced for classes and year groups to ensure that all students know the times of the online day including ‘live’ lessons and when learning should be submitted.

For Primary phase the minimum amount of time remote education should be in practice for Key Stage 1 (Years 1 and 2) is 3 hours per day. This may be less for younger children, for example our EYFS children. For Key Stage 2 children (Year 3, 4, 5 and 6) this is increased to 4 hours per day. This includes both live lessons or pre-recorded video, the work pupils are set after these as well as other sessions such as times-tables practice and reading.

At Secondary phase the minimum amount of time remote education should be in practice for Key Stages 3 is 5 hours per day. This includes a morning year group advisory session and a full-timetable of live lessons for all subjects. As per normal expectations, homework may also be set including weekly independent tasks for Art, Technology and PE.

Both primary and secondary students will be able to log into Microsoft Teams, and access their lessons and work resources. Students will have access to teachers for support and guidance. Where students do not have access to internet at home they should contact the Academy immediately.

We have done our very best to support any child without access to a device through the Oasis Horizons project and all students at the Academy have been issued with an iPad.

Where children do not have access to the internet at home, we will be in contact to discuss the support available for either a place in the Academy or support we can offer to provide internet access at home.

If we are unable to rectify this then a child without internet access is able to attend our on-site provision, in line with the government guidance.

At primary phase class teachers will put an adapted class timetable in place that will consist of live lessons, check ins through Microsoft Teams and times for when learning needs to be complete and submitted. In Reception there will be a combination of live lessons, check-in sessions with their teacher and pre-recorded lessons delivered through MS Teams and Purple Mash.

Example Y1 Timetable

In the secondary phase the academy teaching staff will run their timetable of lessons as planned, with students logging into MS Teams for live lessons.

Each student will have their own timetable available for them on their calendar on Microsoft teams so that they can join each lesson at the required time. The Academy Day for remote learning begins at 8:45 with a 15-minute advisory and is then structured into five 55-minute periods with a morning and lunch break. The day concludes Mon-Thursday at 2:45 and 3pm on Friday as there is an additional 15minute Pride assembly to celebrate student success. 

Secondary Day:

We acknowledge however that there may be some situations where a full timetable of lessons may not be possible – particularly in the instance of significant staff sickness. In these situations the academy will work closely with phase leaders and the National Education Team to agree an approach that blends the most effective methods of teaching and benefits our students best. This may include switching to asynchronous teaching.

We expect every student to engage in lessons and submit learning as they would in the classroom, and similarly our staff will be checking student understanding in the same manner as well. This could take the form of online quizzes, marking/assessment of assignments or work returned by email or through 2dos set on Purple Mash, or in-class engagement.

Student behaviour practices are expected to be in line with those within the academy, and additional rules will be in place for things such as microphone and camera use, raising hands, or class conversation through MS Teams.

In the secondary phase staff will issue red cards on ClassCharts for non-engagement in the lesson (for example if students fail to submit their work) and disruption (for example if a student unmutes to shout out in the lesson.

Primary Online Learning Agreement

• ·          All live lessons will be recorded
• ·          You must turn off your cameras – videos will not be used during these sessions
• ·          If you post a written message, it has to be about learning only. It is not used as a chat room
• ·          Written messages cannot contain informal language
• ·          Find a quiet area and ask everyone else to remain quiet during your lesson
• ·          Use headphones/earphones if possible to help you to concentrate
• ·          A parent must be nearby you during the lesson
• ·          Mute your microphone when the lesson starts
• ·          Remain in the lesson for the whole time
• ·          Speak kindly and appropriately verbally and through any written messages
• ·          Behave as you would be expected to in a lesson at the Academy – STAR learners

-Listen carefully to your teacher

-Only speak when your teacher asks you to

We know that strong parental engagement is important to make this successful, and therefore endeavour to communicate regularly with you around how the remote learning is going. We will be there to offer support on how to access the information remotely around resources, lessons and your child’s attendance, behaviour and engagement.

We ask that you support your child by creating a quiet place for them to attend lessons at home, and do not record any lessons for your own use due to GDPR and data protection. Lessons are aimed at the students and their ability.

We will be checking in with children during lessons and online-check-in sessions to ensure we have a good overview of their understanding and engagement. Online submission, quizzing and assessment tools also help us to see how many children are actively engaging in lessons, and as always we will be monitoring attendance.

If there are any concerns we will ensure we are in contact with you as parents and carers by telephone.

We will be assessing your child’s progress through work submitted daily via Microsoft Teams, engagement through questions in lessons, using online quizzing/marking tools and other work returned by email/other agreed communication. This will help us identify needs of the individual or needs of the class quickly and effectively.

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:

·         Accessing provision within the Academy wherever possible

·         Differentiated timetables and approach through small intervention groups, extra online support and resources

·         Learning will be appropriate for the students including SEND as it will be linked to their current curriculum. If SEND students are struggling to access the resources provided please raise any concerns with the SENDCo Louise.Kelly-Scott@oasisdonvalley.org

In both phases the provision for self-isolating pupils may differ in approach, but not in curriculum content. They will have access to either live lessons via Microsoft Teams, in-school live recordings or work packs (digital/paper). Students will have slides or pre-recorded lessons uploaded regularly to their class MS Teams.

Students at Secondary phase will have access to live lessons if isolating as a result of a bubble closure, through a Microsoft Team meeting. In the instance they do not have access e.g. for disparate periods of self-isolation, than all provisions will be made to ensure all lesson resources are uploaded to Teams for independent study.