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.
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.
If students are sent home in the morning or asked not to come into school, assignments will be set on Microsoft Teams for the lessons due to take place in the afternoon. The following day live learning sessions will begin via Microsoft Teams for all students. These ‘Live Learning Sessions’ could be anything from full sessions with a Live Teacher to part teacher input and part assignment.
We teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in some subjects. For example, for practical subjects such as Construction and Engineering some amendments are necessary due to students not having access to the necessary tools and equipment at home.
We may also adapt the order of the curriculum. It may be more beneficial to start another Topic or Mini-Topic during shorter periods of closure than to complete a Topic that was being delivered in class. This does not mean we won’t return to the previous in school topic at a later stage, thus ensuring coverage.
We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:
Key stage 3 and 4: 5 hours – We would also expect to set homework according to our policy.
All Live Learning takes place through Microsoft Teams. Some teacher lead sessions and/or assignments will guide students to other online platforms e.g. Seneca Learning, Hegarty Maths, Bedrock Learning, The Oaks Academy etc.
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:
Where pupils need support to access online learning we issue or lend laptops and/or iPads to students, and dongles (For internet connection) where necessary. Support can be sought by contacting Mrs Kay (DKay@claytonhall.windsoracademytrust.org.uk) who will discuss individual needs and how we can best support students. To date we have supported over 60 families with online access.
If your child has a change in circumstances that is reducing their access to IT, please also let Mrs. Kay know.
Our intention is to ensure all students have adequate access to IT and the Internet at home.
We use a combination of the following approaches to teach pupils remotely:
We will use a range of different teaching methods during remote learning to help explain concepts and address misconceptions easily. To provide remote learning, the academy may make use of:
During the Live Learning sessions students will be able to contact their teachers through MS Teams posts or through the chat within the Live Lesson (meeting)
Pupils may be asked to produce electronic records of their work; examples would be through Word, PowerPoint or by sending photos of the hand written/art work they have completed, audio files may also be requested i.e. for Music or Drama.
Homework will also be set as per our Policy.
Staff will be providing lesson work which provides for 1 hour of remote learning for each timetabled session. This may include both recorded or live direct teaching time and time for pupils to complete tasks and assignments independently. Staff will be available during this time (wherever possible) to answer any student questions.
The most productive Live Lessons are those in which students interact.
During a Live Lesson we would ask all students to (a) show their screens if they feel comfortable doing so (use blur background) (b) respond vocally (rather than via a message) when asked questions or if they are asking questions and (c) respond through posts and chat as directed by their teacher.
Students should be present for remote learning by 8:50am and cease their remote learning at 3:15pm from Monday to Friday, except for breaks and lunchtimes. Breaks and lunchtimes will take place at the following times each day:
Parents can support their child by
Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows:
We expect all schoolwork and homework completed through remote learning to be:
The academy uses a variety of formative assessment and feedback methods, e.g. through quizzes (MS forms) and other digital tools e.g. Seneca Learning, Hegarty Maths, Bedrock Learning etc.
The academy will log participation and student engagement with remote education, as well as motivation levels and progress, and this will be reported to parents via formal regular reports or, if there is a concern, individually via email or telephone.
Please note that not all work completed or submitted during periods of closure will be marked. We will, however, mark according to our Policy. Focussing on key pieces of work for feedback via Teams, including the use of Rubrics. Please see our guide on ‘The Marking and Feedback Loop’.
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:
Teachers are responsible for ensuring that work is differentiated as required for all learners when setting online tasks as part of the Academy’s Gold Standard teaching expectations.
Individual Education Plans are in place for all students of SEND and are issued to all teaching staff who can seek additional advice from the SENCO or the child’s keyworker to ensure student needs are met.
The SEN Team will
Where individual pupils need to self-isolate, but the majority of their peer group remains in school, how remote education is provided will likely differ from the approach for whole groups. This is due to the challenges of teaching pupils both at home and in school.
Resources for each lesson will be placed into the ‘Files’ for each classes TEAM that students self-isolating can continue to follow the same curriculum as their in-school peers. Work can be submitted via assignments or through email.
Each Team has set an Assignment titled ‘Work to be completed in Self-Isolation’. This assignment includes generic instructions for that work and allows students to submit work into school for reviewing and assessing as appropriate.
Please see our policies page for more information on our Remote Learning Policy
Home learning forms an integral part of our Gold Standard Education. It helps students further their knowledge and understanding whilst developing their independent learning skills. A key part of our RIC curriculum.
We understand that the many students have active lives away from school and partake in all manner of different clubs, societies and voluntary activities during the evenings and weekends. Our approach to homework, including frequency and amount of time allocated, is designed to help support these students in getting a balance in their lives.
As well as the homework that is set, students can stretch themselves still further using the links on each of our Curriculum Subject pages. Here you will find ideas for further more in depth study of each subject.
Please note homework tasks may be set to span more than one week
Homework assignments are all set on Microsoft Teams. For students with limited access to IT these will also be recorded and set on paper.