Remote Teaching and Learning PolicyJanuary 2021

(This policy updates the Remote Teaching and Learning Plan for September 2020)

1. Overview:

All staff at Oulder Hill Community School are committed to providing the best possible quality of teaching, irrespective of where this takes place. Remote Learning has become an embedded aspect of students’ educational journey and we will always aim to deliver the highest standard of teaching and learning whether that is in the classroom or via remote learning. Pedagogical principles are consistent across physical and virtual classrooms, but adjustments to practice are inevitably required to make learning accessible and successful for all students.

The Remote Teaching and Learning Plan was implemented to ensure that Oulder Hill Community School is prepared for all possible eventualities from September 2020. The Remote Learning model will mean the school can be ready at short notice to shift from face to face teaching to home learning or operate a blended learning model in a sustainable way. Furthermore, focus will be on the recovery of lost learning time to incorporate additional intervention sessions.

The Remote Learning Policy updates this to take into account the situation and requirements of a full national lockdown.

Aims:

To support the mission, vision and values of Oulder Hill Community School. To ensure that all students have access to high quality teaching when they are educated via remote learning; To ensure that all students have appropriate resources to support their learning; To support all staff through the provision of timely and high quality Continuous Professional Learning (CPL) to

enable them to teach students both in school or at home; To enable staff who are delivering lessons from home to teach students in school and at home; To ensure that students’ remote learning takes place within a safe environment; To ensure that students’ learning is delivered in a way that takes account of their age, stage of development

and any additional needs; To support parents and carers to support the learning of their child(ren); To support the Character and Culture (behaviour) policy of the school;

How will learning be delivered?Isolated students Year Manager/Learning and Progress Director notify teachers of student.

Work set via Teams.Usual in school timetable applies.Class register will be taken via Sims.

Class Bubble Lessons follow the same structure of the school day and usual timetable. Lessons delivered by specialist teachers at the allocated times via Teams.Register of class will be taken via Sims.

Year Group Bubble Lessons follow the same structure of the school day and usual timetable. Lessons delivered by specialist teachers at the allocated times via Teams.Register of class will be taken via Sims.

Whole school working from home

Remote learning to replicate current timetable with 3 lessons per day, form time and Assemblies weekly. Work for PSHCEE will also be set.Lessons will include Retention and Retrieval activity, teacher input, time for student tasks, Assessment for Learning (AfL) strategies, review of learning.Register of class will be taken via Sims.

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Definitions:

Simultaneous learning: teaching model in which the teacher is in the physical classroom teaching students face-to-face while teaching others live online at the same time.

Flex learning: teaching model in which the teacher is in a location other than the classroom (such as at home). The lesson is live streamed to an interactive whiteboard in the classroom where students are being taught. Some students may be accessing learning from home.

Fully online learning: teaching model in which the teacher and students are dispersed and all are joining the lesson online from different locations. This could be because they are all isolating or because there is a full lockdown.

Synchronous learning: real-time teaching and learning, either online or face-to-face.

Asynchronous learning: online learning without real-time interaction.

Flipped learning: classroom and homework activities are switched: conventional content delivery is moved to a pre-session task for students to complete. Lesson time is then freed up for more one-to-one support and exploration of misconceptions.

Key Principles:

Quality First Teaching and personalised learning will be at the centre of all that we do. Every effort will be made to ensure that the curriculum quality, breadth and balance are not lost. Schemes

of Learning will continue to be delivered. Learning is carefully planned with focused success criteria explicitly identified. Consequently, students know

what they are expected to learn during the lesson, not just the activities they are expected to complete. Remote learning will follow the normal school timetable. Students will receive feedback, both through the questioning in an online lesson and through the assessment

of key pieces of work and their progress is tracked. Whenever possible, misconceptions are identified and revisited.

Where necessary, technology enables flexible working so that teachers can deliver lessons simultaneously to students learning in school and those learning remotely.

In the event of a full lockdown, all students will access live learning via MS Teams.

Overview of Remote Teaching:

The September classroom timetable will consist of three longer lessons each day. The remote learning timetable will be the same. This will allow for blended models of some staff or students being in the classroom and some teaching or learning from home.

Students submit what they have completed by the end of the lesson. This should also be printed and stuck into their exercise book.

Attendance will be monitored. Students missing from live lessons will be recorded onto the Attendance Google Form. Year Managers will follow up if 3 lessons have been missed as this equates to a day’s lost learning.

On one day a week there will also be a PSHCE session delivered through the form tutor period. Year group assemblies will be timetabled once a week and can also be accessed via Teams.

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General Schedule of Remote Learning:

In times other than a full school closure, the timings of the school day will remain the same.During a full school closure or national lockdown, the following times will be used:

TIME Lesson8.45am Form time9.05am 111.00am 21.10pm 32.20pm End of school day apart from intervention sessions.

Staff Protocols – Remote Learning: Consider all existing safeguarding measures that apply to the regular classroom environment and share

concerns regarding safeguarding using the communication channels used for face to face teaching. Dress appropriately for meeting with students whether you are in school or working remotely. Use TEAMS only for live delivery of online learning Staff may wish to show their face at the start of each session as a warm welcome to students before turning

off the camera. Others may prefer to use voice only. Outline expectations for your virtual classroom in the way you would in school. Allow time to ensure

students have the required equipment and give time for establishing online expectations and routines Select a quiet place in school (the regular scheduled classroom) or at home to deliver lessons from wherever

possible. Mark attendance in the lessons by completing the Sims register. Record Green and Gold slips (and any reds) as you would in face to face learning. Post the time of the lesson in TEAMS at the start of the day and ensure that classes have been invited so that

it shows on their calendar. The Character and Culture (Behaviour) Policy for the school will still be adhered to.

Student Protocols – Remote Learning:

Check your timetable for the three lessons scheduled each day. These lessons will be at 9.05am, 11.00am, 1.10pm. Be prepared for learning and be prompt.

For each lesson you should have an exercise book, pencil case (with regular school equipment) and space to work. No music on in the background.

Please turn cameras and microphones off. The chat facility is crucial for learning, you’ll be expected to use it for learning. Don’t use the chat for any

other reason. Lessons may be recorded to share with students who may have missed them. Your teacher will award Green and Gold points during the lessons, they will also log poor attitudes to

learning with Red slips if needed. You will be expected to adhere to the Character and Culture policy (and remote addendums) for the school.

Overview of Roles and Responsibilities:

The Headteacher and Senior Leaders should focus their time and attention on student accountability and ensuring that all students are making progress on their remote learning:

Monitor student attendance and completion of work.4

Develop and implement escalation protocols for students not participating, ensuring support is documented. Ensure personalised support is happening.

Middle Leaders should focus their time and attention on holding teachers accountable for implementing this plan with fidelity. This could be directly with teachers or through department meetings to monitor for the following:

Teachers are creating quality materials and sharing in advance of the scheduled lesson. Teachers are marking in line with school policy, giving students quality feedback and entering data into

faculty trackers and SIMs when needed. Ensuring teachers are aware of any changes or developments to the remote teaching plan. Continue to follow agreed safeguarding protocols for all students.

Pastoral teams should focus their time and attention on ensuring that students are attending lessons and are safe:

Monitor students’ attendance and follow up when 3 learning sessions have been missed. Continue to follow agreed safeguarding protocols related to vulnerable and identified students. Continue to follow agreed safeguarding protocols for all students.

Teaching staff should focus their time and attention on ensuring that lessons are planned and delivered to a high standard to ensure Quality First Teaching and personalised learning for all students. They should continue to follow agreed safeguarding protocols for all students.

Technical Support

IT Support will need to ensure that the school is fully set up to be able to deliver remote learning through MS Teams in a no notice scenario. This will involve:

Setting up MS Teams for every set within each subject. These MS Teams sites should operate as a classroom (with resources, homework, regular contact maintained between teacher and students).

Ensuring simultaneous online delivery (via the MS teams site) for students that are self-isolating at home (self-isolating students will be accessing the same lesson online that is being delivered in the class at that same time).

Ensuring teachers who are self-isolating at home due to symptoms are able to teach from home if they are well enough to do so (in this scenario the teacher would deliver from home to students in their class at school and to any that are self-isolating in their homes).

Being prepared to switch to deliver the regular full timetable via MS teams to students in the event of a partial or full lockdown.

Pedagogy:OHCS Principles for online teaching:Purposeful attendance: Setting expectations for having the right students online at the right times is a key ingredient for success.Balancing live and video instruction: Both ways of delivering content have their merits and can be used well together.

Quality Assurance:

The usual Quality Assurance systems will apply. TLDs and SLT links will monitor the quality of remote lessons as part of the schedule of snapshots. Student Voice activities will also include discussion about remote learning. Work Scrutiny should also include evidence of remote learning.

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Classroom Teaching Non negotiables: Remote Teaching Non negotiables: Arrange furniture in a way where possible students

are in rows and facing forward. Teach and deliver lessons from the front of the

class. TAs will also stand at the front but off centre from the teacher.

SEND students are to be seated in the front to allow the TAs to support these students.

Seating plans should be produced and students will be expected to sit in these seats.

Follow the instructions of TLDs in practical subjects. There is an expectation that students are greeted

but this should not happen at the door or from the corridor. At this point uniform should be challenged.

Teachers should be ready to receive students into their classroom as soon as possible. No lining up outside of rooms, they need to be allowed in as soon as they arrive.

We insist a bell starter is on the board for their arrival. Best practice for OHCS would be a retention and retrieval starter activity.

All remote learning will be delivered via Microsoft Teams.

The lesson and resources will be ready on Teams for the start time of the timetabled lesson.

Lessons will contain Retention and Retrieval, new or consolidated learning, student task, AfL and review.

Work should be saved into the file section in a dated file that clearly shows which day they are needed for. This should include all resources and the teaching sequence.

Assignments should be used as a way of giving feedback of collecting baselining data to support planning.

Homework should be set as normal. If a remote lesson is not possible the work left

should take the time the lesson is designed to last.

Generic Guidance: Example of this within online teaching:

CONDENSE Time for students to use their notes to create meaningful knowledge sketches and ownership of their learning providing them with the platform to transform new learning into memorable materials that can be used to rehearse and deliberately practice.

Remotely this may be through: Sharing the whiteboard and getting students to

contribute to a collaborative mind map. Setting an assignment to consolidate knowledge

though the production of concept maps and other devices.

Encouraging students to use the Cornell note taking system through a Teams lessons.

REFLECT Opportunity for students to strengthen memory connections through retrieval and spaced practice at the beginning of a lesson through a 5 to 8-minute low stake questions reviewing previously covered concepts and processes. This allows students to deliberately practice retrieval to improve long term memory and knowledge recall.

Remotely this may be through: Using assignments to produce your five fact

starts for the lesson allowing you to get feedback.

ASSESS Regular opportunities to capture learning using formative assessment to allow students to apply their understanding to the key concepts and processes taught in the previous two weeks. A repeated cycle of formative assessments that build in complexity until a final diagnostic

Remotely this may be through: Use of assignments to create opportunities to

see how students are responding to tasks, through;- Quizzes- Uploading exam questions and asking

students to submit them

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assessment at the end of a learning cycle. - Giving an extended response assignment and offering feedback

- Use of the faculties assessment policy as per normal but using assignments to set these

Each of the above should be timed and integrated into the lesson. They are not homeworks or additions.

FEED- FORWARD

Timely and focused re-teaching of misconceptions (identified through DTT processes) and further models of excellence informed by student outcomes from formative and summative assessment.

Remotely this may be through:- Build time into your teaching sequence to

revisit content highlighted by baselining. This is not task driven but by direct teaching and quality explanations. This may be supported by providing notes for students.

- Use the shared whiteboard, visualizer, or past students work to show models of good practice.

Provide two models and ask the students to compare and say how they could be improved.

TARGET- DRIVEN FEEDBACK

Time for students to use the positive and specific targets from their teacher (REACT) to close the knowledge gaps by ‘holding the grade’. This enables students to use this time to conduct focused editing and re-scripting (proof reading focus for all faculties) to effectively and constructively implement the directed improvements provided by teachers.Target driven feedback should be given on a four-week cycle.

Remotely this may be through:- REACT tasks driven from completed

assignments. The rubric system cab support this with tasks provided at each level when feedback is given.

Attitudes to Homework/Home Learning

Guidance for Parents/Carers

There is a designated section of the Oulder Hill website about Home Learning. This provides guidance about what Home Learning is and how will it will operate. It also includes technical guidance about accessing Teams.

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Associated documents:1. The Character and Culture Policy2. Remote Education Provision: A Guide for Parents and Carers

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