Policies

• Include an introduction to highlight why learners have access to the digital world

• Outline what the school wants to achieve through using technology in its pedagogy

• Make note of who is signing the agreement and the role they have in abiding by it

• Identify the rules learners should follow in school while accessing the digital world (these can be identified in class by older pupils)

• Make note of the times that learners should and should not make use of digital tools

• Identify acceptable actions by learners when using digital tools (plagiarism, altering the work of others, comments made on peer work, language used)

• Online safety rules to be followed (sharing of documents and permissions, searches conducted, sharing passwords/login details)

• Identify the actions to be taken if any of the rules are breached

• Make a note of screen time and what learners think is acceptable (speak about the algorithms created to keep their attention and manipulate them to keep engaged)

• Make a note of the consequences they expect to happen if there is a misuse of digital tools inside and outside of school towards other members of the school or other children (parents contacted, use of apps they are too young to use- why are the age limits there?)

Identify a list of 'simplified' rules, e.g.

• Speak to a member of staff as soon as possible if concerned about anything digital, in school AND out of school

• Behave online as you would in the real world (nothing stays anonymous)

• Only share/post what you would like EVERYONE to see (everything can be screen-shot and shared)

• Only speak to and meet people you know in real life (discuss catfishing and the consequences)

• Only make use of websites you are directed to or know are safe (learners need to be aware that through their HwbCymru accounts, the history DOES NOT delete)

• Have learners sign to agree to the acceptable use agreement

• Have parents/guardians agree to support their child in adhering to the agreement created 

Rational

The policy should cover the support for pupils in the event of blended learning/Remote Learning being implemented.

Blended learning is a style of education in which pupils learn via electronic and online media as well as traditional face-to-face teaching.

Remote learning is whereby pupils access all their learning through electronic and online media. 

Purpose

The purpose of the policy is to ensure there are procedures in place to ensure pupils are supported effectively in the event they are unable to be taught within the school grounds.

If the school or classes are closed due to any unforeseen circumstances, the policy will identify the steps in place to ensure all pupils can access learning while at home.

The need for equity will need to be identified, and support for parents and pupils in accessing effective teaching will be addressed.

Format 

Through the effective implementation of the Digital Competency Framework pupils currently access their digital learning through (the use of the Hwb platform/the school's domain), meaning they have access to the digital platforms used in school.

The learning platforms used by The School name will be (Seesaw, TEAMS, Google Classrooms, and others). This will allow our learners to seamlessly make use of the tools they use in school while at home.

Specify the tools used within different year groups-

Equity

Platform- The school should identify the platforms which will be used, these should be those which are used in the school.

Devices- Learners should have access to devices which will allow access to the platforms which the school uses. The school can take measures to assess the support needed in terms of accessing devices, where families need access to devices, the school should identify devices which can be loaned out for the duration of the closure and record the serial number of the device loaned. 

Live lessons- Schools should consider the impact of the methods of delivery, if using synchronous delivery with live lessons, schools should consider the impact of when the lessons take place. This could impact families with several children who may share a device, schools could have time slots for different year groups/subjects, allowing families to access live lessons.

Internet access- Where families do not have sufficient access to the internet the school will need to identify how it can support those learners with access.

Support

Support for teachers and parents can be found on Flintshire's Education Support Site

Learners should be familiar with the tools which are used by the class teacher during remote teaching.

Parents are supported through the site with guides on how to set up support for their child on a device they have at home.

Expectations

The stakeholders' expectations while implementing Blended/Remote Learning may vary, so the school should set expectations for staff, learners and parents.

Amount of work set- The school can set guidance on the number of activities a pupil should expect to be set, it may also identify the types of activities e.g. subject area, app used. Schools can set guidance for their learners on the expectation of when they should complete the work, this will prevent learners from completing several days of activities in one day and will allow teachers to retain a manageable workload. 

Feedback- The school can identify the expectation of feedback. This will allow learners to understand when they should expect feedback from their teacher. Identifying the number of activities and the time expected for completion will allow teachers to know the level of work expected.

NB. Schools may choose to inform parents and learners that the late submission of work may not have feedback provided. However, the school should be aware that this may be a result of unforeseen circumstances e.g. families sharing devices. Schools should make every effort to identify where this is the case.

Safeguarding measures

Schools using the Hwb platform are using tools which comply with GDPR, any additional tools/apps used should be checked for their compliance with GDPR.

Schools making use of their own domain need to ensure that their domain is compliant with GDPR. 

When using live lessons for learners, schools should stipulate the number of members of staff who are needed on a live lesson, or inform learners and parents that lessons will be recorded. 

Where lessons are recorded, learners need to be informed that they should be in a communal family room, be dressed appropriately and behave with the same rules as if at school.