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Steady, Ready, Go!
We have split this guide into three phases, reflecting the Department for Education's remote education expectations (phase 1 and 2) and how your school or college could take an integrated and strategic approach to education technology (phase 3).
We have split this guide into three phases, reflecting the Department for Education's remote education expectations (phase 1 and 2) and how your school or college could take an integrated and strategic approach to education technology (phase 3).
Our thanks to Lea Forest Primary Academy (with Academies Enterprises Trust) for designing the conceptual framework that underpins this page.
Our thanks to Lea Forest Primary Academy (with Academies Enterprises Trust) for designing the conceptual framework that underpins this page.
Phase 1
Phase 1
Remote learning supported but largely offline
Remote learning supported but largely offline
Clear point of contact for pupils and homes
Clear timetable and routines established for all
Links made between on-site learning and remote education
Paper based resource packs
Reference to some online resources
Consolidating previously taught content
Week by week interaction with students
Phase 2
Phase 2
Online support for remote learning - emergent good practice
Online support for remote learning - emergent good practice
All pupils and classes registered on platform on platform in advance of remote education needs
Teachers setting work through VLE platform but NOT necessarily marked
'Batched' feedback given to a sample of students (exemplar work only highlighted
Pupils allocated online timetables
Consolidating content
Delivery of some videos and live lessons
Online platform implemented but use is underdeveloped and is mainly for resource hosting
Phase 3
Phase 3
Established and mature use of online technology to support quality teaching and learning for all students both in and out of school
Established and mature use of online technology to support quality teaching and learning for all students both in and out of school
Teachers collaborate within their department/ teams to simplify their original schemes of learning, ensuring they are fit for purpose in the virtual world
Pupils receive new content delivery
Technology is used to support engagement from students and dispositions towards new knowledge and learning
Pupils are allocated work which can be marked within a realistic timeframe
Most of pupils - all students with SEND - receive feedback weekly, with all students/ homes getting personalised feedback fortnightly
Blended online and paper-based as appropriate
Pupils/ homes discuss their work via the VLE platform
Online learning platform is used to support live, interactive teaching to help learners both in classroom and remotely
DfE Remote Education expectations
DfE Remote Education expectations
For more information, please see the Guidance for full opening: schools.
For more information, please see the Guidance for full opening: schools.
Set assignments so that pupils have meaningful and ambitious work each day in a number of different subjects
Teach a planned and well-sequenced curriculum so that knowledge and skills are built incrementally, with a good level of clarity about what is intended to be taught and practised in each subject
Provide frequent, clear explanations of new content, delivered by a teacher in the school or through high-quality curriculum resources or videos
Gauge how well pupils are progressing through the curriculum, using questions and other suitable tasks and set a clear expectation on how regularly teachers will check work
Enable teachers to adjust the pace or difficulty of what is being taught in response to questions or assessments, including, where necessary, revising material or simplifying explanations to ensure pupils’ understanding
Plan a programme that is of equivalent length to the core teaching pupils would receive in school, ideally including daily contact with teachers
Phase 1: Remote learning supported but largely offline
Phase 1: Remote learning supported but largely offline
DfE expectations: Give access to high quality remote education resources. Provide printed resources, such as textbooks and workbooks, for pupils who do not have suitable online access.
DfE expectations: Give access to high quality remote education resources. Provide printed resources, such as textbooks and workbooks, for pupils who do not have suitable online access.
Resources
Resources
Platforms:
Phase 2: Online support for remote learning - emergent good practice
Phase 2: Online support for remote learning - emergent good practice
DfE expectations: Use a curriculum sequence that allows access to high-quality online and offline resources and teaching videos and that is linked to the school’s curriculum expectations. Select the online tools that will be consistently used across the school in order to allow interaction, assessment and feedback and make sure staff are trained in their use.
DfE expectations: Use a curriculum sequence that allows access to high-quality online and offline resources and teaching videos and that is linked to the school’s curriculum expectations. Select the online tools that will be consistently used across the school in order to allow interaction, assessment and feedback and make sure staff are trained in their use.
Videos/webinars
Videos/webinars
Primary settings:
Secondary settings:
Google Platform:
Microsoft Platform:
Phase 3: Established and mature use of online technology to support quality teaching and learning for all students both in and out of school
Phase 3: Established and mature use of online technology to support quality teaching and learning for all students both in and out of school
Moving towards a more strategic and integrated approach to education technology across your school or college.
Moving towards a more strategic and integrated approach to education technology across your school or college.
Videos/webinars
Videos/webinars
How the EdTech Demonstrator programme can help you
How the EdTech Demonstrator programme can help you
The Demonstrator Schools and Colleges will provide professional development, initially focussed on supporting the effective delivery of remote teaching practices to schools and colleges across the country. The programme will target schools and colleges who are most in need of support; for example, those getting to grips with using a new online learning platform and those with the most disadvantaged learners. Contact us to request support from the programme.
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