Since the first lockdown, in March 2020, we have rapidly developed our understanding and use of Teams to deliver teaching and pastoral support for our pupils and their families. All children have Microsoft accounts and access to Bugclub online reading scheme. Families are supported to access these - if you have lost your password, please email email@example.com for support.
To enable families and children to become familiar, and maintain their use of Teams whilst school is open, we will use it for the following:
• Individual reading books will be given to each child through Bug Club with accompanying tasks to complete;
• Teachers can review pupil’s engagement on Bugclub;
• Home learning tasks (phonics lessons, Times Tables Rock Stars & Numbots & mental maths) will be put on Teams and work accepted back via assignments – including the use of quizzes;
• Parents’ evenings will be completed via Teams. We need to ensure that, in the event of a partial, or full school closure, children have access to IT equipment to access daily lessons.
Our Online Learning Plan aims to ensure:
Easy to access
• Children have access to Teams and appropriate hardware to access online learning;
• Staff have appropriate training and confidence to deliver remotely;
• Parents can access training through online workshops so that they can support their children’s remote learning.
Harder to stop
• Our curriculum continues in the event of individual, class or whole school closures;
• A structured timetable, following that in school, will give children a structure they are familiar with and will support them to be on task and limit distractions from the home;
• Ensure that all teaching sequences have high quality teacher input and explanations; opportunities for children to apply learning; learning is assessed through submitted work and feedback is given; low stakes quizzes etc.
Easier to restart
• We aim to create greater curriculum continuity with our remote learning offer so that it can be picked up again, in school, when individuals or classes return to face to face teaching;
• Opportunities for additional support, and teacher input, that reduces misconceptions, and difficulties, so children’s learning journeys aren’t halted by barriers to progress;
• Regular opportunities for assessment and feedback to enable both teachers and children to have a clear understanding of their current learning.