What can you Expect

What can you Expect From your Teachers to Support Home Learning

BLENDED LEARNING & REMOTE TEACHING PLAN 

This document outlines our contingency plans for blended and remote learning, should students need to access this due to needing to self-isolate. Our blended learning and remote learning plans are underpinned by our curriculum intent that,

“we will provide for all our students access to the best which has been thought, said, written and created in every field of human endeavour so that they are knowledgeable, critical, enriched and well poised to lead fulfilling lives.”

They serve to ensure that there is absolute alignment between face-to-face and remote education, so that, should students need to self-isolate, they can transition smoothly back into the classroom having followed the same curriculum sequence as their in-school peers.   This symbiotic relationship between face-to-face and remote education will ensure that no child falls behind, and will alleviate pressure on teachers in instances of student mobility.

BLENDED LEARNING
Definition: Blended Learning is an approach to learning that combines school-based teaching and online teaching.  These two approaches will complement each other by using its particular strength so that the curriculum is delivered seamlessly.

OUR PRINCIPLES

Our Blended Learning offer will:

  1. Enhance teaching and learning and ensure continuity of curriculum
  2. Be coherent and co-ordinated
  3. Make the best possible use of school-based resources and technology
  4. Be accessible to all
  5. Ensure we continue to improve outcomes for all

OUR DIGITAL LEADERS

 

  • Emma Goldfinch
  • Claire Harley
  • Michael Betts
  • Sam Hilton

USE OF TECHNOLOGY AT ORCHARD MEAD ACADEMY

  • At Orchard Mead we recognise the importance of utilising technology to enhance our student’s learning. We understand the important role this will play in our student’s future preparedness for their next stage of learning and life-long opportunities.
  • We have a rich and diverse range of technologies which our students access and are taught how to use in discreet lessons and within the curriculum.
  • Technology will play a pivotal role in the recovery period and all future learning and communication with parents.
  • Digital Leaders have provided all teachers with MS Teams and a continuous cycle of regular, bite-sized digital CPD is scheduled so that all have the skills needed to use technology to the best effect.

HOW BLENDED LEARNING COMPLEMENTS OUR CURRICULUM

  • Technologies are selected which will fit into our curriculum seamlessly and purposefully.
  • The use of technology is carefully planned and considered to ensure our teachers and students have access to a range of hardware and software which will support teaching and learning when it adds value and not simply for the sakes of using technology.
  • Lesson observations and work sampling enable SLT to monitor and evaluate the use and impact of technology.
  • Digital Leaders and Teaching and Learning SLT provide support and on-going training to staff which includes practical examples of usage within the classroom and for remote teaching.

REMOTE TEACHING
Definition: Remote Teaching, which may be in a variety of formats, allows students to continue learning from home in the event of short term or long-term absence from school.

OUR PRINCIPLES

  • Any students staying at home due to being instructed to isolate will receive a high-quality programme of remote teaching which follow the Orchard Mead Teaching and Learning Model.
  • Remote teaching will be accessible to all students.
  • Remote teaching will be set daily via BromCom
  • Teachers will have daily contact with students.
  • Students will be expected to return work and teachers will provide feedback to them where appropriate.
  • Remote teaching will consider staff work-load.
  • Curricular alignment: remote plans will follow precisely the same sequence as face-to-face enactment of the curriculum.
  • High quality resources that mirror those used in face-to-face teaching where applicable and appropriate, are easily accessible and break learning down into small steps (avoiding long-term project type tasks). This will include the use of videos and nationally produced resources such as the Oak Academy resources.
  • Feedback and assessment of learning will remain regular, in line with normal curriculum expectations.

IF A CLASS OR BUBBLE HAS TO ISOLATE

  • Teachers will be familiar with basic skills in MS Teams – Using the chat function, scheduling a meeting and sharing files
  • Students will have been using Office 365 in their IT lessons and in tutor sessions and students can log in, access files and join a scheduled meeting.
  • Teachers will monitor which students have access to Teams with details of how they are accessing it and provide support when necessary.
  • Students have been given training during induction so that they are confident in using technology and learning from home.
  • Students will have access to pre-recorded videos which teach students how to use Office 365 and BromCom. These can be accessed on the Home Learning pages of the website:
  • https://www.orchard-tmet.uk/using-classcharts-to-support-your-home-learning-overall/
  • https://www.orchard-tmet.uk/using-your-microsoft-365-account-to-support-your-home-learning/
  • The school will have surveyed students to ascertain who has not got access to technology and loan Chromebooks where possible.

 


MONITORING NON-ENGAGEMENT

  • By marking the learning tasks as submitted or not, teachers generate the whole school data on who is engaged in remote teaching.
  • Year teams and support staff will make phone calls home to those students who are persistently not engaging.
  • Form tutors will be following up non-engagement with their tutees.
  • The SEND department and Teaching Assistants will provide support to students who are not engaging.
  • The Language Development Teams will provide support to the ‘New To English’ cohort who are not engaging.

SUPPORT FOR TEACHERS

  • Refresher training organised for staff so that teachers can provide remote teaching confidently.
  • IT helpdesk are available during whole school closure to provide support with technical issues.
  • Should live support be required during a bubble closure, IT HelpDesk / Digital Champions would assist.
  • Teaching and Learning SLT will provide links to websites and videos that will provide technical support for teachers.
  • Pre-recorded guidance videos produced to support staff training.
  • One to one training sessions provided when necessary.
  • Monday PL training will be used to support teachers and develop their IT skills to ensure that remote teaching is of high quality.

DFE GUIDANCE ON REMOTE EDUCATION: SUMMARY OF KEY POINTS

  • Remote education expectations Where a class, group or a small number of pupils need to self-isolate, or local restrictions require pupils to remain at home, we expect schools to have the capacity to offer immediate remote education. Schools are expected to consider how to continue to improve the quality of their existing curriculum, for example through technology, and have a strong contingency plan in place for remote education provision by the end of September. This planning will be particularly important to support a scenario in which the logistical challenges of remote provision are greatest, for example where large numbers of pupils are required to remain at home.
  • In developing these contingency plans, we expect schools to:
    • 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
    • give access to high quality remote education resources
    • 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
    • provide printed resources, such as textbooks and workbooks, for pupils who do not have suitable online access
    • recognise that younger pupils and some pupils with SEND may not be able to access remote education without adult support and so schools should work with families to deliver a broad and ambitious curriculum

    When teaching pupils remotely, we expect schools to:

    • 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

The Orchard Principles of Remote Instruction.

 

Our principles for remote learning are linked to our model for teaching and learning. The fundamentals of teaching a remote lesson are the same as t

eaching a classroom lesson. Revisiting prior learning, chunking up new knowledge, teacher explanationsmodelling/scaffolding, challenging questions, student practise, and feedback are fe

atures of effective learning.

It is essential that what is learned at home aligns with what is taught in school – students should be set work to do at home that gives them opportunities

to practise what has been modelled for them in the classroom.

We want to give our students access to the best which has been thought, said and written in every field of human endeavour so that they are able to make a positive

difference to themselves others and the world. To this end, we seek to ensure that each teacher in each lesson is a subject expert who knows how to do the best for each learner.

At Orchard Mead we use a model for teaching and learning inspired by the work of Barak Rosenshine, who studied the habits of the most effective and successful teachers, and developed a research-based 10 step process for effective teaching and learning.  We have built these ideals into our Remote Principles of Instruction, which interleave the model of direct instruction around the steps Rosenshine pioneered.  We would expect our teachers to use the same strategies of Direct Instruction online as they do in the classroom, because Direct Instruction is a way of teaching by explicitly telling students what they need to know and why they need to know it, and works just as effectively in a remote lesson. Teachers would still be sharing explicit learning goals and their purpose with students, e.g. by the end of this lesson, I expect you to have learnt/be able to… because…  Our Principles of Instruction form the framework of every lesson, and are shared with staff and pupils in order to ensure that everyone understands what we are aiming to achieve.   Every lesson feeds into a wider cycle of learning over weeks, months and terms, and ensures that all topics are looped back into prior learning to strengthen and deepen pupils’ understanding.


EXEMPLICATION OF PRINCIPLES

Review of Previous Leaning involves activation of previous learning, prompting students to think about what they have learnt previously, thus helping them with their next steps. Activities which involve recall will be typical in remote learning. As students will follow their normal curriculum sequence consideration will be given to the spacing and interleaving key knowledge when activating previous learning in order to support our students to disrupt the forgetting curve.

Define the Purpose  – In a remote learning environment teachers will continue to be  explicit about the purpose of the lesson.  This is required to access the learning because pupils need to know how it fits into the bigger picture and their wider aims.  Therefore teachers will be explicit about what the learning intention or remote lessons  This is likely to be framed as a big question, or broken down into smaller sub questions

I do: High quality teacher explanations –will be typical and will serve two purposes:

  • Chunking new subject knowledge into manageable component pieces which are brought together to form a more composite association in the minds of learners.
  • Explicitly teaching thinking strategies to students and helping them decide when use them. This second aspect may take place after the practise students engage with and when scaffolds have been removed but forms an essential part of developing independence in the students at Orchard Mead.
  • Mocelling and demonstrating a particular skill or area of knowledge in order to exemplify the granular aim.

Following teacher explanation, learning activities will typically involve students summarising, transforming, representing or explaining their learning will help to ensure new content knowledge is incorporated into their emerging schema.

We do: Use of success criteria and scaffolds are particularly important in a remote learning environmentWhen issuing a learning activity which may involve an extended written response it will be typical that teachers share with students the criteria which can be used to identify what excellence looks like. For some students Scaffolds such as writing frames still be required to support some learners.

This step is a way to gradually remove scaffolds and guide students towards independent practice.

I do: Deliberate Practice – As in the classroom environment we still need to provide students opportunities to practising strategies and skills repeatedly, to develop independence and fluency. To support the move towards supporting students with deliberate practice it will be common for teachers to support learners to

  • Work towards specific and well-defined goals
  • Focus on the practice suggested
  • Receive feedback and points for improvement
  • Develop a clear notion of how to achieve similar success in the future

Feedback and Future Review – The use of hinge questions is a typical feature of our curriculum design and remains a powerful way to signpost to students possible misconceptions. It will be typical to see teachers providing a multiple choice question either before or after practise to ensure that teachers can test that they have comprehended the learning intentions. It will be usual to find teachers providing an explanation outlining why one answer was correct and crucially why the others were wrong is to navigate around the development of misconceptions.

Linked to the idea of using success criteria and models, once students have engaged in their practise, self assessment against the specific criteria help students to see to what extent their attempt met or exceeded excellence. Opportunities to improve and refine after viewing a worked example or model can then be built into the remote learning


REMOTE LEARNING FOR STUDENTS WHO ARE SELF-ISOLATING

What will happen during full or partial school closures?

Notes

A.      Students who are self-isolating follow their normal timetable each day▪    All students access their timetable on BromCom.
B.      Day 1 of isolation students complete recall and consolidation activities found on the home learning section of the website▪    The absence team direct parents / carers to the learning activities found for each term https://www.orchard-tmet.uk/learning-tasks-for-day-1-of-self-isolation/
C.      From day 2 onwards all learning tasks will be accessible on BromCom and the teacher for the subject will set the work for the individual student.▪    Learning tasks are set by teachers in BromCom and are ready to be completed by students from 08.30 onwards in line with their usual timetable.
D.      Resources will support guided and independent practice, focusing on effective self-study and will normally include either a PowerPoint, worksheet or booklet.▪    Work set is to be in line with curriculum experience so student’s access to the Orchard Mead curriculum is maintained.
E.       Students will need to submit their work each day in the manner directed by the class teacher.▪    Students need to return the work completed by 16.00 that day so that their work can be recorded as submitted.

 

Summary:

  1. Students who are self-isolating follow their normal timetable each day
  2. Day 1 of isolation students complete recall and consolidation activities found on the home learning section of the website https://www.orchard-tmet.uk/learning-tasks-for-day-1-of-self-isolation/
  3. From day 2 onwards all learning tasks will be accessible on BromCom and the teacher for the subject will set the work for the individual student.
  4. Resources will support guided and independent practice, focussing on effective self-study and will normally include either a PowerPoint, worksheet or booklet.
  5. Students will need to submit their work each day in the manner directed by the class teacher.

REMOTE LEARNING FOR LARGER GROUPS, SUCH AS IN THE EVENT OF A PARTIAL OR FULL CLOSURE

The assumption here is that in cases of larger groups needing to self-isolate, and/or in the event of a partial or full closure, it is possible not all staff would be in school.  When not in school, teachers would be expected to create teaching resources in line with our Making Every Remote Lesson Count teaching and learning principles.

What will happen during full or partial school closures?Notes
A.      Students who are self-isolating follow their normal timetable each day▪    All students access their timetable on BromCom.

 

B.      All learning tasks are uploaded to BromCom▪    All students need to know BromCom and Office 365 login details and how to access their email and MS Teams. Help sheets will be provided for the students to use as guides.

 

▪    Should students support with various technological issues such as logging in to their email –see instructional videos

▪    https://www.orchard-tmet.uk/using-classcharts-to-support-your-home-learning-overall/

▪    https://www.orchard-tmet.uk/using-your-microsoft-365-account-to-support-your-home-learning/

C.      Teachers should provide work that follows the  principles of instruction for remote learning.▪    Resources will mirror those used in class, containing a blend of information for students to read and tasks for them to complete to allow them to practise applying the knowledge they acquire.

 

D.      Students will access instruction from teachers by joining a live lesson via MS Teams▪    Following their curriculum will mean each lesson students are invited to a live lesson with teachers. All students need to know how to respond to a MS Team invite and how to join a Teams meeting.
E.       Learning tasks set should be marked as submitted or not.▪    Engagement with learning tasks will be monitored by teachers and there will be communication with AHOY and tutors as appropriate.

Summary:

  1. Students who are self-isolating follow their normal timetable each day
  2. Day 1 of isolation students complete recall and consolidation activities found on the home learning section of the website https://www.orchard-tmet.uk/learning-tasks-for-day-1-of-self-isolation/
  3. From day 2 onwards all learning tasks will be accessible on BromCom and the teacher for the subject will set the work for the individual student.
  4. Resources will support guided and independent practice, focussing on effective self-study and will normally include either a PowerPoint, worksheet or booklet.
  5. Students will need to submit their work each day in the manner directed by the class teacher.

“Six principals for learning images reproduced with kind permission from Jason Ramasami”

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