For example, a weekly newsletter which pulls together examples of excellent work and awards points and rewards for excellent engagement or outcomes. Subjects where this is more challenging are those that would normally include significant elements of practical work in the live classroom, for example sciences, music or technology. Blended learning: a mix of face-to-face and remote methods. Email can also be used to send work to teachers for review and feedback and screenshots can be taken and emailed as attachments. Teachers can easily collect results of online quizzes and tests to monitor progress. 5th January 2021 at 10:35am. Additionally, textbooks can be used at home to provide a structure to learning, supplemented with other forms of communication to keep pupils on track or answer questions about work. This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. Am I eligible? Teachers. The frameworks will help them to identify the strengths and areas for improvement in the lessons and teaching they provide remotely, and points towards resources that can help them improve where needed. Google forms, Kahoot, Classkick, Socrative, Edpuzzle are just some other examples of other software which work well for rapid feedback and allow live marking. Where lessons are recorded, they can be accessed later by pupils, making flexible use possible in the context of limited or shared device access (for example where a pupil might be sharing a device with a sibling or parent). However, frequent contact between pupils and teachers is crucial. Oak lessons are available from reception to year 11, are free to use, and can be integrated with platforms such as Microsoft Teams and Google Classroom. Ofsted’s recently-published What’s Working Well in Remote Education, as well as Remote Education: Expectations, Evidence and Experience by the CST and Making remote education work by Edurio are just a few examples. Remote learning therefore remains at the heart of how schools will need to continue to support pupils’ learning in the coming months. Download, edit and share slides and worksheets. This could include, where appropriate, group seminars, briefings, or one-to-one telephone calls where necessary, to inform parents and elicit their support. Multi-functional remote platforms allow for the submission of most kinds of work. For example, DfE-funded Isaac Physics provides free online teaching resources in physics. A framework to help schools and further education (FE) providers in England identify strengths and areas for improvement in their remote education provision. Schools should also encourage parents to read with their children and out loud to their children as much as is possible and practical. To help mitigate potential digital barriers that certain children and young people may have, it may be helpful for schools to: Where pupils and students continue to experience barriers to digital remote education, schools should work to overcome these barriers. Recognising that this will not always be practical, where it is possible the routine can prove beneficial to pupils and support them in the management of their work and time. Adapting teaching practice for remote education; Get help with laptops, tablets and 4G wireless routers received from DfE during coronavirus (COVID-19) Collection You can change your cookie settings at any time. Ref: 41888 The Department for Education has now published its expectations for remote learning. Teaching resources are available through good teaching practice and resources on Get help with remote education. Where a class, group or small number of pupils need to self-isolate, or there are local or national restrictions requiring pupils to remain at home, we expect schools to have the capacity to offer immediate remote education. All content is available under the Open Government Licence v3.0, except where otherwise stated, Education, universities and childcare during coronavirus, nationalarchives.gov.uk/doc/open-government-licence/version/3, schools coronavirus (COVID-19) operational guidance, Support for teaching staff to set up and use technology effectively, Safeguarding and remote education during coronavirus (COVID-19), information for parents and carers on remote education, Coronavirus (COVID-19): guidance and support, Transparency and freedom of information releases, ensuring pupils receive clear explanations, supporting growth in confidence with new material through scaffolded practice, enabling pupils to receive feedback on how to progress, maintain an up-to-date record of which pupils and families do not have sufficient devices or appropriate internet access, consider how school technology resources can support pupils without sufficient remote facilities. As well as phonics resources, where possible schools should signpost parents to any online reading schemes they have bought into, or to where high-quality books and stories are freely available online. Live classrooms enable important interaction between teachers and pupils through, for example, questioning, eliciting and reflective discussion. To help you fulfil the Department for Education’s expectations around remote learning, schools and responsible bodies can apply for DfE-funded support to get set up on G Suite for Education or Office 365 Education. They can choose to use either: The Key for School Leaders provides feature comparison and case studies on how schools are making the most of these platforms, to help them make the most appropriate choice for their school. Any online education offer should mirror that which is taking place in school as much as possible. Browse our full curriculum or search for specific lessons. Here are some suggested solutions to those common challenges. As is the case with most senior leaders in schools, I have been reading through the DfE’s Guidance for Full Opening since its publication on Thursday 2nd July. For details of the remote education expectations schools are required to meet, please see the schools coronavirus (COVID-19) operational guidance. A variety of teaching resources are available through good teaching practice and resources on get help with remote education. 1. To help us improve GOV.UK, we’d like to know more about your visit today. Schools identified some common challenges in the provision of remote education across the pandemic. Further support and information for teachers and leaders can be found on Get help with remote education. (DfE, 2020d; 2020e), the majority of pupils are not expected to return to the classroom until the autumn. Eight in 10 teachers are dissatisfied with the way the DfE listened to feedback on its Covid-19 response, poll suggests. Schools can get technology support from DfE for issues with devices and internet access. Where schools need additional devices in order to support disadvantaged children, they should contact DfE’s service team at covid.technology@gov.uk. Don’t include personal or financial information like your National Insurance number or credit card details. DfE Funded Digital Education Platforms. Updated for the return of pupils to schools from 8 March including sections on physical education, remote teaching for very young pupils and supporting pupils with special educational needs and disabilities. While many schools will want to retain the tried-and-tested education resources they already use, some may find it helpful to use resources such as Oak National Academy to offer lessons in most school subjects. & Maas, C.J.M., Effectiveness of Explicit and Constructivist Mathematics Instruction for Low-Achieving Students in the Netherlands (2004); Khlar, D. & Nigam, M., The Equivalence of Learning Paths in Early Science Instruction. The DfE acknowledges that ‘immediate’ remote learning in the first two days that a student cannot attend school, might look different from the full remote learning curriculum, and likewise, an individual student having to self-isolate when most of the cohort is in school, may be offered different provision. Digital remote education: often known as online learning, this is remote learning delivered through digital technologies. This good practice guide should be used by staff responsible for the curriculum and its delivery in schools, including the named senior leader with responsibility for the quality and delivery of remote education provision. Posted on September 11, 2020 by administrator - Blended learning. Ditch formal assessment for ‘lighter-touch’ The Education Endowment Foundation (EEF) has found that the effectiveness of remote teaching is determined by many of the same factors as determine the effectiveness of live classroom teaching. For example: These characteristics of good teaching are more important than the medium of delivery, be it in the classroom or through remote provision (whether that remote provision is, for example, live or pre-recorded). Are sequenced to build on previous learning, this is remote learning during the COVID-19 outbreak to ensure intervention boosted... 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