St Saviour’s and St Olave’s
Remote Education Provision: information for parents and carers
What is taught to students at home?
A student’s first day or two of being educated remotely might look different from our standard approach, while we take all necessary actions to prepare for a longer period of remote teaching.
What should my daughter expect from immediate remote education in the first day or two of students being sent home?
In the first instance we will send students home with work to complete independently and/or independent work that can be completed on Google Classroom.
Following the first few days of remote education, will my daughter be taught broadly the same curriculum as they would if they were in school?
We teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make adaptations in some subjects:
History - it will not be necessary to make any adaptions to the topics that we teach during spring term 1, although there may be some changes to the Key Stage 3 history curriculum if we continue in lockdown for longer. We will adapt or avoid lessons that deal with sensitive issues and events, such as the Black Death for Year 7, the slave trade for Year 8 or the Holocaust for Year 9.
MFL - we have needed to make a few adaptations in some year groups’ subjects in terms of how the tasks are set and the pace at which we deliver them due to the nature of remote learning.
Design and Technology – due to the students’ inability to use equipment there is currently less emphasis on making and more emphasis on designing and in some parts modelling. The theoretical aspects of the subject across the years remains the same, but the practical application of these has been removed and replaced with online videos.
How long can I expect work set by the school to take my daughter each day?
As a minimum we will provide your daughter with 5 hours a day. Students will attend lessons in accordance with their usual school timetable.
How will my daughter access any online remote education you are providing?
All teachers will use Google Classroom and/or Microsoft Teams. Some subjects also use other online platforms and online resources, listed below:
Science - lessons are supplemented by electronic textbooks and resources for all year groups from the Kerboodle platform. Snap Revise is available for sixth form science courses while GCSE students revise using Seneca Learning.
Religious Studies – Year 12 students access lectures and revision resources on Peped. In Year 10 and 11 students also access revision resources on Kerboodle and Seneca Learning.
History - Year 10 and Year 11 can access textbooks on the Hodder Dynamic Learning website.
Geography – Year 11, 12 and 13 students can access learning resources produced by Seneca Learning and tutor2u.
MFL – for additional support, all Key Stages have access to Linguascope; KS4 Spanish and German classes have access to Kerboodle where they can find the text book online. KS4 French students use Active Learn where they can access additional activities and exercises linked to the GCSE course. Individual teachers also use Memerise as a way to get students to learn vocabulary taught in lessons. KS5 students have access to the text book they study via Kerboodle.
Maths – all students will be set work on Google Classroom using Mathswatch and MyMaths website. Year 12 and 13 also have access to online textbook.
Drama - all KS4 and KS5 – use of Drama Online for showcasing live theatre productions.
If my daughter does not have digital or online access at home, how will you support them to access remote education?
We recognise that some students may not have suitable online access at home. We take the following approaches to support those students to access remote education:
We ensure that every home has at least one laptop. To do this, we make full use of our network with various livery companies and corporate partners to supplement the allocation provided by central and local government. We use a ranking system to ensure those in most need are prioritised and we provide data SIM cards for dongles to support homes experiencing wifi issues.
Despite these efforts, we know that not every student will have exclusive access to their own laptop. Our online learning approach states that full live lessons are not mandatory or expected – this is to give students some time away from their screens but also reduces the disadvantage for students who may have to access their school work outside of the school day.
How will my daughter be taught remotely?
We use a combination of the following approaches to teach students remotely:
Where appropriate and feasible, live teaching will take place; teacher input will be for a maximum of 15-20 minutes per single lesson and will be an opportunity for interaction between teacher and class. These sessions do not have to involve video but could be via a Google Classroom chat or email. These sessions can be used to introduce new learning, explain a task, take questions, share feedback, or address any emerging issues and misconceptions.
Teachers may also make use of other methods (e.g. pre-recorded PowerPoints) and platforms. We do not assume that live video teaching is always the best method but rather see it as one tool. The teacher’s choice of delivery is determined by its suitability to the objective and the content of the lesson.
Video facilities may be used where the member of staff can be reasonably sure that the background is neutral, and the video time will not be interrupted by non-school related events (e.g., a child or pet appearing or being heard). If video is not appropriate audio may still be used.
We will endeavour to ensure each live session is recorded and made available so any student who could not access it in real time can review at a later point.
Students’ cameras will be turned off. This aligns with our Safeguarding policy, a copy of which is on our website. The teacher should use the background tools to ensure it is neutral or use the school’s standard background image.
What are your expectations for my daughter’s engagement and the support that we as parents and carers should provide at home?
Remote learning takes place according to the usual school timetable; this includes morning registration and time for assemblies and acts of collective worship. This provides students, parents and carers with the stability and consistency that best supports continued learning at home.
We recognise that many parents will be facing a number of challenges and competing demands for their time. We are here to support with issues as they arise including with the provision of exam desks if there is little or no space for the student to work. We ask that parents keep open lines of communication so that we can assist with issues in a timely manner.
How will you check whether my daughter is engaging with their work and how will I be informed if there are concerns?
A register is taken by form tutor in morning registration and then by each teacher for every period of the day. Maintaining this system gives all staff a transparent and shared picture of student engagement. Directors of Learning monitor the register in real time and will intervene directly or liaise with relevant staff to determine the appropriate response when concerns are raised. Parents and carers will be contacted to alert them to these concerns and to identify ways in which the student can be supported to get them back on track.
How will you assess my daughter’s work and progress?
Feedback can take many forms and may not always mean extensive written comments for individual students. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Each department has their individual protocol around the remote assessment of students’ work. For more information, please contact the Head of Department or your daughter’s Director of Learning.
How will you work with me to help my daughter who needs additional support from adults at home to access remote education?
We recognise that some students, for example those with special educational needs and disabilities (SEND), may not be able to access remote education without support from adults at home. We acknowledge the difficulties this may place on families, and we will work with parents and carers to support those students in the following ways:
Teaching Assistants will continue to support the students they work with by joining the remote lessons and through staying in touch to check on the student’s wellbeing and learning.
Services provided by outside agencies will continue virtually where possible – including Speech and Language therapy (SALT), Drama therapy, Feeling Good Group, Vocabulary support and our School Nurse service.
Inclusion meetings for each year group will continue virtually, maintaining our regular forum for updating the relevant professionals on specific students and identifying emerging needs and responses.
What about remote education for self-isolating students?
Where individual students need to self-isolate but the majority of their peer group remains in school, how remote education is provided will likely differ from the approach for whole groups. This is due to the challenges of teaching students both at home and in school.
All teachers have established virtual classrooms for all classes and these platforms will be used to send self-isolating students appropriate work. This will be set according to the usual timetable to enable these students to plan and manage their learning and Directors of Learning will stay in frequent touch to monitor their progress and wellbeing.