New for 2022 – 23: Moving Forward, Making a Difference – Deep Dives
We are delighted to announce a new form of training for the 2022/2023 academic year: Deep Dives
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by KYRA Research School
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The Learn-AT Home approach has been developed around some core principles that relate to the key priority of safeguarding health and wellbeing for families, and of staff and pupils. Bearing in mind that teachers at home may also be juggling childcare, illness, caring responsibilities and home-schooling their own children, we designed an introduction to Learn-AT home which identified some ‘if-all-else-fails’ essentials that parents/carers should try to secure as part of a simple, structured daily routine. These activities are not dependent on information being received from the teacher, and could happen if, for example, the teacher is not available:
Parents are encouraged to establish a simple structured daily routine to support children and family emotional wellbeing:
In making decisions and reviewing the design of our home learning offer we have considered issues of online access, particularly in relation to disadvantage. Useful references include the EEF recent evidence review of the best evidence around supporting children to learn remotely, the Sutton Trust report, Social Mobility and COVID-19 (Montacute, 2020) and Dr Dan Nicholls’ blog, ‘Urgent Action Required’ (Nicholls, 2020). We have taken account of teacher workload, data protection and importantly – safeguarding implications relating to online learning. The EEF, NSPCC and SWGfL provide useful resources and sources of information relating to safe and effective remote/online teaching and learning.
Dan Nicholls presents some issues relating to home learning likely to exacerbate the achievement gap very starkly in this table:
He suggests we create effective Distance Learning through the eyes of disadvantaged children throughout the pandemic; based on the following principals:
The vast majority of parents in Learn-AT schools can receive email. With this in mind, (and updated following a review on 16/04/2020), Learn-AT teachers use Arbor to send an email to parents/carers each day with a menu of tasks for the following day, from which parents are asked to select three tasks in addition to daily reading and the other elements of the daily routine outlined above:
Providing human contact and interaction and gaining feedback from parents/carers
School have been innovative in finding safe ways for children to ‘see’ their teachers during the closure period. For example they have recorded video greetings and assemblies and released them on school YouTube channels and Facebook accounts and sent photographs via school Twitter accounts.
Because we know teachers are missing their pupils and pupils and families are missing contact with teachers, this half-term, we are trialling a ‘parents’-evening-style’ booking system to arrange online audio calls from teachers to children and families at regular, pre-arranged intervals. We have developed a protocol for this which meets safeguarding and data protection requirements and considers teacher workload carefully.
In order to improve feedback systems without exposing teachers to overwhelming individual demands for email communication from parents, we are setting up year-group email accounts via which parents can send their children’s work to teachers, provide feedback and suggestions which can be considered by teachers as they review and design their ongoing provision. Teachers are not expected to provide individual feedback or undertake marking of work from a distance. General acknowledgement of pupils’ work can be provided in the daily email and via publication via school Twitter and Facebook accounts.
We are delighted to announce a new form of training for the 2022/2023 academic year: Deep Dives
In the second of three blogs, Dena Jones ELE shares her thoughts on the Improving Mathematics at KS2/3 guidance report.
In the third and final blog, Dena Jones ELE shares her thoughts on the Improving Mathematics at KS2/3 guidance report.
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