Key Stage 3

We expect that remote education (including remote teaching and independent work) will take students 4 hours per day. The Ax@holme Learning Planner also builds in enrichment activities to accompany students online learning and meet the remote learning requirements.

Key Stage 4

We expect that remote education (including remote teaching and independent work) will take students 5 hours per day. KS4 students will follow their normal timetabled lessons.

The main platform for students to access all resources for remote learning is Google Classroom, all work is set via this platform. Examples of other online platforms that are used to support students learning are named below. This list is not exhaustive and other appropriate platforms are used.

• GCSE POD
• Hegartymaths
• Kerboodle
• Educake
• Oak National Academy
• BBC Bitesize resources

We recognise that some pupils may not have suitable online access at home. We take the following approaches to support those pupils to access remote education:

We have provided devices for those who need it; however, we recognise that some students may not have suitable online access at home.

We take the following approaches, where possible, to support those students to access remote education:

•  Issue laptops or Chromebook to those without devices
•  Issue routers or dongles for access to the internet
•  Print and post resources to students who may require it
•  Educate students in school to access their learning

We use a combination of the following approaches to teach pupils remotely, predominantly we deliver live lessons using Google classrooms and Google Meets

When teaching students remotely, we are:

• Providing frequent, clear video explanations of new content, delivered by a teacher in the school or through high-quality curriculum resources or videos.
• Setting assignments so that students have meaningful and ambitious work each day in a number of different subjects.
• Teaching 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.
• Gauging how well students are progressing through the curriculum, using ques-tions and other suitable tasks and set a clear expectation on how regularly teachers will check work.
• Enabling teachers to adjust the pace or difficulty of what is being taught in response to questions or assessments, including, where necessary, revising mate-rial or simplifying explanations to ensure students’ understanding.
• Planning a programme that is of equivalent length to the core teaching students would receive in school, ideally including daily contact with teachers.

Video lessons

Our preference is that where possible, our teachers teach live video lessons. Where this is not possible, video lessons may be pre-recorded to ensure that explanations are clear and effective. Where a teacher is unwell, we may use video lessons provided by Oak National Academy to support student explanations.

During remote learning we expect that

Students:

• Students at KS4 are expected to follow their timetabled lessons.
• Students at KS3 are expected to follow their Ax@Home learning planners
• Students should complete tasks set in their scheduled lesson time and submit their work by the end of the lesson deadline.
• Students should endeavor to join all of their Google Meets 
• Ask for help if they are stuck and respond to any feedback given by their teachers

Parents/carers:

• Parents should support their child by setting good routines at home
• Let school know if they are having issues with their ICT and need support from school
• Communicate with their child tutors/pastoral team during Keeping in Touch (KIT) contact
• Provided their child with a space they can work without distraction. Where this is not possible, please let us know and we will do what we can to help.

Please reinforce clear boundaries with your child during their remote education, such as not allowing them to use their mobile phones (unless being used for the lesson).

We will check students engagement with their remote education by:

• Completing lesson by lesson engagement registers to show attendance and engagement
• Using RAGB grades to determine students engagement for each lesson
• Tutors will complete KIT calls to parents/carers every 2 weeks to discuss student engagement
• Moving students to the VSR to work with the pastoral team when need is identified

Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows:

• Students will receive feedback on her work in line with usual Academy Assessment policy.
• Teachers set work to be completed through the remainder of the lesson. This work may be handed in electronically using the assignments function in google classrooms
• With assignments submitted through Google Classrooms, there is a feedback function built into the platform, where teachers can mark or comment on student work.
• Teachers are not expected to mark every piece of work in depth, but they will be checking work and addressing any errors or misconceptions with students in the following lessons.
• We may use quizzes through online forms to assess student understanding. This provides instant student feedback and scores are recorded so that teachers can address common mistakes in future lessons.

We recognise that some students, for example some students 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:

• Regular (at least weekly) contact with parents/carers and students from a member of the SEN department
• Bespoke plans to meet individual needs.
• Work packs provided and distributed for individuals who require extra support
• Extra support from a subject specialist in the core subjects when the need arises and is identified by the SEN Department to support remote learning