![]() Where pupils and students continue to experience barriers to digital remote education, schools should work to overcome these barriers. ensure that any equipment obtained under DfE’s Get help with technology programme is clearly identified and ready to be re-distributed for a similar purpose.This could include providing laptops and chargers to identified families with any usage or loan agreements necessary to help safeguard school property consider how school technology resources can support pupils without sufficient remote facilities.maintain an up-to-date record of which pupils and families do not have sufficient devices or appropriate internet access.To help mitigate potential digital barriers that certain children and young people may have, it may be helpful for schools to: However, securing access for all pupils is a significant challenge in many contexts. Some suggestions are given for these cases later in this document.Īccess to appropriate devices and connectivity is essential for technology-led approaches to remote education. Likewise, some pupils with SEND will require specific approaches tailored to their circumstances. Pupils in the early stages of their formal education are likely to have particular needs which cannot easily be addressed in the same way as those of other pupils. These complex teaching skills in the classroom are not always easy to recreate in a remote environment, but where remote education recreates at least some aspects of this interactivity and intentional dialogue, teaching is likely to be more effective, support pupil motivation and lead to better progress. Live classrooms enable important interaction between teachers and pupils through, for example, questioning, eliciting and reflective discussion. It is important that schools consider how to transfer into remote education what we already know about effective teaching in the classroom. 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). enabling pupils to receive feedback on how to progress.supporting growth in confidence with new material through scaffolded practice.ensuring pupils receive clear explanations.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. ![]() This presupposes clarity about what is to be taught in a carefully sequenced curriculum. This good practice guide for remote education focuses on approaches to the delivery of the curriculum. ![]() Despite the challenges, remote education has made a significant contribution to enabling students to continue to learn and progress during the pandemic. A wide range of approaches has been developed, tested and refined. The period since 23 March 2020 has been one of great innovation in remote education. For details of the remote education expectations schools are required to meet, please see the schools coronavirus (COVID-19) operational guidance 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. Despite this, there is still a risk of localised outbreaks of coronavirus (COVID-19) or of small numbers of individual pupils being unable to attend school. Most pupils returned to school full time on 8 March 2021. However, the principles below apply in many contexts, and some approaches have worked well across a wide variety of schools. This may mean that what works well in one type of school may not be suitable for other kinds of school. We recognise that schools vary significantly in context. Further support and information for teachers and leaders can be found on Get help with remote education. It offers suggestions to help schools meet the expectations for remote education set out in the schools coronavirus (COVID-19) operational guidance. 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.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |