Remote Teaching and Learning

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Ensuring access to remote provision

At Liscard Primary School we have worked hard to ensure all of our pupils have access to remote provision.   Over the last year we have planned diligently for partial school of pod closures due to the pandemic.  This has enabled us to respond quickly and readily for any disruption to schooling during the 2020 to 2021 academic year.

The period since 23 March 2020 has been one of great innovation in remote education. We have already implemented a wide range of approaches which are constantly being developed, tested and refined. Despite the challenges, remote education has made a significant contribution to enabling our pupils to continue to learn and progress. We continue to learn from our experiences and will innovate, take on board pupil and parent feedback and improve our provision as the months unfolds.

What matters most in remote education

We have a real clarity about what needs to be taught by teachers and learned by pupils in a carefully sequenced curriculum.  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. We therefore carefully aspire to:

  • ensure pupils receive clear explanations
  • support growth in confidence with new material through scaffolded practice
  • facilitate the application of new knowledge and/or skills
  • enable pupils to receive feedback on how to progress

These characteristics of good teaching are more important than the medium of delivery, be it in the ‘live’ classroom or through remote provision (whether or not that remote provision is live or pre-recorded). It is important that we consider how to transfer into remote education what we already know about effective teaching in the live classroom

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. Likewise, some pupils with SEND will require specific approaches tailored to their circumstances.

Access to Appropriate Technology

Access to appropriate devices and connectivity is essential for technology-led approaches to remote education. However, securing access for all pupils is a significant challenge for us but one we will aspire to overcome.  We currently have over 150 + devices on loan to families with an additional 15 devices on loan to us from Charlotte’s Brightside - Children’s Hub www.charlottesbrightside.co.uk.

Interactive platforms

We use Google Classroom as our Interactive Platform supported by Classroom Dojo.   By using these systems, we are able to create virtual classes enabling a single point of access for all lessons and resources and allowing our teachers to host both live and recorded explanations and lessons.  We enhance these platforms by using applications which allow for easy transition from learning to applying key skills and knowledge.  

Tests and quizzes are also an important part of effective teaching and can be easily created to precede or follow our teaching sequences. When teaching live, it is possible for our teachers to question individual pupils and for pupils to pose questions to teachers or peers, for example using the ‘Chat’ function. Google forms, Learning by Questions, Bug Club, Sum Dog, Spelling Shed are just some examples of applications that work well for rapid feedback and allow live marking.