Coed Glas Primary School Online Learning and Blended Learning Policy
Welsh Government guidance (https://gov.wales/keep-education-safe-guidancelearning-over-summer-term) states that as we begin to think about learning and teaching for the next school year, schools should consider, “a blend of ‘in school’ and ‘out of school’ learning driven by a single curriculum: learners should not expect or experience two parallel curriculums, but practitioners will need to think how learning outside the classroom supports the valuable and limited contact time.”
United Nations Convention on the Rights of the Child
As a Rights Respecting School, this policy reflects the following articles, whether the children are in school or at home:
Article 28: Every child has the right to a good quality education.
Article 29: Your education should help you use and develop your talents and abilities. It should help you to live peacefully, protect the environment and respect other people
Article 23: You have the right to special education and care if you have a disability, so that you can live a full life.
Statement of Intent:
This policy will outline the types and methods of online and blended learning, provide guidance on the approaches that should be taken by staff, pupils and parents; and, aim to ensure consistency of approach within and across all phases.
We will continue to provide engaging, exciting and challenging learning opportunities, both in school and at home, which result in ambitious, capable learners, committed to lifelong learning. Additionally, the well-being of pupils and staff is a significant consideration; it is recognised that learning can give a sense of purpose and achievement which is good for mental well-being. The policy sets out how we will achieve an efficient blend of in-school and at-home learning, thus
allowing pupils to make progress.
Definition of Blended Learning:
"At its simplest, blended learning is the thoughtful integration of classroom face-to-face learning experiences with online learning experiences." [Garrison and Kanuka, 2004]. This means that time spent learning in the classroom will introduce key concepts, new content and skills; address misconceptions; answer questions; and, set clear expectations and guidelines for the work to be completed at home.
However, it should be noted that the learning that takes place at home will take a variety of forms and will not be restricted to online provision.
Definition of Online Learning:
Education that takes place over the internet. It is often referred to as e- learning among other terms. However, online learning is just one type of “distance learning”
Aims
Introduction
Learning is not confined to the school day or to a particular approach. It is an ongoing, integrated approach which is supported by teachers, parents/carers and others, as well as by having varied experiences and the use of relevant resources, including ICT. Coed Glas Primary Schools’ approach is that online learning is a vehicle to support teaching and learning and to ensure that we meet our aims. Face-to-face learning and online learning should complement each other and be driven
by a single curriculum.
Learners will be provided with opportunities to develop learning in accordance with the Four Purposes of the Curriculum for Wales. There are opportunities to develop numeracy, literacy and digital competence (DCF) skills. All activities are to be planned and delivered in line with current operational guidance and the schools’ risk assessment.
In the event of school closure, this policy will allow staff to keep in daily contact in a professional and confidential manner with their classes and schedule learning in a manner that does not overwhelm children or families. Teaching and learning can be tailored, changed and updated as time progresses, allowing for alignment with activity and learning outcomes. In all communications we will prioritise the wellbeing of our school community.
Access arrangements
All teaching staff will be provided with an appropriate ICT device to enable them to support the children remotely.
The school will maintain a register of children who do not have an appropriate ICT device to access their blended learning activities at home.
Should any child (ren) need to be at home for any period of time, an appropriate device will be provided by the school wherever possible. Parents/carers will be asked to agree an ‘Acceptable Use’ agreement prior to any device being taken home from the school.
Safeguarding
We will follow the Welsh Government guidance as defined in the document ‘Stay safe, stay learning’ (https://gov.wales/sites/default/files/publications/2020-04/stay-safe-stay-learning-continuity-of-learning-policy-statement_0.pdf)
All staff will maintain their responsibilities as detailed in the school’s Safeguarding Policy ( https://primarysite-prod-sorted.s3.amazonaws.com/coed-glas-primay-school/UploadedDocument/3f7e7113b5f54b9a98c1ab2fe0fad1c8/child-protection-policy-2019-2020.pdf)
All staff will follow the Welsh Government guidance as defined in the document ‘Live-streaming and video-conferencing: safeguarding principles and practice’ (https://hwb.gov.wales/zones/keeping-safe-online/live-streaming-and-video-conferencing-safeguarding-principles-and-practice/)
Our draft Live Streaming and Video Conferencing Policy (https://primarysite-prod-sorted.s3.amazonaws.com/coed-glas-primay-school/UploadedDocument/9e0ecff2ced44ee6b9637eaef8047c1f/live-streaming-and-video-conferencing.pdf)
Roles and responsibilities
Governors
The Headteacher will:
Staff will:
Parents and Carers should:
Priorities for learning
The ongoing pandemic means that learners may continue to spend varying amounts of time learning remotely. Learners who are not content, safe and secure will not learn effectively.
We will support our pupils’ mental and emotional well-being that is appropriate to the age and stage of the learners. Examples include:-
We will support our pupils’ physical well-being that is appropriate to the age and stage of the learners. Examples include:-
Purpose:
We understand the needs of our learners. We know what knowledge, skills and dispositions we want our learners to develop. Learning will focus on raising standards in literacy, numeracy and digital competence. These skills, for the foundations of learning and are essential for learners to be able to unlock knowledge.
An adapted approach to learning in Coed Glas Primary School will provide authentic opportunities to develop and apply literacy, numeracy and digital skills, embedded in all learning across a broad and balanced curriculum. We will use a wide range of topics, activities and resources to develop knowledge and skills. It is important that these skills are embedded within other broader learning rather than seeking to apply them in isolation to wider learning.
This will include opportunities across learning time to:
Over the course of the disruption caused by a full or partial school closure, our expectation is that all learners should continue to make meaningful progress.
Our staff will determine what the steps of progression are for our learners. The purpose of assessment is to support each individual learner to make progress at an appropriate pace, ensuring that they are challenged and supported appropriately.
We will use a range of means of assessment and feedback to help our learners make progress. Examples of assessment include:-
Examples of assessment include:-
Learners: Active engagement between the learner and staff regularly is at the heart of the learning process and is especially important as learners continue to learn in different places and take more ownership of their learning as a result.
Learners will be supported to develop self-regulation skills and to take responsibility for their learning, engaging in dialogue and communicating with staff regarding what they are learning, how they are learning and their progression in learning.
We will support all learners appropriately.
Parents and Carers:
The participation of parents and carers in learning is essential for developing learning experiences that involves learning inside and outside school. Parents and carers engaging with learner at all ages will help consolidate school-based learning. We will communicate with parents, carers and learners to understand their roles in this process.
Provision
Each day, learning activities in the relevant Areas of Learning and Experience will be posted on Class Dojo, Seesaw, or Google Classrooms. Families should view this together, and then make appropriate plans to complete the work.
In Spring 2021, individual year groups will be providing the following opportunities for all children:
The school will offer synchronous (live) and asynchronous (pre recorded / planned) lessons during the week. A typical day will look like this:
Yr Group |
Daily timetable |
Platform |
Nursery |
Parent/carer video uploaded each evening on Class Dojo. Numeracy challenge Literacy including storytime Creative challenge Physical challenge |
Class Dojo |
Reception |
9.30 - 9.50 - Google Meet (Live registration and engage/talk through the days activities) Complete activities from Class Dojo ‘Portfolio’ and access virtual classrooms for links to support learning. 2.45 - Assembly type session. Pre recorded activity from teachers/Story time/PSD/Welsh. |
Call set up with parents via: Google Meet Virtual Classroom shared via: ClassDojo Submit work using: Class Dojo |
Yr 1 |
9.00 - 9.20 - Google Meet (live registration and engage/talk through the days activities) Complete the tasks on the grid in our virtual classroom throughout the day. 2.45 - Meet to share and celebrate work / Storytime / Home learner of the day |
Communicate with parents via Class Dojo Virtual Classroom shared via: ClassDojo Submit work using: Class Dojo |
Yr 2 |
8.30 - 9.20 Numeracy 2.00 - Storytime on Teams (SD) |
Seesaw MS Teams |
Yr 3 |
9.30 Teams Call to introduce the day’s learning. Complete tasks on Google Classroom throughout the day. 2.30 - Meet to share work and story. |
MS teams Google Classroom |
Yr 4 |
9.00 Teams Meeting to go through the work for the day. 1.30 Teams Meeting to review the morning learning and explain the tasks for the afternoon. Staff support the children throughout each session across the day. |
MS Teams Google Classroom |
Yr 5 |
9.00 Numeracy introduction 11.00 Literacy introduction 1.15 Topic introduction 2.30 Guided group reading introduction |
MS Teams Google Classroom |
Yr 6 |
9.00 ‘registration’ on Teams followed by Maths Lesson introduction. 11.00 Literacy introduction on Teams 13.00 Reg and afternoon lessons introduction on Teams 14.30 Guided group reading session on Teams |
MS Teams Google Classroom |