Remote Learning Provision

Uffculme School Remote education provision: information for students and parents

This information is intended to provide clarity and transparency to students of Uffculme School, and their parents and carers, about what to expect from remote education if local restrictions require entire cohorts (or bubbles) to remain at home.

For details of what to expect where individual students are self-isolating, please see the final section of this page.

Remote Learning Bulletin 1 - 22nd January 2021

Helpful Links

Here are some helpful hints and tips to get you started:

How to Access the Remote Learning Tools

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The remote curriculum: what is taught to students at home?

A student’s first day or two of being educated remotely might look different from our standard approach, while we take all necessary actions to prepare for a longer period of remote teaching.

Following the first few days of remote education, will my child be taught broadly the same curriculum as they would if they were in school?

The core elements of this provision are as follows:

  • Students will largely follow their normal timetable each day
  • Lessons will ‘mirror’ the work that would have been taught had the lesson taken place in school and it should be clear to the student how the work fits into the sequence of learning.
  • Teachers will use their professional judgement as to how much of the lesson ought to be given over to review and consolidate (learning?) and how much to the introduction of new content.
  • Appropriate teacher explanations will support new learning.  New content maybe delivered by PowerPoint with a voiceover added, or through a short video explaining the new learning, or could take the form of a demonstration using a recording from a visualiser.  In some cases it may be appropriate to use a video from another source (e.g. Oak Academy; YouTube; Clipbank; Hegarty etc), however it may still be necessary to supplement this by a recording of the teacher highlighting the main points as would happen in a classroom setting
  • All resources should be accessible through MS Teams and signposted to students via ‘Class Charts’.
  • Regular ‘live’ online Q&A / discussion-type ‘catch-up’ meetings will be offered to students as they progress through each unit of work, so they can check their understanding, ask for help and support, and clarify any key learning with their teacher.  These will be optional for students to attend; however a recording will usually be taken so that those that are unable to take part will still have the opportunity to benefit from the learning / sharing that comes from the meeting.
  • Tutors will schedule regular ‘live’ online meetings for their tutees to check on their wellbeing as well as their engagement and how they are progressing with their learning.  These will usually be arranged as small group meetings (based around friendships groups) so that students have the opportunity to meet with their friends and peers.

How long can I expect work set by the school to take my child each day?

We expect that remote education (including remote teaching and independent work) will take students broadly the following number of hours each day:

Students in Key Stage 3

(Years 7, 8 and 9)

4-5 hours per day which may include:

  • PE / regular physical exercise minimum 20-30 mins a day
  • Online tutor meetings
  • Online Q&A sessions with subject teachers
  • Independent Reading (minimum 20-30 mins a day)

Students in Key Stage 4

(Years 10 and 11)

5+ hours per day which may include:

  • PE / regular physical exercise minimum 20-30 mins a day
  • Online tutor meetings
  • Online Q&A sessions with subject teachers
  • Independent revision and broader topic study
  • Independent Reading (minimum 20-30 mins a day)


How will my child access any online remote education you are providing?

Students will be pointed to the work they need to complete each day through Class Charts, our online planner system.  In most cases students will be directed to an area in MS Teams which holds much of the teaching resources and assignments that students will be asked to complete.

If my child does not have digital or online access at home, how will you support them to access remote education?

We are keen to ensure equal access to our remote learning provision for all students and will provide support wherever possible in line with their particular situation.  This may include loans of IT hardware, help to access the internet, and provision of paper-based materials where required.  Students will also be given various opportunities to submit their work to their teachers, and will not be restricted to a single method.

How will my child be taught remotely?

Remote learning will typically include these features:

  • The scheme of work for the unit or topic will be available to students so they can see how the lesson fits within the overall sequence of learning.
  • The structure of learning for the lesson will be clear so that the students can follow their way through in the same way as if they had been in school.
  • Guidance will be given as to the amount of time that should be spent on each part of the work (bearing in mind some students will take longer to complete the work when on their own).
  • Instructions will be clearly given for all aspects of the work.
  • Students will know the purpose of the lesson and have a clear understanding of what is expected of them.
  • The work will be built on prior learning – to ensure that the learning from the lesson is firmly rooted in the sequence of lessons and follows on from what has already been learned.
  • New information will be presented in bite-size chunks.
  • Learning will be supported by PowerPoints with audio narration or videos with clear explanations. These are clearly signposted to the students.
  • Key vocabulary is included and explained. (Pronunciation will be given via recordings and there will be opportunities to revisit vocabulary throughout the lesson.)
  • Worked examples are included before students do any questions – support prompts and scaffolding are provided to offer plenty of guided practice.
  • The work is differentiated, either by amount of scaffolding or extension activities, to stretch and challenge.
  • Independent practice is included – students have the opportunity to put their learning into practice, this could be exam questions, a quiz, essay writing, etc.
  • Appropriate feedback is given in line with the department’s marking and feedback policy.  (This might be via Teams, Class Charts or by email.)

What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?

  • We expect our students to engage fully with their daily learning and take responsibility for completing work to the best of their ability. They are expected to submit responses in a timely manner and seek support from their class teacher if they do not understand how to tackle a task.
  • Parents can support their child by setting regular routines, such as a good start in the morning, ensuring they are suitably equipped for what they need to do and helping them to manage their time effectively.
  • Parents can also support their child’s remote learning by seeking advice from tutors, or Head of Year if they feel their child is finding things difficult.

How will you check whether my child is engaging with their work and how will I be informed if there are concerns?

  • We will monitor each student’s progress on a regular basis.
  • If the school starts to identify that a student is struggling to stay on track with their work, class teachers will contact the student to help to get them back on track.  If necessary, this concern may be reported to their tutor.
  • Heads of Year will also monitor how students are progressing and will be in regular contact with parents if concerns regarding engagement are persistent.
  • If students are struggling to engage, we may, with the support of their tutor or Head of Year, put in a variety of measures to support the student, such as one-to-one sessions or reduced workload for a short period of time.

How will you assess my child’s work and progress?

We will assess work and progress regularly in a range of ways, such as written feedback, quizzes, and verbal feedback via video recordings.

How will you work with me to help my child who needs additional support from adults at home to access remote education?

We recognise that some students, for example some students with special educational needs and disabilities (SEND), may need help to access and successfully tackle their remote learning. 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:

  • All students with EHCP will continue to receive help and guidance with their remote learning from the learning support department, co-ordinated by the SENDCO.
  • Resources and tasks will be differentiated for individual students who may need additional support.

Remote education for self-isolating students

Where individual students need to self-isolate, but the majority of their peer group remain in school, the way in which remote learning will be provided may differ from the approach that is used for whole groups. This is due to the challenges of teaching students both at home and in school.

In this situation the core elements of our provision will be as follows:

  • Students will largely follow their normal timetable each day
  • Work will be provided through MS Teams, Class Charts or emailed to the student.
  • Lessons will ‘mirror’ the work that would have been taught had the lesson taken place in school and it should be clear to the student how the work fits into the sequence of learning.
  • Resources will support guided learning (with students using their normal exercise books and/or booklets) and will normally include PowerPoint, videos, worksheets and/or booklets.
  • Appropriate teacher explanations will support the learning, including introducing the topic; framing the lesson; introducing new concepts and/or vocabulary; demonstrating new methods; addressing potential misconceptions etc.
  • Appropriate feedback will be given on the learning, although depending on the length of the absence it might be more appropriate to give this when the student returns to school.