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Remote Learning

CBSC Remote Education - Information for parents and carers of CBSC pupils

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

Roles and responsibilities

The responsibility for Remote Learning is through the Leadership Team at CBSC. The nominate staff aligned to this are:

Matt Robinson: mrobinson@carshaltonboys.org

Hannah Baker hbaker@carshaltonboys.org

Furthermore, it is the responsibility of subject leads to manage and monitor the regular setting of remote learning for their area of responsibility. The subject leads will ensure that the provision follows the school’s usual and relevant scheme of work (SOLAR), and is as close to face to face provision as is reasonably possible.  Pastoral leaders, to include Leadership Group and Learning Coordinators, will collect weekly engagement data from all class teachers which will inform whether pupils are making progress or are in need of further intervention.

How will the remote curriculum at CBSC be taught to pupils?

Pupils will be taught the exact curriculum content as if they were in school, by year group, by key stage and by subject. CBSC staff will teach 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 so that pupils can progress through the school’s curriculum.

CBSC will use Google Classroom for remote education provision that will be used consistently across the school in order to allow interaction, assessment and feedback.

We want the young people who experience our remote curriculum to enjoy learning, feel confident when negotiating modern society and develop a broad intellectual understanding of the world alongside a deep, working knowledge of subject disciplines in context. When students are making decisions about the future, we want our curriculum to have provided them with the necessary currency and relevant knowledge to make positive, informed, ambitious choices; all doors should be open to them.

We want our remote curriculum to develop cultural and social capital and inspire in our students an understanding of the importance of kindness and effort. Our remote curriculum aims to realise in students the belief that they can make a difference and give them the necessary tools to do so.  Our curriculum aims to contribute, in its ethos and outcomes, to the ongoing pursuit of social justice. All pupils follow a PSHE programme during an Extended Tutor Time on Gold Thursdays during period 5.

What are the expectations of your child’s tutor?

  • Monitoring tutor check-in daily during timetabled tutor time (8.40am - 9am)
  • Posting a daily welcome message on the Google Classroom announcement stream (may be written or a brief loom video message), highlighting the daily activity to be done (this will be supplied by the Learning Coordinator or may be a whole school link such as Tuesday News Day)
  • Holding a weekly Google Meet with the tutor group (set up through the tutor classroom, on a day agreed with your Learning Coordinator)
  • Updating the tutor check-in tracker daily
  • Reporting any concerns to Learning Coordinator, Pastoral Support or Leadership Group (e.g. student checking in at an unusual time such as 2am)

https://drive.google.com/file/d/1bEb7G68IKiIrGHQlo30XLKvmxhF9D_uF/view?usp=sharing

What are the expectations of your child’s class teachers?

  • Set a range of activities for each timetabled lesson commensurate with the amount and quality of work that would be set if pupils were attending face to face education
  • Include a welcome message from the class teacher or another member of the department (video or narration) to introduce each lesson with a plan for the session and activities to be completed/
  • Be online and available during scheduled lesson times to respond to work submitted, written or verbal (via ‘Mote’ extension), and help students with their work. Teachers should alert students to their presence via the Google Classroom announcement stream.
  • Ensure that students receive at least weekly feedback and (if appropriate) grading on work submitted. This can be a combination of written and verbal as long as it is in the Google Classroom so that it can be evidenced. For non-core subjects, some weekly feedback can be ‘whole class’, but there should be regular individual feedback/grading in line with the departmental SOLAR. CBSC will provide data on achievement and progress of students whilst they are undertaking remote learning, and records of assessment/marking grades will be given for all years.
  • Provide weekly engagement data for all classes in years 7 and 8 (core subjects English, maths and science only), and examination classes in years 9-13 (all subjects), by 5pm every Thursday.

Are there any additional expectations of the school?

  • CBSC will continue to use the normal timetables for each year group
  • We will conduct ‘live’ elements to all lessons through the use of pre-recorded teacher clips (Loom), or clips from other reputable resources such as BBC Bitesize, Oak Academy (KS3 & KS4) etc. This is essential for the aspect of lessons that require teacher input and the imparting of knowledge content or skills.
  • Lessons will contain extensive tasks or assessments. They will also be differentiated to accommodate a range of abilities.
  • Assessment elements within SOLAR, such as PATHS assessments, are to continue as normal, as much as is reasonable in this context.
  • All lessons are to be uploaded to Google Classroom as normal by the start of the timetabled lesson on the day of teaching, detailing CLASSWORK or WOTC, with dates and topic titles. Deadlines must be attributed to both. These must be clearly signposted and titled as below:

For Classwork: '[lesson date]: Classwork - [Lesson/topic]'

For Work Outside of the Classroom: 'WOTC - [Topic/activity title]'

  • Staff should post classwork as ASSIGNMENTS if students are required to ‘upload’ a response. Staff can also post lesson resources as ‘MATERIAL’ if students are working on a continual document (E.g. NEA portfolio, BTEC Units) or being signposted to another platform such as Seneca or Mathswatch. Feedback may also be given on ‘MATERIAL’ posts. Teachers will use Google Classroom to receive uploads of work and to give feedback as per SOLAR

What should my child expect from immediate remote education in the first day or two of pupils being sent home?

In this section, please describe briefly what remote education provision you will make available immediately. This may include, for example, sending pupils home with workbooks to complete independently in the first instance.

Pupils should use the Google Classroom platform immediately and follow their normal timetable. They should use their school Google Mail account and also reference their Google Calendar

Using Google Classroom for Pupils

Sending a Gmail

Each morning pupils are expected to complete their Tutor Check In:

https://drive.google.com/file/d/1bEb7G68IKiIrGHQlo30XLKvmxhF9D_uF/view?usp=sharing

  1. Pupil lessons will be uploaded to their Google Classroom class page prior to their lesson. Tasks will be clearly signposted and relevant materials and resources will be uploaded to assist them.
  2. Pupils are expected to work on their tasks for the duration of the timetabled lesson
  3. Pupils will be required to submit their classwork by 6pm of the same day via Google Classroom

Submitting a Photo to Google Classroom

Using Google Classroom to Share Work with your Teachers

 

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?

CBSC will implement remote education from the first school day that pupils are not in school. We will teach the same curriculum remotely as we do in school however, we may need to make some adaptations in some subjects. For example, in subjects such as science, PE, music, arts and technology, pupils may not have access to specialist equipment and facilities. The teachers will adapt the lesson to engage all pupils with this in mind.

 

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

Your child will be set tasks in accordance with their timetable. They are expected to be in class and on task for each lesson of the day. Each lesson set should take your child the normal allocated time in their timetable. They should complete the tasks at the set times noted below.

Tutor Time/Registration    8:40am to 9am
Period 1 9am to 10am
Period 2 10am to 11am
Lunch 1 11am to 11:30am
Period 3 11:30am to 12:30pm
Period 4 12:30pm to 1:20pm
Period 5 1:50pm to 2:50pm
Period 6 (Y11 lessons) 2:50 to 3:50pm on Monday, Tuesday and Wednesday (plus Gold Week Thursday)

 

Will my child receive additional work to complete outside of normal teaching hours?

All pupils will receive WOTC and they will be required to have to supplement this study with extended hours beyond the usual school day. WOTC tasks (Work Outside of the Classroom) will be uploaded to Google Classroom with submission details in conjunction with normal curriculum expectations. We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day.

Pupils in Years 7 to 10 will be taught for 5 hours per day. Pupils in Year 11 will have five lessons every day but will also have a sixth lesson on Monday, Tuesday, Wednesday and Thursday (Blue Week only). Y10 pupils will also be offered the opportunity to access subject surgeries alongside Y11s during period six lessons.

Sixth form pupils will follow their normal timetable but will be expected to be engaged and on task for at least five hours per day.

Accessing remote education

How will my child access the online remote education that CBSC are providing?

CBSC will be using the Google Classroom platform for all remote learning. This is for lesson delivery, and for submission of pupil work as well as for assessment and pupil feedback.

Using Google Classroom for Students

 

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

We recognise that some pupils may not have suitable online access at home. CBSC will take the following approaches to support those pupils to access remote education. We will ensure that any pupil who does not have digital access will gain provision through:

  • The distribution of school-owned laptops. CBSC will provide a Chrome Book if one is required.  
  • Where Wi-Fi connectivity is a concern, we will also provide a ‘router’ to ensure a Wi-Fi connection at home. Additionally, CBSC can apply to the DfE scheme called, ‘Extra Mobile Data’ (from mobile companies) to assist with Wi-Fi connection in your home.
  • Providing printed resources where needed, such as textbooks and workbooks, to structure learning. This will supplemented with other communication from teachers to keep pupils on track or to answer questions about their work.
  • It may also be that some pupils who have difficulty engaging in remote education may be considered to be vulnerable children, and therefore eligible to attend provision in person. As outlined in the guidance, this is a decision based on local discretion and the needs of the child and their family.

If you require support with digital access or with on-site provision, then please contact Paul Avery (Deputy Principal) at pavery@carshaltonboys.org

 

How will my child be taught remotely?

When teaching pupils remotely, teachers will set meaningful and ambitious work each day in all of your child’s subjects. At CBSC we use a combination of the following approaches to teach pupils remotely:

Pupils will;

  • CBSC will continue to use the normal timetables for each year group
  • Be set a range of activities for each timetabled lesson commensurate with the amount and quality of work that would be set if pupils were attending face to face education
  • Experience lessons which will include a welcome message from the class teacher or another member of the department (video or narration) to introduce each lesson with a plan for the session and activities to be completed
  • Be online and available during all scheduled lesson times to respond to work submitted, written or verbal (via ‘Mote’ extension), and help students with their work. Teachers will alert students to their presence via the Google Classroom announcement stream.
  • Receive at least weekly feedback and (if appropriate) grading on work submitted. This can be a combination of written and verbal feedback as long as it is in the Google Classroom. For non-core subjects, some weekly feedback may be ‘whole class’, but there will be regular individual feedback/grading in line with the departmental normal curriculum provision. Teachers will continue to provide data on achievement and progress of students whilst they are in lockdown and will keep a record of assessments and grades awarded
  • Be provided with weekly engagement data (via their parents or carers) for all classes in years 7 and 8 (core subjects English, maths and science only), and examination classes in years 9-13 (all subjects).
  • Experience ‘live’ content elements from their teachers in all lessons
  • Experience teacher pre-recorded clips (Loom), or clips from other reputable resources such as BBC Bitesize, Oak Academy (KS3 & KS4) etc, to assist with the imparting of knowledge content or skills.
  • Be expected to engage in all tasks or assessments
  • Will be assessed in line with normal expectations of SOLAR, such as PATHS assessments
  • Note that all lessons will be uploaded to Google Classroom as normal by the start of the timetabled lesson on the day of teaching, detailing CLASSWORK or WOTC, with dates and topic titles. Deadlines will be attributed to both. These will be clearly signposted and titled as below

For Classwork: '[lesson date]: Classwork - [Lesson/topic]'

For Work Outside of the Classroom'WOTC - [Topic/activity title]'

  • Note that their teachers may also post classwork as ASSIGNMENTS if students are required to ‘upload’ a response. Staff may post resources as ‘MATERIAL’ if students are working on a continual document (E.g. NEA portfolio, BTEC Units) or if they are being signposted to another platform such as Seneca or Mathswatch. Individual feedback will not be given on ‘MATERIAL’ posts. Teachers will use Google Classroom to receive uploads of work and to give feedback as per normal curriculum expectations
  • May be taught using live teaching through Google Meet. This could be for the entire lesson or part of the lesson.
  • Will experience recorded teaching in which CBSC staff are using resources including Oak National Academy lessons. They are also using pre-recorded Loom videos or audio recordings of themselves, and departmental colleagues teaching the content from the subject’s normal curriculum provision. This could be in addition to welcome recordings by the staff for each lesson

What styles of teaching (pedagogical approaches) will my child receive during the period of Remote learning?

Teachers will use existing pedagogical techniques as far as is possible and will:

  • Provide frequent, clear explanations of new content via Loom, via Google Meet within Google Classroom, via external vetted resources which will mirror the expectations of their schemes of learning (SOLAR). Each lesson will be delivered using a form of live content or through high-quality curriculum resources.
  • CBSC staff will provide opportunities for interactivity, including questioning, eliciting and reflective discussion either via Google Meet, the Google Classroom stream, via the submitted work facility, via Mote Verbal feedback or via usual assessment practices within existing CBSC PATHS procedures.
  • CBSC teachers will provide differentiated and scaffolded practices to enable all pupils to be challenged and supported in the delivery of new content.  
  • CBSC teachers will enable pupils to receive timely and frequent feedback on how to progress, using digitally-facilitated or whole-class feedback where appropriate. Weekly feedback on each pupil in each subject is the minimum expectation for your child.
  • CBSC teachers will use assessment, either during the lesson or post lesson, to ensure teaching is responsive to your child’s needs whilst ensuring that it addresses any critical gaps in pupils’ knowledge
  • CBSC teachers will avoid an over-reliance on long-term projects or internet research activities

CBSC departments will ensure pupils have the necessary resources required to undertake the tasks posted. These will be uploaded to Google Classroom within a lesson post or assigned as ‘Materials’ within the Google Classroom platform. This may include pages from workbooks, worksheets, textbooks, extracts from reading books, links to commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences and easily accessible links to long-term project work and/or internet research activities.

Engagement and feedback

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

All CBSC pupils will be expected to engage with all of their remote learning. This means that they must engage with all of their lessons at their scheduled time. In addition to attendance in all lessons, pupils must work diligently and productively during the timetabled lesson. Pupils will also be asked to complete ‘Work Outside of the Classroom’ in each subject using the school’s normal expectations within the existing curriculum. This will be posted by staff and will be in conjunction to their usual curriculum provision. CBSC will use checking, daily, whether pupils are engaging with their work. A lack of engagement will be noted by class teachers on a weekly basis and then fed back to subject leads, pastoral teams as well as families within the same time frame.

CBSC will be using a 3 point scale to assess engagement levels by each child:

1       The student is completing all work and the quality is good

2       The student is only completing some of the work, or all of the work, but at a standard which does not reflect their ability of                 their potential

3       The student is not completing any of the work

Year 7 and 8 will receive grades in core subjects and Years 9 to 13 will be graded in all of their subjects. Parents will receive this data on Friday of the same week.

How will CBSC cater for the education of pupils classified as ‘Vulnerable’?

Where individuals, who are being taught remotely or are self-isolating, are within our definition of vulnerable, CBSC will continue to keep in contact with them.

  • All vulnerable pupils will be offered on-site provision
  • Where on-site provision has been declined, CBSC will contact the child regularly to ensure that the pupil has access to online learning and is engaging with all tasks
  • CBSC will also liaise frequently with the attached Social Worker to ensure that engagement is high

When a vulnerable child is asked to self-isolate, CBSC will notify the relevant social worker (if they have one). CBSC school leaders will then agree with the social worker the best way to maintain contact and offer support to the vulnerable child or young person. CBSC will check if a vulnerable child is able to access remote education support, to support them to access it (as far as possible) and to regularly check if they are doing so.

 

If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?

Remote education for self-isolating pupils

Where individual pupils need to self-isolate but the majority of their class remains in school, his teachers will be notified of this self-isolation and he will be able to access the lessons as normal via Google Classroom. The same expectation of provision will be sustained to ensure that self-isolating pupils are able to continue with their education in step with their peers.

How will the school ensure that they are delivering remote education in a safe way?

Keeping children safe online is essential. The statutory guidance keeping children safe in education provides schools and colleges with information on what they should be doing to protect their pupils online. CBSC will use the following guidance to ensure that remote education is safe.

How as a community can we ensure that we keep devices safe and secure?

In conjunction with the school’s IT Support department, pupils and staff will take appropriate steps to ensure their devices remain secure. This includes, but is not limited to:

  • Keeping the device password-protected – strong passwords are at least 8 characters, with a combination of upper and lower-case letters, numbers and special characters (e.g. asterisk or currency symbol)
  • Ensuring the hard drive is encrypted – this means if the device is lost or stolen, no one can access the files stored on the hard drive by attaching it to a new device
  • Making sure the device locks if left inactive for a period of time
  • Not sharing the device among family or friends
  • Installing antivirus and anti-spyware software
  • Keeping operating systems up to date – always install the latest updates

Appendices

Google Classroom ‘To Do’ lists

All work will be presented in the pupils’  ‘To Do List’ on Google Classroom. This can be found in the top left hand corner on both the website and the phone/tablet apps. The steps below explain how to access this.

  • Click on the 3 lines in the top left hand corner
  • Click on ‘To Do’
  • This will bring up all work without a due date, work due this week, next week and later (see example below)

‘How to’ Videos & Guidance

Below is a list of ‘How To’ videos for Google Classroom. Some of which are published on the CBSC Help website: https://help.cbsc.co.uk/

Parents can submit a form via the website link above. Parents can also submit a subject enquiry form, if they have a subject specific query.