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    Remote Education at iCollege

    Forms of remote education at iCollege

    Remote learning provides an opportunity for learners and teachers to remain connected and engaged with education while working from home.

    Some helpful definitions:

    Remote learning: Remote learning is an umbrella term for all the learning that takes place remotely outside of a traditional classroom setting. It involves a form of learning where the teacher and the learner are separated. In some cases of remote learning, students will access educational resources online, receive pre-recorded lessons online, take low-stakes quizzes online, and submit their work online transmitted through online tools and platforms. At the same time, they may also receive traditional educational resources like textbooks and worksheets.

    Blended learning provision: Where possible, learners at iCollege will be encouraged to access our blended -learning provision, which involves a mixture of face-to-face and remote methods.

    The Remote Curriculum: What is Taught to children and young people at Home?

    How will the curriculum be adapted for remote learning?

    The aim of education is to deliver a high-quality curriculum so that learners know more and remember more. Remote education is one way of doing so. This means that everything we know about what a quality curriculum looks like still applies. Our remote education curriculum is as closely aligned to the classroom curriculum as possible. However, there may be some variation, particularly in practical subjects where home learning opportunities are limited by access to specialised resources or equipment. Just like the classroom curriculum, our lessons are carefully sequenced and ensure that pupils obtain the building blocks they need to move on to the next step. In some subjects, we may alter the sequence of what is being studied so that we cover the topics that are most suitable for delivering remotely.

    Remote teaching and study time each day

    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 broadly take the following number of hours each day:

    Primary: Given that the majority of our primary learners will always have access to face-to-face learning, there may only be a small amount of remote learning : approximately 1-2 hours

    Key Stage 3: 2-3 hours with each learning task (30-45 minutes)

    Key Stage 4: 3-4 hours. Learners will be set a range of different learning tasks by their teacher based on a normal lesson length of ( 30-45 minutes.) The learning will include a mixture of pre-recorded lessons and time for students to complete learning tasks linked with these.

    Post 16 - Variable depending on timetable, but you should expect learners to be doing approximately 3 hours. The learning will include a mixture of pre-recorded lessons and time for the completion of learning tasks linked with their lessons.

    Accessing Remote Education

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

    Tasks for all on-line learning at our Secondary provisions will be communicated via our Blended Learning Provsion below

    iCollege Blended Learning Rationale 

    Intention: 

    • To ensure that learners with fewer than 20 hours of onsite education, or those on parttime timetables (C2), have full access to the curriculum through high quality blended learning opportunities. 

    • Blended learning will include online platforms, printed learning packs, workbooks, revision activities and past exam papers (where appropriate). 

    • This approach ensures curriculum continuity, promotes independent learning, and reduces disadvantage for learners with reduced timetables. 

    On-line Learning Sites used by iCollege 

    GCSE Bitsize 

    All Subjects 

    Seneca 

    All Subjects 

    Bedrock 

    English 

    Maths 

    My Maths       Corbett Maths 

    Biology  

    Cognito (YouTube) Freescience lessons (YouTube) 

     

    Implementation: 

    • During induction, learners will receive logins for all relevant online platforms.  

    • A member of iCollege staff will show learners how to navigate each site.  

    • Learners will receive a Linktree link (secondary) providing quick access to Seneca, MyMaths and revision/exam practice papers. 

     

    Independence: 

    • English and Maths teachers will provide weekly home learning tasks to supplement the   timetabled curriculum.  

    • Content will vary throughout the year, aligned to curriculum needs and exam preparation periods.  

    • Subject teachers will provide access to revision guides when appropriate.  

    • Printed revision packs will be issued to learners at Report & Review Days. 

     

    Intervention: 

    • At Intervention, subject teachers will provide blended learning activities on the days the learner is scheduled to study that subject.  

    • Activities will be aligned to subject curriculum plans and personalised needs. 

     

    Impact:  

     

    Responsibilty of Lead Teacher 

    (To direct) 

    Subject/ ClassTeachers’ Responsibility 

    Learners’ Responsibility 

    Create log-ins for sites and communicate these clearly to the learner and to parents/carers along with QR codes. 

    Lead Teacher to liaise with designated staff directly for: 

    Bedrock and My Maths 

    Monitor use of on-line learning: specific staff tbc 

    Engage with on-line learning weekly. 

    Contact parents/ carers to ascertain whether learners have access to IT at home. Provide Kindles/ paper copies to facilitate learning. 

     

     

    Induct learners as to how to use sites effectively. 

     

     

     

    Set, monitor and assess on-line learning. Feedback on learning if appropriate. 

    Use blended learning materials effectively to support their progress. 

     

     

    Create revision packs for learners to take home prior to examinations. 

    Take responsibility for revision tasks and independent study activities. 

     

    • Learners following part-time timetables will receive equitable access to high quality learning opportunities.  

    • Core learners will also benefit from extended access to online platforms to support progress.  

    • The blended approach strengthens independent study skills and prepares learners more effectively for examinations and next steps. 

     

    The iCollege Blended Learning Process ensures that all learners—whether full time or accessing a timetable which includes a range of on-site and off-site learning opportunities —benefits from a well co-ordinated and equitable blended learning offer. This approach strengthens curriculum access, supports learner progress, and reinforces the development of independent study skills. 

     

     

    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. We take the following approaches to support those pupils to access remote education:

    If you do not have access to devices or the internet, please get in touch as we have a range of ways we can help. We also understand that learning on-line is a struggle for some students, so hard copies of worksheets can also be made available and dropped off.

    If your child does not have access to a device on which they can access their remote learning, please email your Learners Lead Teacher.

    How will my child be taught remotely?

    We use a combination of the following approaches to teach pupils remotely:

    As part of their remote education your child should expect to learn in the following ways:

    • Learning packs which will be delivered to and collected from the home.
    • Links to external resources such as, online videos, websites, or lesson material (e.g. Oak Academy)
    • Attached resources in PDF form (for accessibility) such as worksheets, information sheets and lesson presentations
    • The majority of lessons are likely to contain a mixture of content and independent tasks, but the total time should equate to 45 minutes (secondary) 25 minutes (primary).

    What does my child need?

    Your child will need pens, paper (all key stages) and a phone, lap-top or tablet (Secondary learners if opting for our remote on-line provision.)

    Again, please contact your child’s Lead Teacher if your child needs support to access remote learning.

    It is helpful if they have a dedicated space in the house where they can work. Your child may need some support in organising their workspace and their timetable to make sure they are prepared for each lesson.

    Engagement & Feedback

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

    We expect pupils to:

    • engage with all of the remote learning tasks set by their teachers and to submit work when this is requested
    • complete remote learning on time
    • apply their best efforts
    • seeking support if needed

    We ask parents/carers to support learning by:

    • monitoring and promoting engagement with remote learning
    • communicating with iCollege where further support is required.

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

    Teachers will continually monitor pupils’ engagement with remote learning and will log any issues on a weekly basis. If your child is in primary, you will receive regular email and telephone contact as usual. You will also be in face to face contact with a member of staff when work is delivered to your home and collected. In Key Stages 3, 4 and post 16 you can expect your child’s subject teacher or Lead teacher to get in touch directly via phone, email or face-to face whilst delivering hard copies of work.

    What happens if my child is unwell and not able to complete the lessons that day?

    If your child is unwell, and this prevents them from completing their work, please contact your child’s unit to inform them.

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

    Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows:

    Because one of the primary functions of feedback is to avoid misconceptions from developing, we will be building into every lesson an opportunity for pupils to check that their understanding is correct. This may take one of several forms, which include self-marking quizzes, structured self-assessment and model answers.