Your roadmap to supporting remote education

Steady, Ready, Go!

We have split this guide into three phases, reflecting the Department for Education's remote education expectations (phase 1 and 2) and how your school or college could take an integrated and strategic approach to education technology (phase 3).

Our thanks to Lea Forest Primary Academy (with Academies Enterprises Trust) for designing the conceptual framework that underpins this page.

DfE Remote Education expectations

Set assignments so that pupils have meaningful and ambitious work each day in a number of different subjects.

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.

Provide frequent, clear explanations of new content, delivered by a teacher in the school or through high-quality curriculum resources or videos.

Gauge how well pupils are progressing through the curriculum, using questions and other suitable tasks and set a clear expectation on how regularly teachers will check work.

Enable teachers to adjust the pace or difficulty of what is being taught in response to questions or assessments, including, where necessary, revising material or simplifying explanations to ensure pupils’ understanding.

Plan a programme that is of equivalent length to the core teaching pupils would receive in school, ideally including daily contact with teachers.

For more information, please see the Guidance for full opening: schools.

Phase 1: Remote learning supported but largely offline

DfE expectations: Give access to high quality remote education resources. Provide printed resources, such as textbooks and workbooks, for pupils who do not have suitable online access.

 

Phase 2: Online support for remote learning - emergent good practice

DfE expectations: Use a curriculum sequence that allows access to high-quality online and offline resources and teaching videos and that is linked to the school’s curriculum expectations. Select the online tools that will be consistently used across the school in order to allow interaction, assessment and feedback and make sure staff are trained in their use.

Phase 3: Established and mature use of online technology to support quality teaching and learning for all students both in and out of school

Moving towards a more strategic and integrated approach to education technology across your school or college.

The Demonstrator Schools and Colleges will provide professional development, initially focussed on supporting the effective delivery of remote teaching practices to schools and colleges across the country. The programme will target schools and colleges who are most in need of support; for example, those getting to grips with using a new online learning platform and those with the most disadvantaged learners. Contact us to request support from the programme.

Request support from a demonstrator school/college