Remote learning can inspire the students of Hollingworth Academy.  We aim to create a teaching and learning experience that works remotely but matches the engaging experience we provide in the academy.  

 

Our principles are:

1)    VARIETY OF TASKS

At Hollingworth we firmly believe in enabling World Class learning so that “everyone excels everyday”.  All subject areas use Google Classroom as our platform for delivering remote learning, but they are encouraged to link this with other inspiring online platforms such as Sparx Maths or Seneca in Science.  It is the responsibility of subject areas to decide which approach suits the subject / topic / year group / ability group the most.  We also encourage our subject areas to consider a variety of ways for students to submit their work such as PowerPoints, videos, voice recordings, images or animations. 

 

2)    PROMOTE INDEPENDENCE

The more opportunities we can provide for pupils to research and learn for themselves, the better chance we have of developing ‘independent learners’.  Our ‘independent learners’ criteria is more important than ever and we need to try and move as many pupils towards this.  For those pupils who are not yet ‘independent learners’, we must structure and scaffold this learning by providing clear success criteria and WAGOLLs, signposting resources online and providing some specific tasks to complete.  Also, allowing pupils the opportunity to choose how to present their learning provides them with more independence. 

 

3)    CONTINUE EFFECTIVE PRACTICE IN TEACHING AND LEARNING

At Hollingworth, we have excellent classroom practice, and our remote learning should support this.  Our remote learning fits in with our “World Class Learning Priorities”. 
 

REVIEWING MATERIAL

  • Knowledge Organisers capture the key knowledge, dates, processes, quotes and terminology for a topic – Quizlet and other virtual platforms are utilised to quiz this knowledge.

SEQUENCING CONCEPTS AND MODELLING

  • Teachers to provide pupils with frequent ‘worked examples’ to reduce cognitive load.
  • We find opportunities to model our thoughts utilising technology. 
  • We differentiate, where necessary, and provide scaffold.

STAGES OF PRACTICE

  • Most lessons provide pupils the opportunity to apply their knowledge and understanding independently.  We utilise opportunities for pupils to work on a more extended project over a longer period of time taking them beyond the classroom. 
  • Teachers to monitor pupils’ independent practice, provide timely feedback and teach explicit strategies for checking their own work.  We attempt to build personal contact over time.

LITERACY

  • Reading comprehension strategies (predict, clarify, question, summarise) are taught through texts weekly. 

SKILLS AND VALUES

  • Pupils’ success is celebrated.  Resilience is the ‘norm’.
  • Opportunities to celebrate the diversity of the academy and global community are identified and taken in lessons.
  • Pupils are to be provided with opportunities to practise key skills such as problem-solving skills, leadership, teamwork, communication, research and organisation. Engagement is key and this is achieved through a variety of tasks.  Cross-curricular skills are developed through working collaboratively. 

 

4)    PROVIDE PUPILS WITH FEEDBACK TO ENCOURAGE AND MOTIVATE

Pupils need timely feedback.  Pupils will lose confidence and motivation if they are not receiving encouragement and feedback about the quality of work, rather than just about task completion.  Feedback will provide pupils with contact from the academy and allow them to continue to feel connected to the Hollingworth community.  Instant feedback can be given via online quizzes, mostly on Google Classroom.  Pupils should receive feedback which outlines how they have been successful and what they need to do to improve this task/future tasks, following submission of tasks/projects. 

 

5)    CELEBRATE PUPILS’ SUCCESS

Subject areas need to consider ways to celebrate pupils’ successes and RISE points should be given.  This can be via contact with home or social media. 

 

6)    UNDERPINNED BY READING

As an academy, we have made considerable developments in our approach to reading and literacy and this is having an impact on pupils’ reading ages and progress.  Subject areas should look to set extension reading activities on a frequent basis.  Pupils should be provided with wider reading which is linked to the subject/topic. Opportunities for wider reading around a subject should be highlighted to pupils, where appropriate.