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Remote Curriculum

This section details the school's remote curriculum. It should be read alongside the school's full curriculum as the intention is to deliver as close to the full provision as possible during periods where pupils are required to work remotely.

Intent

 - What is Woodlane aiming to achieve through its Remote Curriculum?

  • To provide an outstanding education personalised to the need of each pupil whilst on-site attendance is not possible.
  • To provide a curriculum that is as close to the usual as possible.
  • To provide a holistic education, which incorporates guidance and strategies from support agency partnerships e.g. speech and language therapists, occupational therapists etc.
  • To provide opportunities for healthy competition and creativity to ensure engagement remains high.
  • To ensure Woodlane values are at the heart of learning.
  • To continue to develop pupils’ essential life skills, developing their knowledge and the ‘cultural capital’ they need to succeed in life (personal development).
  • To promote physical and emotional well-being.
  • To prepare pupils for the next stage of their education.
  • To ensure appropriate content is covered to allow pupils to achieve outcomes that reflect the best of their ability despite the challenging circumstances.

 

Implementation

 - How is the Woodlane remote curriculum delivered?

 

 

Curriculum Delivery

  • Pupils have full access to a broad and balanced curriculum including the National Curriculum which is differentiated to meet pupils’ learning needs and styles. Our curriculum is designed to be challenging and appropriate to the pupil’s stage of development.
  • Our curriculum offers significant cross-curricula learning opportunities to ensure pupils make significant personal development.
  • Our curriculum covers a wide range of core and foundation subjects. We dedicate substantial time to both.
  • Remote sessions build and expand on previous skills and subject knowledge. Repetition is an important method for embedding knowledge and increasing the chance of information recall.
  • Remote learning takes place in two forms:
    • Live Learning through Microsoft Teams, and
    • Remte Learning tasks through Firefly.
  • Every pupil has 3 live learning sessions per day.  All pupils are expected to attend their timetabled sessions. The weekly timetable will be shared on Fridays and is accessible through Firefly. Parents also receive prompts by email. Some timetabled sessions are for every pupil, other sessions are for a specific class.
  • Live Learning sessions take place at 9am, 11am and 1.30pm. All sessions are run by a teacher and attended by multiple support staff.
  • Remote Learning tasks are added to Firefly before 10am each day, for each lesson a child is timetabled for.
  • Assemblies continue to cover a wide range of Social, Moral, Spiritual and Cultural topics and take place remotely at 9am on Monday, Wednesday and Thursday as usual
  • PE sessions are run twice weekly. These live fitness sessions are a good workout, but also teach pupils and families how to use the space they have at home for exercise.
  • Each week, all pupils will be provided with an opportunity to spend some ‘virtual’ social time with their peers.

 

Expectations

  • Pupils should be actively learning for 5 hours per day as far as this is possible.
  • This will be made up of a combination of Live Learning lessons and Firefly tasks.
  • Pupils should be up and ready for live learning at 9am as a routine will make a big difference to pupil’s ability to learn, and support their wellbeing at this difficult time.
  • When not attending live learning, pupils should complete tasks uploaded to Firefly. Work will be continually added.

 

Three Tiers

  • We have a 3 tiered approach to supporting each pupil’s learning, including:
    • Universal – this is the remte teaching your child will receive from our transition/subject teachers and will include general adaptations to meet learning needs.
    • Targeted – it will ften be necessary for additional remote provision to be put in place to remove or reduce any obstacles to your child’s learning. 
    • Specialist – it may be necessary t seek remote specialist advice and regular long term support from a specialist professional in order to plan for the best possible remote learning outcomes for your child.

 

Assessment

  • Pupil work completed in Firefly provides an accurate record of the work attempted and the quality of answers. All work should have personalised feedback from teaching staff to enable pupils to understand their mistakes and make improvements next time they attempt a similar task.
  • Live Learning should be tracked for engagement and quality of answers by support staff or the teacher present. This can take the form of notes, annotated materials or other forms of evidence collection to ensure the lesson is accurately represented.
  • Woodlane will analyse all forms of internal and external data from a range of sources to effectively evaluate each pupil's performance regardless of whether they are learning remotely or within school.
  • All pupils will continue to be measured against Woodlane’s bespoke Flight Path to track the progress of individual pupils and determine expected outcomes from different starting points.

Impact

 - What difference is the Woodlane remote curriculum making on pupils?

  • Whilst further evidence of the impact of the remote curriculum is required, it is expected that the vast majority of pupils will continue to meet or exceed their expected progress.
  • The very large majority of pupils have consistently met or exceed their expected outcomes in Year 11 (external qualifications) and this is expected to remain the case as currently identified through predicted grades.
  • Analysis of the social and emotional progress of pupils, alongside key skills such as speaking and listening, will highlight the positive impact of some of the personalised remote programmes offered.
  • Pupils report consistent enjoyment and attend Live Learning sessions with regularity.
  • Detailed analysis of outcomes and pupil progress has consistently indicated that there is little statistical significance between the performance of key groups.  Where any small differences are identified strategies are implemented swiftly. Staff are able to target individuals for additional support remotely to ensure these areas continue to be addressed.
  • The spiritual, moral, social and cultural development of pupils will remain outstanding and is a focus for the whole school.
  • Working remotely, the school is still able to ensure that pupils are well-prepared for the next stage of their education and the large majority will transition to mainstream colleges successfully. No Woodlane pupil has left Woodlane Not in Education, Employment or Training (NEET) in the last 7 years.