Workload
In order to meet these expectations, teachers will need a significant amount of time to plan content that can be used in classrooms and remotely and to find or record explanations of new concepts. While some of this time can be found by reprioritising and repurposing activities, this is unlikely to provide enough time to plan a programme that is of equivalent length to the core teaching students would receive in school, ideally including daily contact with teachers.
The difficulties involved in fulfilling two responsibilities at the same time of (teaching vulnerable students and the children of key workers in class and teaching other learners remotely) needs to be recognised. Leaders and teachers will need to work together to agree what is reasonable and manageable, in order to maintain pupils’ learning as much as possible during this period.
With this in mind:
- Schools and colleges should monitor staff wellbeing and morale regularly and have policies in place to improve the wellbeing of all staff, as well as not having policies that are to the detriment of staff wellbeing.
- Teachers should not be expected to record lessons or segments of lessons on top of a full day’s teaching of those students who are in attendance at school. Leaders should think about ways of minimising the workload.
- Schools should agree the priorities for planning: will you plan first for particular year groups or subjects? Where possible, staff should share the work with colleagues in the year group or department. Staff might also be able to share with colleagues in different schools in the local area or MAT.
- Schools should have a plan for how to use external resources – blended learning does not have to mean the class teacher presenting and developing original materials. Schools have used materials from the BBC and Clickview for example. Subject associations and societies have made many valuable resources available
- Government advice points to materials from the British Educational Suppliers Association (BESA) as well as to Oak Academy.
- Leaders should consider whether teachers who are working from home for health reasons, might be able to deliver remote learning for students who are at home. This would depend on their subject and/or age range experience.
- We have FAQs on Workload during Coronavirus.
The digital divide
It is now very clear that not all families have internet access or access to sufficient devices and a space in which to work on them, schools have made enormous efforts to address this issue, but problems remain. Even where the question of IT supply has been dealt with, the impact of social divisions on online learning and communication is strong. It is important to respond to this situation in supportive ways. If talking about internet access or remote learning in the classroom, be mindful of not exposing students who will not want to be identified as living in poverty
- Address students' feelings and anxieties. Talking about difficulties in accessing learning can make young people sad, anxious and/or emotional. Let students know it's natural to feel this way. Try to end on a positive note (“we're finding ways to help”)
- Remodel any negative language that students may use about those without internet access/certain devices by rephrasing what they say
- Wherever possible, communicate with parents through a mix of methods (letters, emails, texts, in person...)
- Even when you are not explicitly talking about poverty, it's important to make sure you don't use language that stigmatises children living in poverty, or which excludes them
- Describing initiatives like sharing schemes as 'green' or 'community focused' can help increase uptake or avoid stigmatising families (instead of focusing on financial aspect)
- Talking directly about financial difficulties can sometimes worry parents and carers. Try using collective words like 'us' (e.g. “we want our families to get the support they're entitled to”)
- Families appreciate that schools are willing to talk about family finances. Asking families what help they need around online learning and your blended learning arrangements is often the best way to make sure your school is providing the right support.
Adaptive technology
- Many students with SEND will use adaptive technology in school and will need access to the same equipment at home in order to effectively access online learning if that is what their peers are doing.
- Schools should ensure that where videos are included in online work and students may have a hearing impairment then captions should be available. Likewise, for students with a visual impairment descriptive technologies will be required at home as well as at school.
- Families of students using adaptive technology at home may also need access to a technician linked to the school to assist with any issues.
Special schools
- Many special schools do not find online approaches to home/blended learning to be appropriate for their students. It is more important for the development of pupils to keep the social connections going and for schools to facilitate online 'get togethers' of small form groups in the presence of parents and carers.
- Special schools should communicate regularly with parents and carers of SEND pupils and support the continued therapies and external provisions that are crucial for the successful development of SEND pupils.