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Covid 19 and Remote Learning

Return to School March 2021

The Spring/Summer Term will be a balancing act between settling children back in, addressing the pastoral needs that children have and kickstarting education.  Children will again need time to readjust to learning and our curriculum needs a progressive structure which recognises this.

Government guidance states that substantial modification to the curriculum may be needed, so teaching time should be prioritised to address gaps in pupil’s knowledge with the aim of returning to the school’s normal curriculum content as soon as possible.

With this in mind, we have created a Recovery Curriculum for the Spring/Summer Term which will prioritise Well-Being and Exercise, Reading, Writing, Maths Key Skills, RE, Art and Music.

Please click the link below to read about our plans for children returning to school in March 2021

Corpus Christi Primary Recovery Curriculum Plan

Information on Remote Learning during school closure from January 2021 to March 2021

Schools were expected to set ‘meaningful and ambitious work each day in several different subjects’ and remote education had to include ‘either recorded or live direct teaching and be of equivalent length to the core teaching pupils would have received in school.’ As a minimum that is, 3 hours a day for Key Stage 1 and 4 hours a day for KS2.

In response to this and in recognition of the multiple demands and challenges in households at this time, we delivered a Remote Learning programme which was as flexible and personalised as possible.  For this reason, we opted for a ‘mixed model’ using the digital platform ‘Class Dojo.’  It is a familiar, straight forward and easy to use platform for our children and families, and allowed us to provide the following:

  • Daily Maths and English lessons.  A daily lesson in a foundation subject (science, history, geography, art, ICT or music).  Two RE lessons per week.  Regular Reading tasks and lessons. 
  • Morning greetings by video, from the class teacher, outlining the lessons for that day and providing feedback on the previous day.
  • Clear recorded explanations of learning, through short, personalised videos created by the class teacher and delivered either on Class Dojo or our You Tube channel, depending on length. 
  • Voice over presentations created by class teacher. 
  • Additional links to relevant high-quality input from other providers such as White Rose Maths, Oak Academy and Purple Mash for further explanations. 
  • Daily upload of linked tasks to print off and photograph or ‘write over’ within Dojo or for children to respond to using paper and pencil (we also provided stationery packs from school.)
  • Individual portfolios of work where children could upload photographs and videos of their work.
  • Availability of class teacher, online throughout the day and into the evening to respond immediately or quickly to any queries and questions from children and parents.  
  • Daily feedback and assessment from the class teacher, of work completed by children.
  • Afternoon videos reviewing the learning from that day, providing feedback and addressing any areas of difficulty. 
  • Regular ‘Live Meets’ were added to our Remote Learning provision, using Microsoft Teams, to enable children to feel more connected to their classmates. 

Exactly the same provision, was accessed in school, for keyworker and vulnerable children and both offers were closely matched to our usual planned and sequenced curriculum.

          

         

READING – We invested in and made available ‘Oxford Owl’, giving children access to our entire reading scheme at home.  All KS2 children have access to their Reading Plus programme purchased after the last lockdown to identify and plug gaps in comprehension development.  Support staff from Early Years and KS1 have recorded Phonics Input and Story times.  KS2 Teachers continued with Reading lessons linked to Class Texts – reading sections on video for children to work from.

         

LITERACY AND NUMERACY INTERVENTIONS – We were able to offer our children some of the literacy and numeracy interventions that they would have received, had they been in school using videos recorded by intervention staff.

WELL BEING WEDNESDAY – After two weeks, we sent out a parental questionnaire to enable us to gauge the effectiveness of our provision.  The majority of parents (80%+) felt that their children were receiving the correct amount of work and were coping well.  However, 71% were concerned that their child was spending too much time online.   In response to this, we introduced Well-Being Wednesday, where children could complete more creative, non- screen based activities.  This was very well received and resulted in a variety of creative activities and tasks.

       

We received lots of positive feedback, on our remote learning provision, from parents here are some examples:

 ‘Thank you so much for all of the hard work that you and your staff have done this week’.  

‘The work that is coming through from teachers is fantastic’.  

‘Please pass on my heartfelt thanks to all of the staff for their commitment and dedication.’

 ‘The structure has really helped. During the first lock down there was a lot less structure with home schooling because obviously we were all getting used to it! (Child’s name) and myself have enjoyed today’s plan and it hasn’t been stressful! Thanks so much for your hard work.’

 ‘We really appreciate how much help, support and guidance you have given us at all hours of the day when we have needed it.’

 ‘We have benefitted, too, as a family, from the introduction of Wellbeing Wednesday, which I see was a prompt response to feedback received from family surveys. I finished work early on Wednesday, we cuddled up in bed with books, played ping pong on the dining room table and baked cupcakes.’

Engagement in our remote learning increased from 83% initially to 97%.  This meant that almost all our children were, fully or mostly, accessing the lessons provided and the evidence of their progress, coming through on Class Dojo, was incredible!

Please click on the link below to find information about our approach to Remote Learning at Corpus Christi 2020 to 2021. 

Remote Learning Plan 2020 to 2021

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Please click on link below for information on Remote Learning in the Autumn Term 2020.

 Autumn 2020 Corpus Christi Remote Learning Plan

Please click on links below for Remote Learning RE Resources

Advent Christmas Early Years

Advent Christmas Year 1

Advent Christmas Year 2

Advent Christmas Year 3

Advent Christmas Year 4

Advent Christmas Year 5

Advent Christmas Year 6

Early Years Baptism

Y1 Baptism

Y2 Baptism

Y3 Baptism

Y4 Reconciliation Sacramental Preparation

Y5 Marriage

Y6 Ordination

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8th june letter to parents

Letter to Parents from Gateshead LA

Parental Survey

Emergency Contact Form 1

Calling all Junior Eco Warriors Launch may 2020

 

Please see various links below relating to Home Learning

Home Learning Hints

While staying at home due to coronavirus (COVID-19), parents and carers may be concerned about their children’s education and the effect of missing school.

No one expects parents to act as teachers, or to provide the activities and feedback that a school would. Speak to your school, which will be planning work for your child to do. Parents and carers should do their best to help children and support their learning.

Alongside any work your child receives from school, try using these online educational resources which have been recommended by teachers and school leaders.

Educational programmes to help primary school children learn at home are available from the BBC.

Structuring the day

Do not worry about trying to keep your child to the full routine they had at school. However, children will feel more comfortable and learn better with a predictable routine to the day, even if this is difficult.

When schools provide your child with work they may give you advice on how to structure the day. However, you should try to make sure that they:

  • get up and go to bed at the same time each day
  • have regular meal times
  • have regular breaks
  • make time to be active – children are used to regular play at lunch and break times

Using digital devices

Your child’s school may set them work to do on a digital device such as a laptop, desktop, tablet or smartphone.

Set age-appropriate parental controls on any devices your child uses and supervise their use of websites and apps. See advice on keeping them safe online and talk to your child about online safety.

Reducing screen time

Digital devices are not the only way to learn. Manage screen time with a timer and break up screen time by getting your child to:

  • use books and other printed materials that their school has provided or that you have at home
  • write by hand – try asking them to complete work by hand, write a diary, a summary of things they have done each day or ‘to do’ lists
  • be active and get away from the screen regularly – see these physical activity resources for primary school children
  • stop using digital devices at least an hour before bed

Reception, year 1 and year 2 children

Children in reception and year 1 are expected to be able to return to school from 1 June, based on the latest scientific advice. The youngest children are being prioritised as they’re at the start of their school lives and are mastering the essential basics, including:

  • counting
  • reading and writing
  • learning to socialise with their classmates

The best way to help children aged 4 to 7 learn is to:

  • sit with them as they work
  • do active and practical things, rather than trying to make them sit and listen for long periods
  • try to break down the work into shorter periods, based on how long they can concentrate
  • take frequent breaks
  • praise or reward them when they do well

Talking

Talk with your child throughout the day and explain new words. For example, discuss the things you are doing and pick out words that might be new to them.

Reading together

When you read with your child try to:

  • express the emotion in the story
  • give colour to the characters using voices, tone and pace
  • discuss the things you are reading
  • explain any new words and ask your child to say them out loud

You can make a story more interesting and help your child develop their understanding of a book by linking what you are reading to real life. For example, while reading about Cinderella going to the ball, talk about how a ball is similar to a birthday party.

Ask your child questions about what you are reading as you go. For example:

  • ask some questions that only need a short answer, such as what colour something is, or the name of a character
  • ask some questions that need a longer answer, such as how a character is feeling
  • ask them to tell you what has happened in the story so far and what might happen next

Libraries are currently closed, but you can find digital services they are providing at Libraries Connected.

Phonics

Phonics is a method schools use to teach children how to read quickly and skilfully.

Contact your school, which will be working on ways to help you with this. Try to sit with your child and practise with them, following the advice you get from their school.

Writing

Help your child to practise their writing. For younger children this might include forming letters and being familiar with pens and pencils, while for older children it could include writing stories.

Ask your child to write about their day-to-day experiences of being at home, or to write letters to send to family members.

Numbers

Practise counting and numbers with your child. This does not always have to be a planned activity. For example, count things around the house while you are doing other things like cooking or cleaning.

For older children learning sums, ask your school for help.

See a list of resources to help with maths recommended by teachers and school leaders.

Year 3 to 6 children

The best way to help children aged 7 to 11 learn is to:

  • give them support and direction, but encourage them to do work independently too
  • include active and practical things, rather than trying to make them sit and work for long periods
  • try to break down the work into shorter periods, based on how long they can concentrate
  • take frequent breaks
  • praise or reward them when they do well

To check if they’re learning try to:

  • ask them questions as they go
  • talk about things they learned

Reading

Talk to your child about what they’re reading. This will help them understand what they have read. Try to encourage them to read for fun, as well as reading for school.

Ask your child questions about what they’re reading. For example:

  • ask questions that make them think about the story, such as how a character is feeling
  • ask them to tell you what has happened in the story so far

Libraries are currently closed, however, you can find digital services they’re providing at Libraries Connected.

Writing

Try to help your child practise their writing. They may be set work by their school to do on a digital device, but using pen and paper as well will help them be ready for when they return to the classroom.

Additional information for parents of year 6 children

Children in year 6 are expected to be able to return to school from 1 June, based on the latest scientific advice. They’re being prioritised because they’re finishing key stage 2 and preparing for the move to secondary school. As such, they’ll benefit from time with their friends and teachers to make sure they’re ready.

In the meantime, follow any advice given to you by school and continue helping your child to learn at home.

To prepare for going to secondary school this can be a good time for them to follow their own interests. For example, for:

  • history, by visiting the English Heritage website to explore England’s history
  • geography, by researching other countries
  • science, by finding out more about the human body on BBC Bitesize
  • art, by trying the activities on TATE Kids

Ask your primary school about how you can help your child prepare for moving up to secondary school.