MarlboroughRemote Learning
In order to provide continuity of education throughout any periods when in person attendance is not possible or where it is contrary to government guidance including:
- occasions when it is not possible to open the school safely
- where opening the school would contradict guidance from local or central government
we will follow the remote learning plan detailed on this page.
For any occasions when individual pupils, for a limited duration, are unable to physically attend school but are able to continue learning we will set learning on a case by case basis.
Please note the remote learning plan does not come in to effect during industrial action
Remote Learning in EYFS
Learning will be set by 9am each day. Learning should be uploaded once completed.
Class teachers and partner teachers will be available to support from 8.30 - 4pm. (Monday to Friday)
All videos will be pre-recorded by Class Teachers or Partner Teachers and uploaded through Tapestry.
All learning completed at home to be uploaded on to Tapestry.
It is expected that your child will complete all the learning below to the best of their ability as they would in class. If the school notes that learning is not being completed we will be in contact with you, to offer support and guidance. Additional group teaching may be offered.
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Nursery - up to 2 hours |
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What you can expect from us |
You and your child may: |
What feedback should your child expect? |
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The first morning - Tapestry memo to all parents with 5 activity suggestions linked to class-based learning. These activities will include: - a communication and language-based activity - literacy/phonics activity - maths or shape/space measure activity - sensory activity. - a recorded story linked to the learning that week. |
Complete all activities
Watch the recorded story
Upload activities/pictures/comments to Tapestry |
Comments from class teacher and partner teachers. |
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Daily live story time and/or singing at 2pm Parents/carers at home attending the session are welcome to share their child’s learning from home too. |
Children to attend the live story time
Parents/carers at home attending the session are welcome to share their child’s learning from home too. |
Class teacher and partner teachers to engage with children during the live sessions. |
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Reception - up to 2 hours |
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What you can expect from us |
Expectations of you and/or your child |
What feedback should your child expect? |
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First morning - Tapestry memo to parents with projects that should be completed throughout the week linked to the in-school topic. There will be a range of: - maths activities - art and design technology activities - communication and language activities - writing activities.
The class teacher will also send out a video saying hello to the children, explaining the topic for the week and giving an overview of the learning. |
To complete all activities.
To watch the class teacher videos.
Parents to upload pictures of your child’s completed activities or pictures of your child taking part in the activity |
As learning is uploaded class teachers and partner teachers will offer praise, comments, feedback and address misconceptions. |
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Daily videos - uploaded by 9am each morning - Phonics - Handwriting - Maths - Story/phonics book |
Watch the videos each day.
Follow any instructions in the video to complete activities.
Parents to upload pictures of your child’s completed activities or pictures of your child taking part in the activity |
As learning is uploaded class teachers and partner teachers will offer praise, comments, feedback and address misconceptions. |
Remote Learning in Key Stage 1
Learning will be set by 9am each day. Learning should be uploaded once completed.
Class teachers and partner teachers will be available to support from 8.30 - 4pm. (Monday to Friday)
All videos and activities will be uploaded to your child’s Google classroom.
It is expected that your child will complete all the learning below to the best of their ability as they would in class. If the school notes that learning is not being completed we will be in contact with you, to offer support and guidance. Additional group teaching may be offered.
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Years 1&2 - up to 3 hours |
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What you can expect from us.
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Expectations of your child: |
What feedback should your child expect? |
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Four ‘live’ face to face sessions. These will include but not be limited to: - demonstrations of activities - challenges - Q&A sessions - feedback |
Attend all ‘live’ video sessions
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Specific praise for what has worked well and why Q&A sessions Addressing misconceptions
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Writing 1 lesson per day
Linked to the class book and following the MPS writing process (Including grammar focus, planning, writing, editing)
Lessons may include flip charts/slides or videos demonstrating what to do. |
Complete each lesson/activity per day
Read through any flip charts/slides that support the learning.
Upload completed learning to Google classroom. |
Correct answers acknowledged
Annotating or planning tasks may not be marked, unless they are completely off task, as these plans are for the children.
Shared writing paragraph/s marked with a positive comment and a next step if necessary.
A reply from teacher or partner teacher if you need to ask questions for support |
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Reading 1 lesson per day Teachers record themselves reading an extract/upload a photograph of the extract for the children to read. Children to complete different activities linked to the Reading VIPERS. |
Complete each lesson/activity per day Upload completed learning to Google classroom. Read through any flip charts/slides that support the learning. |
Correct answers acknowledged
A reply from teacher or partner teacher if you need to ask questions for support. |
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Maths 1 lesson per day Teaching videos of the objective being taught uploaded. Alongside the video there will be a worksheet or practical activity where the child can practice the skill taught. |
Complete each lesson/activity per day Upload completed learning to Google classroom. Read through any flip charts/slides that support the learning. |
Correct answers acknowledged and any misconceptions addressed.
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History/Geography
1 lesson per week
Video/lesson flipchart or slides – then an activity for the children to practice the skill/consolidate the learning of that lesson. |
Complete one lesson/activity per week
Upload completed learning to Google classroom.
Read through any flip charts/slides that support the learning. |
One whole class comment posted on the class stream – could include some examples of children’s work.
Any misconceptions addressed |
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Science
1 lesson or project per week
Video/lesson flipchart or slides – then an activity for the children to practice the skill/consolidate the learning of that lesson. Preferably a practical activity.
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Complete one lesson/activity per week
Upload completed learning to Google classroom.
Read through any flip charts/slides that support the learning. |
One whole class comment posted on the class stream – could include some examples of children’s work.
Any misconceptions addressed |
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Phonics Year 1 Daily phonics activities. This will include a video of the sound being taught.
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Complete each lesson/activity per day
Upload completed learning to Google classroom if required.
Watch any teaching videos to support learning. |
Short comment on any uploaded pictures of activities.
Any misconceptions addressed |
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Spellings Year 2 A new rule every week to be taught through a video.
A weekly activity attached. |
Complete each activity
Children to practise their spellings 3 times a week on Ed Shed
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Partner Teachers to complete Spelling Test each week. |
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Specialist Subjects (Art, Music, Computing, PE, Spanish)
One activity for each year group a week. |
Videos watched and activities completed.
Upload video or pictures of any learning on to Google classroom. |
Comments on Google classroom from class teacher or partner teacher. |
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Remote Learning for Key Stage 2
Learning will be set by 9am each day. Learning should be uploaded once completed.
Class teachers and partner teachers will be available to support from 8.30 - 4pm. (Monday to Friday)
All videos and activities will be uploaded to your child’s Google classroom.
It is expected that your child will complete all the learning below to the best of their ability as they would in class. If the school notes that learning is not being completed we will be in contact with you, to offer support and guidance. Additional group teaching may be offered.
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Years 3- 6 up to 4 hours |
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What you can expect from us.
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Expectations of your child: |
What feedback should your child expect? |
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Four ‘live’ face to face sessions. These will include but not be limited to: - demonstrations of activities - challenges - Q&A sessions - feedback |
Attend all ‘live’ video sessions
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Specific praise for what has worked well and why Q&A sessions Addressing misconceptions
|
|
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Writing 1 lesson per day
Linked to the class book and following the MPS writing process (Including grammar focus, planning, writing, editing)
Lessons may include flip charts/slides or videos demonstrating what to do. |
Complete each lesson/activity per day
Read through any flip charts/slides that support the learning.
Upload completed learning to Google classroom. |
Correct answers acknowledged
Annotating or planning tasks may not be marked, unless they are completely off task, as these plans are for the children.
Shared writing paragraph/s marked with a positive comment and a next step if necessary.
A reply from teacher or partner teacher if you need to ask questions for support |
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Reading 1 lesson per day
Teachers record themselves reading an extract/upload a photograph of the extract for the children to read. Children to complete different activities linked to the Reading VIPERS. |
Complete each lesson/activity per day
Upload completed learning to Google classroom.
Read through any flip charts/slides that support the learning. |
Correct answers acknowledged
A reply from teacher or partner teacher if you need to ask questions for support. |
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Maths 1 lesson per day Teaching videos of the objective being taught uploaded. Alongside the video there will be a worksheet or practical activity where the child can practice the skill taught. |
Complete each lesson/activity per day Upload completed learning to Google classroom. Read through any flip charts/slides that support the learning. |
Correct answers acknowledged and any misconceptions addressed.
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History/Geography
1 lesson per week
Video/lesson flipchart or slides – then an activity for the children to practice the skill/consolidate the learning of that lesson. |
Complete one lesson/activity per week Upload completed learning to Google classroom. Watch any teaching videos to support learning. Read through any flip charts/slides that support the learning. |
One whole class comment posted on the class stream – could include some examples of children’s work.
Any misconceptions addressed |
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Science
1 lesson or project per week
Video/lesson flipchart or slides – then an activity for the children to practice the skill/consolidate the learning of that lesson. Preferably a practical activity.
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Complete one lesson/activity per week Upload completed learning to Google classroom. Read through any flip charts/slides that support the learning. |
One whole class comment posted on the class stream – could include some examples of children’s work.
Any misconceptions addressed |
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Spellings A new rule every week to be taught through a video.
A weekly activity attached. |
Complete each activity
Children to practise their spellings 3 times a week on Ed Shed
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Partner Teachers to complete Spelling Test each week. |
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Specialist Subjects (Art, Music, Computing, PE, Spanish)
One activity for each year group a week. |
Videos watched and activities completed.
Upload video or pictures of any learning on to Google classroom. |
Comments on Google classroom from class teacher or partner teacher. |
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Technology - accessing remote learning
In the event of a school closure, any families without access to a device will be loaned a Chromebook or an iPad by the school (subject to availability and completion of a loan agreement by the parent/carer).
During a closure the school will support as many children as possible who do not have access to a device. If the school runs out of devices, the SLT will discuss with individual parents the best way forward to support children to learn remotely.
Any families without access to Wi-Fi will be supplied with paper copies of learning which has been set in advance by the class teacher.
Pupils with SEND
For pupils with SEND, their teachers are best-placed to know how the pupil’s needs can be most effectively met to ensure they continue to make progress even if they are not able to be in school.
We will work collaboratively with families, putting in place reasonable adjustments as necessary, so that pupils with SEND can successfully access remote education alongside their peers.
Any children with an EHCP will be contacted daily by a familiar member of the team in order to give support with their learning and in order to fulfil the key educational aspects specified in their plan.
Safeguarding and Online Safety
MPS safeguarding and Child Protection policy continues to apply during any school closures.
Any families who are in need of additional support will be contacted at least weekly (or more frequently, dependent upon need) by the DSL or another relevant member of staff.
