Distance Learning into Blended Learning - the Brynmill Way

We have produced this rationale based based on the journey we have taken as a school, as practitioners, and how we have built up connection with families and pupils as the national lockdown has gone on. It also takes into account the models of Distance Learning from ERW, feedback that we have gained from staff, families and governors as well as due consideration for the context of the school and availability of technology. At this time, it is clear that Distance Learning will continue in some form or other in the coming months. For the full details, here is our Distance Learning Policy

One of the clearest messages from your feedback was around the independence with which pupils use parts of Hwb. Below is a brief summary of some of the things children and parents can explore together at home as well as what we will be working towards. These tools will be vital as we develop so-called Blended Learning approaches in the classroom that support continuity during any future lockdown or absence.  

Year  JIT  J2E  Office 365  Flipgrid  Intended use 
Reception  Drawing,

early writing 

J2 Blast 

Spell Blast 

Access to Microsoft Teams with

parent for e.g. parents meetings 

 

Videos recorded by staff  Drawing  

Early writing 

Games 

1/2  Drawing,

early writing 

J2E5 – writing and drawing 

J2 Blast 

Spell Blast 

Access to Microsoft Teams with parent for e.g parents meetings 

 

Videos recorded by staff 

 

Record responses 

 

Drawing  

Writing 

Games 

 

3/4  JIT for graphs  J2E wider range of programmes 

 

Access links to other sites we

post in J2E e.g. TT Tockstars. 

Office 365 tools of Mail, 

Word, Excel, Powerpoint, 

Access to Microsoft Teams

with parent and with growing

independence. 

Videos recorded by staff 

 

Record responses 

 

Writing, accessing links,

recording audio/video/ photos 

Developing independence DCF skills 

Forms quizzes 

5/6   Just2Easy tools including

J2Blast, Spell Blast, J2 Data, 

Access links to other sites we

post in J2E e.g. TT Tockstars. 

Office 365 tools of Mail, Word, Excel, 

Powerpoint, 

Access to Microsoft Teams

with parent and independently 

Videos recorded by staff 

 

Record responses 

 

Independence in access /

blended learning 

recording audio/video/ photo

Forms 

Independence DCF skills  

Rationale for Distance Teaching and Learning – the Brynmill Way:

As we move to distance learning, the following represents our Brynmill Way

What we expect teachers to do:

Offer tasks that contain a mixture of Choice activities and focused tasks

Deliver an outline of activities using recorded video and a stimulus so that no learners are disadvantaged.

Provide clarity whether a task needs to be returned or not.

Record video and share stimuli related to focus to provide structure (as the children get older, this will increase)

Provide informal feedback on tasks submitted.

Invite pupils to contribute ideas for tasks

Outline how tasks may be submitted

Post task outlines to parents and pupils using Class Dojo in FP; Class Dojo, J2E and Teams in KS2

Respond to queries through the working day.

What we expect pupils to do:

Circumstances vary from household to household. There is no suggested timetable, therefore, but whilst schools are closed or move towards a situation where some pupils are distancing in school and some are at home, this may change. At present, we suggest the following:

  • 1 Literacy and 1 Maths task per day – these are presented as mix of focus tasks and practice activities.
  • 3 – 5 Choice activities per week minimum.

We recommend a daily Wellbeing activity and physical activity from the choices or their own.

What we expect parents to do:

To maintain communication with class teacher through Class Dojo or school email

Support pupils with organising the best learning time and access to resources for them

Enable them to access tasks by referring to the planning posted in Dojo, J2E or Teams.

Have realistic expectations of themselves! Home is not school!

Have realistic expectations of staff in terms of hours of communication (school hours) and planning for groups of pupils.