Live lesson calendar for reception, year 1, year 2 and year 3

Lessons start Monday 11^th January 2021

Live lesson calendar for year 4 and year 6

Lessons start Monday 11^th January 2021

You can help your child by:

All children

Structuring the day

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

Generally, you should try to make sure that they:

• get up and go to bed at the same time each day
• have a quiet place to work and the equipment they need each day (pencil and paper)
• 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

Set age-appropriate parental controls on any devices your child is using and supervise their use of websites and apps. See advice on keeping them safe online at https://www.thinkuknow.co.uk/parents/ 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 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 learned or done each day or ‘to do’ lists
• be active and get away from the screen regularly
• stop using digital devices at least an hour before bed

Reception, year 1 and year 2 children

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 try to explain new words. For example, discuss everything you are doing and pick out words that might be new to them.

Reading together

When you read with your child try to:

• give colour to the characters using voices, tone and pace
• discuss the things you are reading

You can make a story more interesting and help your child develop their understanding of a book by linking what you are reading to their 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

Writing

Try to help children to continue to practise their writing. This may include the formation of letters and familiarity with pens and pencils for younger children, or practising creative writing for older children.

Ask children 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. 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.

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

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

Reading

Talk to your child about what they are reading. This will help them understand what they have read and encourage them to read for fun.

Ask your child questions about what they are 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

Writing

Try to help children practise their writing. Work from school may be sent digitally, but using pen and paper will help children be ready for when they go back to school.

                    Blended Learning Statement

At Gunter Primary School we understand the importance of a well-rounded, fulfilling curriculum to prepare our pupils for their next stage of education, and for their future as citizens of the UK.

We believe that the School Curriculum should be broad and balanced and underpinned by clear aims, values and purpose.  Our curriculum is based on the National Curriculum, but there are many other opportunities that make up the wider curriculum.  These are designed to inspire and challenge all children, prepare them for the future and aid them in their ‘strive for excellence’. 

We also believe passionately in developing the whole person and giving our children ownership of their learning.  Our curriculum is rich with first-hand, purposeful experiences and is designed to be flexible and responsive to individual needs and interests.  We support our children in becoming ‘aspirational’ – aiming high – in order to make the most of their learning opportunities and we believe in an active partnership between school, pupil and home.

Where home learning is needed, this is high-quality, safe and aligns as closely as possible with our in-school provision.   In the case of a bubble or whole school closure, we will provide both online lessons via Microsoft Teams, and carefully chosen online resources from a range of trusted suppliers.  This will be supplemented by regular contact being maintained with pupils unable to attend, in order to ensure adequate safeguarding, provide support for families, and maximise pupils commitment to learning from home.

Where an individual pupil is unable to attend due to self-isolation, signposting to online lessons and activities will be provided whilst face to face teaching continues in school.

Provision

In line with DfE guidance, all schools are expected to plan to ensure any pupils educated at home for some of the time are given the support they need to master the curriculum and so make good progress.

For individuals or groups of self-isolating pupils, we will ensure remote education plans are in place. This will be achieved by matching our curriculum to the best available resources both printed and online – and taking into account the facilities available to our families.  

This approach is only for children not attending school in circumstances related to Coronavirus.

We will:

• use a curriculum sequence that allows access to high-quality online and offline resources and teaching videos using Oak National Academy, White Rose Maths, and other relevant curriculum resources which mirror closely our in-school provision (e.g. Lexia, TTRS, Mathletics).
• provide printed resources, such as work packs, for pupils who do not have suitable online access
• recognise that younger pupils and some pupils with SEND may not be able to access remote education without adult support and we will work with families in these circumstances to deliver a broad and ambitious curriculum

When teaching pupils remotely, we will:

• set assignments so that pupils have meaningful and ambitious work each day in a number of different subjects
• teach a planned and well-sequenced curriculum via daily live lessons so that knowledge and skills are built incrementally, with a good level of clarity about what is intended to be taught and practised in each subject
• provide frequent, clear explanations of new content, delivered by a teacher in the school or through high-quality curriculum resources or videos
• gauge how well pupils are progressing through the curriculum, using questions and other suitable tasks and set a clear expectation on how regularly teachers will check work
• enable teachers to adjust the pace or difficulty of what is being taught in response to questions or assessments, including, where necessary, revising material or simplifying explanations to ensure pupils’ understanding
• plan a programme that is of equivalent length to the core teaching pupils would receive in school, ideally including daily contact with teachers
• monitor pupils engagement with and progress in their remote learning package.

Planning in relation to local restrictions:

The tiers of restriction for education and childcare summarised above are NOT in scope of the Local COVID Alert Level framework announced on 12^th October 2020 (i.e. 3 tiered system of medium, high and very high risk). Decisions on any restrictions necessary in education or childcare settings are taken separately on a case-by-case basis in the light of local circumstances, including information about the incidence and transmission of coronavirus (COVID-19).