DfE Expectations

To clear up the confusion, it is necessary to go back to the DfE guidance on remote learning. This states that all pupils who are at home as a result of coronavirus (COVID-19) should have access to remote education. It is expected that schools will have already considered how to continue to improve the quality of their existing curriculum, for example through technology, and have a strong offer in place for remote education provision.

It is important to note that expectations are for schools rather than for individual teachers.

In developing their remote education, schools should already have ensured that they:

• teach a planned and well-sequenced curriculum being clear about what is taught and practised in each subject
• enable access to high-quality online and offline resources and teaching videos, linked to the school’s curriculum expectations
• select the online tools that will be consistently used across the school in order to allow interaction, assessment and feedback and make sure staff are trained in their use
• provide printed resources for pupils who do not have suitable online access
• have planned for younger pupils and some pupils with SEND who may not be able to access remote education without adult support
• overcome barriers to digital access by distributing school-owned laptops
• some children who have difficulty engaging in remote learning may be considered to be vulnerable children and therefore eligible to attend in person
• publish information for pupils, parents and carers about their remote education provision

When teaching pupils remotely, it is expected that schools will:

• make sure that pupils have work each day in a number of different subjects

• set a  minimum of:

  • KS1: 3 hours a day on average, across the school cohort with less for younger children
  • KS2: 4 hours a day
  • KS3 and 4: 5 hours a day

• provide clear explanations of new content, delivered by a teacher or through curriculum resources or videos

• check, at least weekly, whether pupils are engaging with their learning, and inform parents immediately where engagement is a concern

• judge how well pupils are progressing through the curriculum and provide feedback, at least weekly

• enable teachers to adjust the pace or difficulty of what is being taught, including, where necessary, revising material or simplifying explanations to ensure pupils’ understanding