St Bernadette's Catholic Primary
With Jesus in our Hearts, we have:
The passion to learn,
The courage to fail,
The strength to love
Online Learning
During this lockdown, each class has been setting their Home Learning online using Tapestry in Shakespeare class (Year R) and Google classroom through key stage 1 and 2 (Years 1-6).
Shakespeare Class Home Learning information can be found on Tapestry at https://tapestryjournal.com/ Please contact the school office if you are unable to log in to this website.
The Home Learning for Years 1-6 is available on each class's Google Classroom page. Use the following link to log in to our school's Google Classroom www.google.com/classroom
Each class is offering live teaching sessions as part of the remote learning. You will find more information about these times either by checking your child's calendar in Google Classroom or in each day's stream on Google Classroom.
We may also be using links to a variety of different external sites, you will find these links below.
If you have any issues with accessing any of these links, please do not hesitate to contact the school office.
Remote education provision at St Bernadette’s: information for parents
This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education where national or local restrictions require entire cohorts (or bubbles) to remain at home.
For details of what to expect where individual pupils are self-isolating, please see the final section of this page.
The remote curriculum: what is taught to pupils at home
A pupil’s first day or two of being educated remotely might look different from our standard approach, while we take all necessary actions to prepare for a longer period of remote teaching.
What should my child expect from immediate remote education in the first day or two of pupils being sent home?
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At the beginning of a period of remote learning, a first week’s timetable of learning will be sent home. This will comprise of relevant units of study from the national oak academy and religious education learning related to the current unit being studied. Please see appendix A for an exemplar.
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Following the first few days of remote education, will my child be taught broadly the same curriculum as they would if they were in school?
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We teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in some subjects. For example, Physical Education will be adapted to suit the home environment with challenges set by the local area PE co-ordinator. Music will be adapted where the curriculum relied on the children accessing instruments in school. Some of the learning where equipment is required for specific lessons or units e.g. experiments in Science may also be adapted.
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Remote teaching and study time each day
How long can I expect work set by the school to take my child each day?
We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:
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Key Stage 1 |
3 hours per day – see Appendix B for an exemplar |
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Key Stage 2 |
4 hours per day – see Appendix B for an exemplar |
Accessing remote education
How will my child access any online remote education you are providing?
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EYFS will use Tapestry. Years 1 – 6 will use google classroom. Log-ins for Oxford Reading Owl, Timetables Tables Rockstars and Mathletics may still be required. If you have mislaid these, please email the office who can pass these requests on to the class teacher. |
If my child does not have digital or online access at home, how will you support them to access remote education?
We recognise that some pupils may not have suitable online access at home. We take the following approaches to support those pupils to access remote education:
For any enquiries regarding the above please contact the school office on 01252 548123 or adminoffice@st-bernadettes.hants.sch.uk
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How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
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Online live lessons (Google Meet).
All of the above will be accessed or linked via Google classroom
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Engagement and feedback
What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?
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It is compulsory for children to engage in their remote learning. As parents and carers, please ensure the following:
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How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
A member of the class staff will also call home once a week to discuss with the child their learning.
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How will you assess my child’s work and progress?
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Feedback can take many forms and may not always mean extensive written comments for individual children. Our approach to feeding back on pupil work will include:
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Additional support for pupils with particular needs
How will you work with me to help my child who needs additional support from adults at home to access remote education?
We recognise that some pupils, for example some pupils with special educational needs and disabilities (SEND), may not be able to access remote education without support from adults at home. We acknowledge the difficulties this may place on families, and we will work with parents and carers to support those pupils in the following ways:
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Remote education for self-isolating pupils
Where individual pupils need to self-isolate but the majority of their peer group remains in school, how remote education is provided will likely differ from the approach for whole groups. This is due to the challenges of teaching pupils both at home and in school.
If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?
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This will comprise of relevant units of study from the national oak academy and religious education learning related to the current unit being studied. This will be sent as a weekly timetable of learning. Please see appendix A for an exemplar. Feedback should be submitted to the class teacher via Google classroom. |
Appendix A – Example of first week of learning during a prolonged period of remote learning and learning sent to those individuals self-isolating
Year 3 remote learning Spring Term 1 Week 2
During isolation please complete the learning below. It can all be accessed via the links for each lesson from the National Oak Academy. Maths, writing and reading should be completed daily. RE, Science and foundation lessons can be spread across the week. Please remember to read aloud with your child for 20 minutes each day.
Maths – Time
These lessons will develop your child’s understanding of time
1. Exploring units of measured time
https://classroom.thenational.academy/lessons/exploring-units-of-measured-time-cngp4c
2. Measuring time in seconds
https://classroom.thenational.academy/lessons/measuring-time-in-seconds-74rk2t
3. Calculating and comparing intervals of time
https://classroom.thenational.academy/lessons/calculating-and-comparing-intervals-of-time-6gw3jc
4. Applying knowledge of time to solve problems
https://classroom.thenational.academy/lessons/applying-knowledge-of-time-to-solve-problems-ccuk4r
5. Further applying knowledge of time to solve problems
English – Reading - Mulan
These lessons will support your child in understanding and explore the text, Mulan.
1. To engage with a test
https://classroom.thenational.academy/lessons/to-engage-with-a-text-cnh62c
2. To answer questions on a text (1)
https://classroom.thenational.academy/lessons/to-answer-questions-on-a-text-part-1-6thkac
3. To answer questions on a text (2)
https://classroom.thenational.academy/lessons/to-answer-questions-on-a-text-part-2-74u3jd
4. To explore character
https://classroom.thenational.academy/lessons/to-explore-character-64tk4e
5. To explore themes
https://classroom.thenational.academy/lessons/to-explore-themes-6wr68d
Science (Weeks 1 & 2)
These lessons will teach your child about plants
1. What conditions could we change to investigate the growth of a plant?
2. What are the parts and functions of a plant?
https://classroom.thenational.academy/lessons/what-are-the-parts-and-functions-of-a-plant-69gk8d
3. What are the parts and functions of a flower?
https://classroom.thenational.academy/lessons/what-are-the-parts-and-functions-of-a-flower-cmrkgt
4. What are the parts of a plant's life cycle?
https://classroom.thenational.academy/lessons/what-are-the-parts-of-a-plants-life-cycle-75hpae
5. How does a plant transport water?
https://classroom.thenational.academy/lessons/how-does-a-plant-transport-water-c8u66t
6. How do plants adapt to different environments?
https://classroom.thenational.academy/lessons/how-do-plants-adapt-to-different-environments-6xj3jr
History – The Stone Age (Weeks 1 & 2)
These lessons will help to reinforce your child’s understanding of The Stone Age
1. What were the different periods in the Stone Age?
2. What are the similarities and differences between Stone Age periods?
3. What can artefacts from the Stone Age tell us about how people lived during the different periods?
4. What was life like in a Neolithic settlement?
https://classroom.thenational.academy/lessons/what-was-life-like-in-a-neolithic-settlement-64r3ce
Appendix B – Exemplar timetable of learning for the week
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Frequency |
Learning examples |
Resource |
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Maths |
1 lesson daily |
Arithmetic, reasoning/fluency questions, practical maths |
Google classroom with links to: Input from class teacher, power point and associated tasks |
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English |
1 lesson daily |
Writing tasks including grammar/punctuation |
Google classroom with links to: Modelled input from class teacher and associated tasks |
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Guided Reading |
3 times a week |
Study of a book, extract of a book or stand-alone text with the answering of linked questions |
Google classroom with links to: Input and associated tasks |
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Daily Reading |
20 minutes each day |
Building on individual child’s knowledge |
Home reading books and e-book link from school |
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RE |
2 lessons weekly |
Current topic |
Google classroom with links to: Scripture, power point and associated tasks |
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Science |
1 lesson weekly |
Current topic |
Google classroom with links to: Input from class teacher or power point and associated tasks |
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History/ Geography |
1 lesson weekly |
Current topic |
Google classroom with links to: Input from class teacher or powerpoint and associated tasks |
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Music |
1 lesson fortnightly |
Current topic |
Google classroom with links to: Input from class teacher or power point and associated tasks |
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PE |
1 lesson weekly |
PE with Joe, Weekly challenges set by local area sports co-ordinator and Mr Taylor |
PE with Joe – Youtube link Google classroom - Weekly challenges |
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Spelling |
Practise 3 times a week |
Statutory word lists |
Google classroom with links to: word list (10 words each week) |
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Times tables/ Division facts/ Square numbers |
3 times a week |
Building on individual child’s knowledge.
Use of subscription based platforms such as TT RockStars or online games such as Hit the Button |
Using ‘hit the button’ https://www.topmarks.co.uk/maths-games/hit-the-button
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Gospel Assembly |
Once per week |
Led by Mr Lynch |
Google classroom with link to recorded assembly |
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Key stage assembly |
Once per week |
Led by Mr Lynch |
Google classroom with link to recorded assembly |
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Headteacher’s awards |
Once per week |
Led by Mr Lync h |
Google classroom with link to recorded input |
Appendix C – Google classroom Protocol
Google Meet protocol
St Bernadette’s preferred method for video conferencing with the children is Google Meet. This will allow teachers and staff to make contact with pupils, share information and conduct meetings.
The purpose of Google Meet calls can include:
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regular face to face contact with as many children as possible in the class
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allowing teachers to share learning with children
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checking in on children’s learning and/or wellbeing
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show and share learning with the class and celebrate achievements during the week
Teachers may also use these opportunities to share stories, answer questions, lead debates and lead very short teaching sessions e.g. phonic sounds, or to explain some tasks in more detail.
PLEASE NOTE: These sessions are for children, not adult/parents. When your child is accepted into a video meeting by their teacher there are certain guidelines we all must follow.
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CHILDREN Children should find a suitable quiet environment in a shared part of the house i.e. not in bedrooms or bathrooms; and the background should be blurred if possible and if not should be appropriate.
Children should not unmute when the teacher has muted the whole class, you must stay on mute until you are invited to speak.
Children should only share screen content, if the teacher has agreed; do not annotate over documents that are shared.
Children must wear suitable clothing, as should anyone else in your home.
Children should always keep their language and interaction appropriate, as they would in face to face conversations, whether with teachers, or their peers.
Children are expected to attend all teacher scheduled Meets, unless the teacher has been previously notified.
Children should ALWAYS make sure they leave the Meet. Always double check and get in the habit of closing your laptop when not in use, to prevent the camera from working regardless.
Children must not record or capture/screen grab content from the video call – this will dealt with as a serious behavioural and safeguarding issue.
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TEACHERS All Google Meet sessions will be led by the class teacher.
Teachers will not allow the children to join before themselves and they will keep a list of attendees.
Teachers will post the link in the google classroom stream for the individual class (not the phase google classroom).
Teachers will ensure that children are muted as they join the meeting.
Teachers will make expectations and meeting conduct clear at the beginning of each meeting, including the school rules.
Teachers will ensure no one else is on view from the camera, and everyone is wearing suitable and appropriate clothing.
The teacher has the right to remove a student from a Google Meet if their behaviour is not in line with the school behaviour expectations.
Google Meets will only be held with a manageable amount of children and during the school day.
Teachers will ensure that all children have left the Google Meet before leaving the Meet themselves.
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PARENTS Parents have ultimate responsibility to make sure children not only attend, but follow the correct protocols (see children’s section in blue) when online Google Meets are scheduled with teachers.
Parents should be aware of the remote learning for their child, by regularly checking the class and phase google classroom.
Please help your child set up your device in a shared area where you can support if required. Help them access the Google Meet session using the link posted into their class Google classroom stream.
Please make sure that your child is ready 5 minutes before the advertised start of the meeting, to ensure that you are on time and that you don’t delay the meeting and are not locked out.
Please ensure your child is appropriately dressed for meetings. We would expect pupils to be dressed as though it was a non-uniform day.
Please ensure other family members are appropriately dressed and out of camera shot and do not contribute to the video call.
Please discuss with your child the appropriate way to behave in the meeting - in the same way as if they were in school with the member of staff.
If a child is behaving inappropriately, your child may be removed from the session and the behaviour will be discussed with you directly.
Whilst our settings do not permit children to record the Google Meet, please DO NOT film the session on other devices. This would be dealt with as a serious safeguarding and GDPR issue.
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