In full: Remote learning - what DfE expects of teachers

New DfE guidance sets out what schools must deliver during the latest Covid-19 national lockdown

John Roberts

Coronavirus school closures: Why are teachers being asked to go into school to deliver online learning?

The Department for Education has told schools what it expects them to deliver in remote learning during the new national lockdown.

Prime minister Boris Johnson announced last night that schools were closing today to most pupils to help curb the spread of Covid-19.

Schools were then sent updated guidance from the DfE after 10.30pm last night setting out what it expects schools to provide for pupils who are not attending lessons.

Schools are remaining open to vulnerable pupils and those of critical workers.


First lockdown: DfE sets out best practice for remote learning

Covid: What schools need to know about the new legal duty to provide remote learning 

Remote learning: Heads warn legal order is 'draconian and demoralising' 


Last year the government created a new legal expectation on schools to provide remote learning for pupils who are not in schools.

Coronavirus: New guidance for online learning

The guidance for the latest national lockdown sets out the following expectations for remote learning.  

Schools and teachers are expected to: 

  • Set assignments so that pupils have meaningful and ambitious work each day in a number of different subjects.
  • Primary schools should ensure pupils have three hours' work a day, on average, across the cohort.
  • Secondary schools should ensure students have four hours' work a day, with more for those working towards formal qualifications this year.
  • Provide frequent, clear explanations of new content, delivered by a teacher or through high-quality curriculum resources or videos.
  • Have systems for checking, at least weekly, whether pupils are engaging with their work, and inform parents immediately where engagement is a concern.
  • Gauge how well pupils are progressing through the curriculum using questions and other suitable tasks.
  • Provide feedback, at least weekly, using “digitally facilitated or whole-class feedback where appropriate”.
  • 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.

 

 

 

Register to continue reading for free

It only takes a moment and you'll get access to more news, plus courses, jobs and teaching resources tailored to you

John Roberts

John Roberts

John Roberts is North of England reporter for Tes

Find me on Twitter @JohnGRoberts

Latest stories

Covid in schools, GCSEs 2021, teacher safety: LIVE

Coronavirus and schools: LIVE 2/3

A one-stop shop for teachers who want to know what impact the ongoing pandemic will have on their working lives.
Tes Reporter 2 Mar 2021