TBS COVID-19 Provisions

Our aim is to ensure that we replicate as much of the excellent teaching, learning and pastoral support that takes place on campus into our online provision. In essence, we continue to provide engaging, challenging and enjoyable learning experiences within a kind and responsive environment, so that all learners continue to develop and make progress.

We are fortunate that we already have technological platforms in place to ensure that we are able to achieve this, along with the expertise and adaptability of our teachers who are able to build on existing, strong relationships with their students, who demonstrate on a daily basis their willingness to continue to develop their creativity and confidence, to challenge themselves and act with compassion, and in doing so, retain and build on everything that is so wonderful about our community.

Of course, not everything is replicable and there are very clear challenges, but through constant reflection and consultation, we are confident that we are providing the very best provision possible and all students will be able to return to campus learning in a strong position, with newly found skills and an appreciation of what is so special about our campus and the people that inhabit and breathe life into it.

We are currently in the phase 2 of continuous learning. A breakdown of the 4 phases can be found below:

Phases:
1. Full Return to Campus
2. Return to Campus (re-introduction of more elements)
3. Return to Campus (partial reopening inc rotations and some elements of provision not provided)
3.5 Pre Phase 3 Return to Campus (EY sessions on site and Sports for all in rotations)
4. Online Continuous Learning

Primary

In Primary, the timetable and framework for delivery of the curriculum is essentially asynchronous. Learning tasks – Responsibilities (including Specialist lessons) and Possibilities – are posted each day via the Seesaw (Y1-Y6) or Tapestry (Early Years) e-learning platforms. Class teachers and CLSs also provide a range of ‘live’ Zoom sessions for whole class or small group teaching, focused interventions, check-ins to clarify learning tasks and social interaction-type activities.

Assessment feedback is provided via Seesaw/Tapestry by means of a combination of annotated work, verbal recordings and written comments, as well as direct verbal feedback on Zoom. Students’ engagement is monitored by means of a continuous learning tracker, which records which of the learning tasks have been completed each week. This enables teachers to follow up with individual students and their parents if there are concerns about the completion of work.

Teachers also communicate with parents using email to confirm whole class Zoom Parent Information Meetings.

Secondary

In Secondary where students become increasingly independent learners, students follow a full timetable of lessons and directed study periods.

At least half of all lessons are taught synchronously or ‘live’ using either Google Meet or Zoom. This allows for crucial interaction between students and teachers and indeed students and their peers. During these live sessions, teachers use a variety of platforms to mimic a real classroom setting as much as possible such as ‘Jamboard’ for collaborative learning, ‘Peardeck’ for instant assessment and feedback and ‘Zoom breakout rooms’ for group discussions.

Asynchronous lessons are used to allow students to complete work independently, as they often would on campus, and again work is set using a variety of methods such as those found in the Google suite of educational apps. Many lessons are a combination of both synchronous and asynchronous learning, which reflects the nature of on-campus lessons as closely as possible in an online environment.

Teachers communicate with students via email and Google Classroom. Teachers communicate with parents via email and Engage, through which we continue to report student attendance and progress as usual.