Remote Learning

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Yesterday, Ofsted published a short guide to help school and trust leaders and teachers develop your remoremote learning learnerte education offer. This guidance, written by Professor Daniel Muijs, debunks some unhelpful myths about remote education, which are not based on evidence.


These include that:


  1. remote education is fundamentally different to other forms of teaching/learning
  2. remote education is a different curriculum/offer to the content that would be delivered normally
  3. the best forms of remote education are digital
  4. the best way to deliver remote education is always through live lessons
  5. the most important thing is pupils’ engagement


None of these things are necessarily true. The short guide counters these with seven evidence-based pointers. 


Also yesterday, DfE published an optional template which schools and trusts can use when publishing information about their remote education provision on their websites during the spring term.


The Confederation of School Trusts (CST) has published new guidance on Remote Education: Expectations, Evidence and Experience. This guidance, is a tour de force of the legal duty, DfE’s expectations and remote education in practice.  Drawing on the best evidence provided by the Education Endowment Foundation as well as emerging insights from Doug Lemov and other leading thinkers as well as the wealth of experience in teaching remotely from the front line, this is both guidance and an artefact. 


The section on remote education in practice is organised around the following principles:


  1. Remote education is as much about the curriculum as face-to-face teaching
  2. Iterate pedagogy and supporting structures, but recognise good teaching remains good teaching
  3. Be clear on the purpose of assessment and feedback
  4. And spinning plates!

Edtech Festival : Delivering education in an evolving edtech world

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Ed-Tech Festival

The New Normal: Delivering education in an evolving edtech world

6th and 7th July 2020

Join Cornerstone Academy Trust (one of the DfE's Edtech Demonstrator Programme Schools) for their online Ed-Tech festival, hear from industry experts and high profile speakers, whose perspectives on learning technology are set to shape the future of education. Join educators in the classroom and observe the utilisation of Ed-Tech in action and examine the challenges ahead and query the shape of things to come.

Hear from key-note speakers . Observe lessons . Engage with teachers and children . Panel Discussions

Find Out More 

Anne Frank Trust : Creative Writing Awards

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In this time of lock-down, when people are separated from each other, the Anne Frank Trust UK invite young people to write a poem, story, essay or article inspired by Anne Frank which shows how important it is that we all live together with kindness, respect and equality.

Taking part

To take part you must be aged between 10 and 15. Your piece of writing can be factual or make-believe, about yourself or about other people or events.

Email work to us at This email address is being protected from spambots. You need JavaScript enabled to view it. as soon as possible, and no later than 30 June 2020.. 

Moving Learning Online

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To support the rapid shift to remote learning,  Doug Lemov author of Teach Like a Champion is researching and sharing how teachers are moving their instruction online. Doug is Managing Director of Uncommon Schools, a non-profit charter management organisation that manages 42 charter schools across New York, New Jersey and Boston.

The Teach Like a Champion blog is publishing a range of video guides on supporting teachers and schools in moving their teaching and learning online,

The following video 'Dissolving the Screen' is especially interesting given the current pandemic. 

View further videos here. 

Report on Providing Educational Continuity under COVID-19

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'A rapid evidence summary of what is known about best practice in teaching when school students are educated by distance learning'

This report provides a rapid evidence summary of what is known about best practice in teaching when school students are educated by distance learning. It considers both theoretical concepts and empirical evidence relating to the effectiveness of teaching methods used in a distance learning context. The report includes a consideration of the grey literature about pedagogy produced in response to the current period of global school closures. There are limitations in the nature of the evidence base. Much of the research into remote pedagogy comes from a higher education context. Little attention has been devoted to remote pedagogy at primary school level. Research evidence from low-income and middle income countries is limited.

Read the report here