How teachers are sharing activities with pupils and parents

At London CLC we are lucky to be part of a thoughtful and creative network of educators through our work with schools. During this difficult time, we’ve been inspired to see so many teachers sharing their brilliant ideas for supporting home learning. We thought we’d share some of our favourites.

1. Making use of the school website

Hitherfield Primary School, like many of the schools we work with, has added a section to the homepage of their school website which summarises important information around COVID-19. In it is a link to their dedicated home learning page, listing all the activities the teachers have planned for each year group. If you are struggling for ideas, these PDFs, which Hitherfield have generously made public, could be an invaluable resource.

2. Sharing activities via Twitter

Lucy Coates, an early years teacher from Reay Primary School, has been handwriting instructions to help parents complete some simple activities at home with her pupils. She has been photographing these explanations and sharing them via Twitter with parents, empowering them to participate in the learning process rather than simply delivering all instructions herself through a screen. Lucy tells us that she’s gathered up ideas for these Tweets from a range of places, including White Rose Maths and NRich.

3. Setting work via school blogs

Many schools already have a line of communication with families via a school blog, so this can be a brilliant way to set home learning tasks. For example, Rosendale Primary School’s Mandarin teachers are using blogs with embedded videos to set daily MFL challenges for both KS1 and KS2 pupils. These videos are hosted on the school’s Youtube channel along with lots of other videos created by Rosendale teachers, which can also be seen on the school’s class blogs. Rosendale is taking a blended approach to remote learning, using videos to share Madarin lessons, singing assemblies, fitness videos and stories, and using SeeSaw to allow children to submit work to their teachers for feedback.

4. Setting class activities through SeeSaw

SeeSaw is a cross-platform app which can be used to create a virtual classroom environment, through which teachers can set tasks and pupils can respond to them. It is well designed and easy to use; so much so that Lauren Carter from Hitherfield is using it to set tasks for her year 2 class, and has invited her colleagues in year 1 and 2 to do the same. Through SeeSaw Lauren is able to set activities like this one with explanatory text, images or videos, which are received by the members of her class. The children then post their responses, which Lauren is able to read or watch and approve, writing personalised feedback and extension activities as she goes. There is more information about how to set up and use SeeSaw in our guide to online learning.

5. Creating videos with Youtube or Vimeo

Another great idea from Reay’s Lucy Coates demonstrates how teachers can use open video hosting platforms like Youtube. Videos can be a great way to communicate aspects of learning that are harder to achieve without a teacher’s direct instruction. Lucy has been using a teddy bear puppet called Chocolate Chocolate Button to keep the children up to date with their phonics activities. Providing this kind of regular, personal input is a lovely way to help children feel connected with their teacher during this period, as well as helping to maintain a sense of routine in these unusual circumstances.

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Introduction to Apple Teacher badges and Creativity with iPads
Introduction to Apple Teacher badges and Creativity with iPads
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Get started with Apple Teacher badges and discover how Everyone can Create resources can improve engagement and quality of learning in the classroom, whether in school, remote or blended.

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KS1, KS2
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New to subject leadership in primary computing: Session 1
New to subject leadership in primary computing: Session 1

This programme is designed for primary teachers who have recently taken on responsibilities and leadership for technology and computing. It will cover curriculum planning, tools and resources, methods for supporting colleagues and progression and assessment. Colleagues will be expected to attend all three sessions. The third session will be held in a school and will include classroom visits.

Further details for sessions 2 and 3 to follow:

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Session 3: TBC (in person)

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Upcoming Special projects

The News Project
- 14:25

Special project in collaboration with First News Education

For a third year, building on two successful previous projects, we are once again partnering with the children’s newspaper First News, fellow member of the national Making Sense of Media and News Literacy networks. This special project with a literacy, PSHE and citizenship, as well as computing focus, highlights our specialist interest in this important aspect of digital and critical literacy.

The News Project will enable participating classes from year 5 to immerse themselves in news and current affairs using First News and the Bett award-winning First News iHUB, which will be provided free of charge during the school-based part of the project over a six week period. Under the guidance of their teacher, pupils will be supported in their development as a community of fully informed news readers. Classes will test their new critical skills and knowledge in the culminating virtual celebration event which will include a news competition and team-based critical literacy and editorial activities. After the event, schools will be able to use the resources from the day in their school.

The project will launch with an introductory CPD session for teachers to set the context, demonstrate resources and to plan for the school-based activities. 

Initial CPD session - Thursday 21st October 4pm-5.00pm. 

Project work undertaken in school - October and November.

Special event - Thursday 25th November 9.30am-2.45pm.

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