Distance Learning Policy

 Rationale

In the event of any urgent logistical situation which forces DGPS to suspend class room teaching, we have devised the following distance learning plan for E learning provision.

Introduction

During an emergency or in extraordinary circumstances when the school campus is not accessible for students and/or staff, DGPS will need to switch from an in-person learning environment to a 100% online learning environment.

This decision will be made only under the directives of KHDA. A positive and collaborative effort by the community is essential to ensure distance learning is purposeful and successful.

The logistical challenges along with professional commitments is stressful and creates anxiety and exerts tremendous pressure on the wellbeing of the family unit. The DGPS team will do the best they can to support and cultivate a positive learning environment.

Contact

Parents can contact the school via e-mail by contacting the relevant staff member.

Students must be available online via Google Classroom from 07:50 am each day from Sunday to Thursday.

FS students need to be online from 8:00 am onwards each day for their morning session.

Lessons

EYFS: Students in EYFS will be expected to take part in a variety of live face-to-face sessions that have been carefully planned and delivered remotely by our teachers via Google Classroom and Zoom.

In the first instance, parents will receive an email where they will find a presentation containing;

A weekly timetable outlining the daily subjects for the distance learning,

Parent and Student Guidelines.

SEESAW/ Zoom user guide for parents

Foundation Stage 1 (2 to 3 live sessions on DL days)

• one live lesson per day on either Phonics or Maths.

• one live lesson per day on Prime Areas

• Music/ Arabic/PE one lesson a day

Foundation Stage 2 (3 live sessions)

• two live lessons per day on either Phonics or Maths.

• Music/ Arabic/PE – one lesson a day

• one live lesson per day on Prime Areas / Reading

Learning material in the form of resources will be assigned on Seesaw and completed activities need to be uploaded on the same. Schedule (timings) for the week will be posted by the teachers every Saturday.

Parents are requested to ensure

• their child attends the allotted session as lessons are delivered as per the learning pace, need and style of the students.

• that their child is on time for the sessions.

• that their child wakes up on time and is seated at a table for his sessions.

• assignments are completed and uploaded on time.

Attendance will be taken for each session.

Assessing and Reporting Progress

• Students’ learning will be assessed regularly and Learning Journeys updated on the Seesaw app.

• Regular updates on progress made by the student will be shared with the parents.

• Student’s who need extra support will be supported through extra sessions in the form of one to one sessions or in groups of 2 or 3 students.

• Parent feedback meetings will be conducted through Zoom or Microsoft Teams.

 Primary:

How will we deliver Distance-Learning education?

We are fully aware our younger students are still developing their independence therefore the teacher-parent partnership will be vital for students to really engage in distance learning tasks and to access on-line resources. The designed learning tasks and activities will provide direction and support to families with the understanding that task completion depends on each individual families’ circumstances. We recognise that parents may have more than one child to guide, therefore we will provide as much support as required from our side.

 Working in Partnership

To really make distance learning work for the best learning experience and outcomes for students, we all – the school, parents and students have an important role to play.

The following guidelines and expectations have been developed to make our virtual learning experience work as successfully as possible.

The school’s commitment

• Teachers will create learning experiences for students to work at their own pace and take time to absorb content. We will curate and upload resources in advance and use appropriate apps to set work for students. We are using Seesaw app for Years 1 – 3 and Google Classroom for Years 4 – 6. The passwords required to access the tools used are shared by the respective teachers.

• Teachers will give explicit instructions for consistency and set clear out clear expectations and deadline for completion of tasks

• The live sessions for synchronous teaching will be conducted through Zoom.

• The school will provide extra support where needed. Teachers will use online collaboration tools to support individual/groups of students who may require extra help with certain concepts/tasks

• Teachers will mark student work and provide feedback at the earliest opportunity

• The school leadership team and teachers will be online during school hours to provide support, answer questions, or clarify confusion via online systems

• The school will seek student and parent feedback about quality of the learning experience – the amount of work, the pace of work and most of all, how the student and family are feeling through this experience

Expectation of Students (with the support of parents and teachers)

• Be present and on time for online distance learning sessions as directed by school

• Actively complete all tasks as assigned by teachers and submit work in expected timescales

• Adhere to the school BYOD policy.

Parent support

It would be incredibly helpful if parents can:

• Provide an environment conducive to learning – access to technology, safe and quiet space during daytime

• Engage in conversations with your child on posted materials, assignments

• Monitor time spent engaging in online and offline distance learning

• Support emotional balance by providing room and time for reflection, physical activity, conversation and play

• Support your child with managing the deadlines effectively

• Provide feedback on the quality of the learning experience for their son/daughter

• Parents should access the school portal class group chat for regular communication with the teachers.

Communication: DGPS believes that effective two way communication is necessary for all levels of education.

 Parents can contact the school via e-mail for any queries or concerns. The details are as follows.

• Principal: principal@dubaigem.ae

• Vice Principal: viceprincipal@dubaigem.ae

• Administration and Accounts: accounts@dubaigem.ae

• KS1 and Year 3 coordinator: ks1.coordinator@dubaigem.ae

• KS2 coordinator: ks2.coordinator@dubaigem.ae

• Primary Supervisor: primary.supervisor@dubaigem.ae

Head of Departments–

• Maths : primary.hod.math@dubaigem.ae

• English : primary.hod.eng@dubaigem.ae

• Science : primary.hod.sc@dubaigem.ae

• st : primary.hod.sst@dubaigem.ae

• Islamic Studies: primary.hod.isl@dubaigem.ae

• Arabic: primary.hod.arabic1@dubaigem.ae

PRIMARY: A weekly timetable is shared with parents and students through D6 to ensure that the students have routines in order to learn at home. Teachers are available during the school hours to communicate with students, provide feedback and answer queries. The following are the times for each session from Sunday to Thursday for Years 1-6. 

 

	Timings
1	8:00 – 8:35 am
2	8:40 – 9:15 am
BREAK	9:15 – 9:35 am
3	9:40 – 10:15 am
4	10:20 – 10:55 am
5	11:00 – 11:35 am
BREAK	11:35 – 11:50 am
6	11:55 – 12:30 pm
7	12:35 – 1:10 pm

Attendance:

DGPS strives for 100% attendance of students and emphasises that students should participate in the distance learning model at the designated times. Attendance in the live sessions and completing work assigned is imperative for the student to stay abreast with the learning of units in the curriculum.

Assessments in Primary:

Assessments will be conducted regularly to look at ’big picture’ evaluation of learner’s achievement. They will be conducted to serve valuable purposes for both teachers and students. They do not just evaluate students’ memory of simple facts and procedures, but thinking and understanding of the concepts taught.

• Assessment activities will be congruent with the learning goals and skills required of the student throughout the distance learning period.

• Assessment strategies will be integral part of the learning experience, enabling students to assess their progress, to identify areas of review, and to reestablish immediate learning or lesson goals.

• Assessments will accommodate the special needs, characteristics, and situations of the distance learner.

The different methods that may be chosen by the teachers for formative and summative assessments are:

• Paper / Essay: Academic written work is assessed other than a written “exam.”  It would entail more preparation, revision, etc. than simply answering a direct question.

• Exam / Quiz / Problem Set: Focused, short-term assessment used to measure specific learning.  It includes written answers to questions, calculations, short answers, multiple choice, fill in blank etc.

• Discussion / Chat: Any activity where the student’s ability to discuss or debate class-related topics.  Also includes “participation,” or the extent that students share their opinions or ideas about class-related topics.

• Project: Activities that are more “authentic,” or task-oriented than a purely academic paper.  Can be multimedia presentation, written analysis etc.

• Reflection: Activity designed to get students to relate material to their experience, or journals of how the class learning relates to them specifically (lessons learned, etc.)

• Portfolio: An integrated collection of a student’s work, designed to be taken as a whole.  A synthesis of the student’s performance over a period of time related to an event.

• Peer evaluations: Assessment done by a student’s peers, usually to measure a student’s performance in group activities.

Reading Programme

Reading is the basis for learning across the curriculum. In this regard, DGPS supports the students and gives them opportunities to enhance their reading skills with the ORT reading books in Year 1-3 along with the Scholastic Reading Resources across the Primary. The students should access the digital resource of books and read regularly in order to better their reading skills.

SECONDARY & Post 16

• Secondary students are generally more independent learners and they are encouraged to be so when they are not in school. But they do need support, guidance and encouragement from time to time to learn at their very best. The distance learning programme will be very interactive – with significant levels of contact from teachers on a daily basis. Lessons are delivered as per schedule/ time-table. Interactive sessions are hosted through Zoom and Google teams. Assignments and assessments with due dates are posted on various digital platforms and the school e learning portal.

• A blend of live Zoom, Teams and Google Meet sessions, prerecorded sessions, offline learning, small group collaborative learning through Zoom Breakout Rooms, and various digital platforms such as Zoom, Google Classroom, Blend space, Near pod support asynchronous and synchronous learning and engage students in their own learning

Attendance

Year 7 -13 attendance records of all students reporting on Google Class/ school e- learning portal is maintained by respective teaching staff and messages posted for absentees on both platforms. Attendance is recorded digitally on a daily basis according to the engagement and completion of the tasks assigned. Teachers are to monitor daily whether or not the student has uploaded their online tasks depending on the instructions on the assignment.

Reading Programme

Reading across the curriculum is an integral component across the school. It is integrated into content-area instruction across subjects, with teachers providing links and various digital resources to extend students’ knowledge, understanding and interests beyond the curriculum.

 Assessments

Assessment will continue at home, during and at the end of the term. Teachers will post detailed steps and instructions along with the rubrics regarding quizzes, tests and assessments. Students will work on this at home and submit the same to the teachers online. These will be marked as usual.

Continuous assessment of student work (submitted online), home learning tasks assigned via the Google classroom and Exam.net will also be assessed.

 Wellbeing

Loss of face to face contact for an extended period of time may well be an issue for some students and staff and, indeed, parents. Ms Bhuvana Ramakrishnan, the school SENDCO, Ms. Bhawna Goel and Ms. Charlotte Dias (secondary) school counsellors will be available for all students, if you would like to book a session with any of them you can email on

sendco@dubaigem.ae

primary.counsellor@dubaigem.ae

secondary.counsellor@dubaigem.ae

Guidelines for students of determination

Establish routines and expectations for learning at home

• create a timetable based on learning times the class teacher

• review what, when, how and where will they be learning every day

Define physical space/s for learning with your child

• ask them what kind of environment best supports their learning

• be mindful this may change depending on the learning they are engaged in

Get actively involved in your child’s learning

• ask questions, show curiosity, help them to process their thinking, inquire together

Support your child’s wellbeing

• talk openly about any concerns they have

• make sure they take regular breaks

• build physical activity into the day

Create guidelines for online safety together

• time spent online and general e-safety

Support collaboration

• make sure your child has access to support from their friends and classmates

Monitor communication from the school/teachers

• make sure you know who to contact if you have any questions about your child’s learning

Distance E-learning- Student Agreement

As a responsible Distant Learner,

• I will manage my time efficiently and develop a sense of responsibility for my own learning.

• I will check my assignments, complete and submit them within the due dates. Adhere to the deadlines given by my teacher.

• I will maintain a good balance of my screen time for learning and engaging in other activities.

• I am responsible for completing my assignments.

• I will limit my screen time to learning and have a schedule for other activities like reading and exercising.

• I will be maintaining online decorum and follow the netiquettes.

• I will not record any interactions or take snapshots/videos of my classmates and teachers during the live sessions

• I will not engage in online chats during live sessions, comment or share any derogatory material online.

• I will attend and engage actively in my live sessions and online assignments as per my timetable.

• I will follow the instructions of the teacher and not interfere with any controls like the microphones or inviting attendees.

• I am aware of protecting my identity when online.

• I will submit work that has been done by me and has not been plagiarized.

• I understand that any misdemeanour will lead to strict sanctions as per school policy.

I understand and agree to all of the above. I am a responsible learner and I will seek help from my teachers as per my needs.

Guidelines

1. Enabling all students to learn

   2. Overcoming the time barrier

   3. Overcoming geographical impediments 4. Utilizing qualified educational capacities

   5. Employing modern technology in the educational process. 6. Reducing student pressure on educational institutions in times of crisis, so as not to affect students’ learning negatively.

Objectives:

1. To promote positive behaviour and take self and public responsibility among students within the school community.

2. To create an appropriate educational environment for the success and enhancement of the Distance Learning Initiative based on the integration and continuity of education in facing crises and natural disasters.

3. To apply the principle and culture of reinforcement, encouragement and permanent care to the educational community to reduce behavioural offences outside the walls of the school (Distance Learning) with the best possible educational means.

4. To provide a controlled reference that defines the rules, standards, and procedures to be invoked to deal with students’ behaviour in a way that ensures compliance with school values and systems through changing and emerging conditions.

 Netiquettes

1) C for Courtesy

• The student should raise his/her hand to ask/answer a question.

• The student will only answer if the teacher calls out his/her name.

• The student should take the help of his/her teacher rather than call the parents.

• The students should not join side line chats with classmates when the teacher is speaking.

• The students will not use the chat box unless instructed

2) D for Ditch distractions

• Eliminate environmental distractions that may divert attention away from learning.

• Clear the room of playful pets or noisy siblings.

• Minimize background noise by turning off the TV and radio.

• Turn off cell phones. (No multitasking during class!)

• Do not switch on the microphone broadcast unless you are asked to speak. 2 reminders will be given if the student does not mute the mike; failure to comply with the instructions will result in being removed from the class, so that the rest of the class may continue without disruption.

• The students/parents should not interrupt/intervene while the class is going on.

3) E is for Early

• Be prepared before class!

  Download any necessary software and connect and test devices like microphones or video cameras before the lesson begins.

• The students should also exit other applications on their computers prior to the class.

Review of Policy

The Distance Learning Policy is monitored by SLT and will be reviewed on a regular basis. This policy will be posted on the DGPS website.

In the event that the Distance Learning plan is activated, this policy will be reviewed weekly and, if amended, redistributed to staff, parents and students.

Starting Distance Learning

• Following the timetable as we would in school.

• Keeping all the e-learning devices fully charged before the school day begins.

• Making sure to choose a quiet place away from distractions such as TV, Video games and mobile phones.

• Using headphones to listen to the learning videos and teachers recordings so no one else at home gets disturbed.

• Logging into Google Classroom to view the learning objectives, understand teacher’s instructions, ask questions and complete your tasks.

• Submitting the assignment and/or assessment tasks by the due date/time.

• Dressing appropriately for all my live learning sessions with my teachers.

• Adhering to the scheduled break times to relax, drink water and have a quick healthy snack.

Rules

• I will only use Google Classroom and the associated software and hardware for school purposes as directed by my teacher.

• I will only use this technology if my parents/guardians have signed the consent form for distance learning.

• I will not reveal my passwords to anyone.

• I will be responsible for my behaviour and actions when using technology (Google Classroom and other recommended learning platforms and websites); this includes the resources I access and the language I use.

• I will make sure that all my communication with students, teachers or others using technology is responsible and sensible.

• I will complete and upload all homework into Google Classroom by the deadlines directed by the teacher

• I will not deliberately browse, download, upload or forward material that could be considered offensive or illegal. If I accidentally come across any such material I will report it immediately to my teacher or my parent/guardian.

• I will not record or take photos of my classmates or teachers during a face-to-face session.

• I understand that when using Google Classroom and other applications provided by the school that my use can be monitored and logged and can be made available to my teachers.

• I understand that these rules are designed to help keep me safe and that if they are not followed, school sanctions will be applied and my parent/guardian may be contacted.

Guidelines

When using Google Classroom and Zoom, remember that this is an extension of the classroom and you should conduct yourself as you would in a classroom. This includes:

• Be online for distance learning from an environment that is quiet, safe and free from distractions.

• Be on time for your interactive session as per the new distance learning timetable.

• Be dressed appropriately for learning) Casual Day Dress Code can be worn.

• Remain attentive during sessions.

• Interact patiently and respectfully with your teachers and fellow students.

• Provide feedback to teachers about your experiences and any relevant suggestions.

• You MUST NOT record each other’s online interactions or the video lessons.

• You MUST NOT share recorded lessons publicly.

• Make sure you end the session as soon as the teacher tells you

Online safety

• Teachers must create a safe environment for themselves and our students when engaging in online sessions. The following guidelines are here to protect both staff and students.

• All students are expected to keep their videos on to identify themselves for online face-to-face sessions. The SLT will notify teachers of any students who have not signed the agreement.  Teachers must not allow these students to attend online sessions, without the agreement.

• Teachers should familiarise themselves with the functions of Google Classroom and Zoom, including the privacy and mute settings.

• All online sessions should take place during the school day between 8:30 am and 2 pm Sunday to Thursday.  Online sessions must be hosted and supervised by the class teacher at all times.

• Teachers should consider and be sensitive to the needs of individual students, and students who may be sensitive to certain topics or issues that may arise during the online face-to-face sessions.

• Year Leaders should be on hand to handle any sudden changes or upsetting developments that may occur as a result of the face-to-face sessions.

• When an online session is finished, teachers should ensure that all students have left the session and close the meeting once complete.

Reviewed: September 2020