Our Blended Learning Policy

Introduction

Blended Learning is the integration of classroom face-to-face learning with online/remote learning experiences. Following the success of our on-line classrooms during the initial lockdown period, LifeSkills intends to capitalise on the learning potential and the ability to increase the opportunity for learning by continuing to utilise Google Classrooms for all learners, both in the classroom and for self-study/remote learning in future lockdown, or for learners who have to self-isolate or shield and so cannot attend their centre/class as normal. It will also serve those learners who need further support to catch up so that no-one need fall behind.

Delivery

Google Classroom is a collaborative platform that allows for real-time communication and sharing of resources between tutors and their classes. Every tutor has been set up on Google Classroom and registers all learners to their classes. Tutors will utilise Google Classroom as part of ongoing teaching so that learners are familiar with and can easily move to remote learning if and when necessary. The effect on tutor workload has been considered in the setting of this policy. Centre Managers will provide regular staff planning time for tutors to plan together, either in the centre or via Google meet so that lesson planning and compiling of resources can be shared and tutor timetables managed effectively.

This Policy should be read alongside the following policies:

  • Child Protection and Safeguarding Policy
  • Data Protection Policy
  • Special Educational Needs and Disabilities (SEND) Policy
  • Teaching and Learning Model
  • Curriculum Model.

Roles and Responsibilities

Senior Management Team:
  • Routinely discuss the impact of blended learning for all learners but especially those who are disadvantaged, fallen behind in learning or identified at risk, or with an EHCP or SEND
  • Report to the Board on the impact , quality and consistency of Blended Learning across LifeSkills
  • Review the Blended Learning model to best suit the needs of staff, learners and to continually improve teaching and learning across LifeSkills
  • Ensure that Blended Learning forms a regular part of their monitoring, moderation and quality assurance monitoring.

Centre Managers:
  • Ensure that time is provided for tutors to plan any Blended Learning delivery. This will support the sharing of ideas, good practice and help to reduce workload where possible
  • Include blended learning in their monitoring and report on this to senior managers
  • Monitor the impact of blended learning on standards and progression and to judge the impact of intervention
  • Maintain a log of learners who do not have access to devices/internet and ensure that paper packs are provided
  • Liaise regularly with parents to promote the importance of blended learning and the benefits it will have on progress
  • Prepare to discuss the impact and success of their blended learning offer with external monitoring agencies such as Ofsted and QA reviews
  • Identify the development of blended learning as a priority in the QIP
  • Ensure that staff have the necessary training and support to carry out blended learning
  • Ensure that tutors and other relevant staff have appropriate laptops/devices in their possession
  • Ensure adequate resources are available for Blended Learning delivery
Tutors:
  • Identify learners who do not have access to devices or the internet
  • Create paper-based Learning Packs for learners who do not have access to devices or internet
  • Ensure planning reflects opportunities for Blended Learning and use of Google Classroom
  • Create high-quality learning activities that enhance the curriculum offer
  • Ensure that the activities are relevant to the learners’ targets and aid learning and progression
  • Provide regular communication and feedback on learning and work uploaded to Google Classroom
  • Remain in regular contact with parents, so that parents understand the value of the home learning.
Learners:
  • Learners should log into Google Classroom every day as directed by their tutor to complete all work set
  • Learners should be ready and available for contact from their tutor at any time during their normal attendance hours
  • Those learners who do not have a device should complete the work in paper format
  • Learners are expected to uphold the same standards of conduct and behaviour during live online lessons as would be expected in the centre. This includes, but is not limited to, ensuring appropriate language when commenting during on-line lessons, or emails – ensuring  that comments are on-topic and relevant to the task in hand – ensuring full engagement with the tasks in hand, including submission of any required work by the deadline that has been set.
Parents/carers
  • Parents should support their children to complete blended learning by providing access to the internet and a device at regular times
  • Ensure that their child has a quiet space to work
  • Support their children with accessing the work where possible
  • Raising any concerns or issues with the tutor as soon as possible.
Who does this policy relate to?

Learners who are not able to attend the centre for the following reasons:

  • Any learner off for more than 3 days (but well enough to work),
  • Any learner shielding or self-isolating
  • Any local or national guidance where attendance in education has been stopped

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