“This has helped our staff immensely with their remote teaching journey and has made us think of how we can use this experience to change our ways of teaching in the future” .

Clare Emmerson-Smith , Head of IT, St George’s School

Over the Covid19 pandemic online learning has been firmly brought to the forefront of most educator’s minds. Published January 2021, Ofsted’s in-depth study on remote education finds that many schools are doing a good job of mitigating children’s learning loss. But keeping pupils motivated remains a challenge, despite schools having made strides in their remote learning offers.

A third of teachers not confident with remote teaching

Just over a third of teachers responding to the YouGov survey admitted they were not confident in teaching through remote methods.

When correctly implemented, remote learning creates opportunities for effective teaching and collaboration outside of the classroom. And in recent times, a school’s provision for online learning has never been more important. Rapid uptake and steep learning curves have ensued by pupils, parents, and teachers alike. Through this time of crisis, many educators have seen the challenges, successes, value, and skill involved in delivering quality education virtually.

Remote Education Expectations

The Government have set out their minimum expectations for remote teaching in this document which is constantly being revised throughout the crisis. This statutory guidance outline the expected standards of quality , accessibility and duration of remote teaching.

Primary Schools : 3 hours remote teaching a day, on average, across the school cohort

Secondary Schools : 4 hours remote teaching a day, with more for pupils working towards formal qualifications this year

DfE Guidance for full opening: schools, December 2020

It also sets out expectations in terms of assessment and feedback as well as the need to identify and address gaps in expected progress.

There is no ‘one size fits all’ solution for implementing remote teaching in your school or college. Each setting will have slightly different requirements and opt for a different technology to reach their goals. Whether you choose to try ZOOMGoogle Classroom, or Microsoft Teams, we explore remote learning generally as well as signposting different platforms. We develop strategies to guide your staff through the processes involved in becoming online learning literate. From thinking about the curriculum and how you can best deliver engaging and exciting lessons, to the best procedures for feeding back and marking work.

Who is this INSET for? 

This course can be adapted for a range of audiences including teachers, TA’s, parents, and students.

INSET Outline

How to make Remote Teaching Effective

  • The tipping point: traditional vs digital classrooms
  • The potential of online learning
  • Key features of successful online learning programmes
  • Current research and guidance

Engaging Online learners

  • Understanding what good online engagement looks like
  • A framework for supporting online engagement:
  • Establishing routines and expectations in the virtual classroom.
  • The importance of classroom culture and setting ‘new norms
  • Embedding engagement and motivational techniques.
  • Strategies for developing the resilience of remote learners

Supporting learning with online resources

  • What makes an effective learning resource?
  • Applying the latest cognitive science research principles to remote learning
  • Compiling and curating purposeful content
  • Supporting learning strategies with digital resources

Online Feedback

  • Effective mechanisms of feedback online
  • Using digital technology to support feedback

Evaluating your Remote Teaching & Blended learning

  • Measuring success: Evaluating your remote and blended learning strategies


020 8531 4182


Recent feedback on this INSET Course:

“Fantastic training” – Danel Jansen van Rensburg, Deputy Head, Oaklands School

“Inspirational” – Alexia Haroutunian, EPQ Coordinator, The English School

“Immense amount of take aways”– Nicole Mayhew, HLTA Learning Support, Ipswich High School

“Very informative. LOTS to think about”– Becky Haasbroek, Curriculum Lead, St. Joseph’s Park Hill School

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