Our Pedagogical Approach to Online Learning

The purpose of this document is to provide information on the nature of our online learning programme and the approach we have taken as a school.

Until recently, remote learning on this scale in British schools did not exist. All schools around the world have had to rapidly develop online programmes which suit the needs of their students and which reflect their school’s ethos and philosophy.

At Sunny View School, in developing our model we have followed the guidance issued by the Spanish and UK governments, while also considering best practice from other British schools. We are in contact with educational professionals around the world to share ideas and experience to ensure that our approach is comparable to that adopted by other respected British schools in the current circumstances.

There is no evidence which equates the amount of time children sit in front of a computer with improved learning outcomes. However, there is a large body of research that shows that children’s screen time should be restricted to avoid detrimental effects to their health. It would be irresponsible and reckless for a school’s online learning programme not to take this into account.

The British Psychological Society says that “Too much screen time for young children can unintentionally cause permanent damage to their still-developing brains. The ability to focus, to concentrate, to lend attention, to sense other people’s attitudes and communicate with them, to build a large vocabulary - all those abilities are harmed.”

The World Health Organisation recommends that sedentary screen time should be no more than one hour for children between the ages of three and four years. Research from California State University suggests a limit of 40 minutes screen time, then an hour's break for under 10s. For older pre-teens this should be a maximum of an hour, then an hour off. For teenagers it should be a maximum of an hour and a half.

It is not possible to replicate the classroom environment in its entirety online, however we have tried to apply a similar pedagogical approach. We continue to teach the English National Curriculum, following the regular school timetable. As is our practice in school, our teaching day includes a combination of large group teaching, small group work and one-to-one teaching. Students are expected to complete a mix of online and offline activities.

We teach our students to work independently from Preschool onwards and so our aim is for students to carry out work on their own, which most can do successfully. Teaching staff are online throughout the school day to work with students who need additional help or support via the Chat or video conference functions in Teams. The English Language Support and Special Educational Needs teachers are also available to work with students where required.

We have found that a mix of live and pre-recorded material provides the best opportunities for learning. Live sessions generally work more effectively with smaller groups. While live classes with larger groups have their place, less students contribute during these sessions and technical issues can often become a distraction from teaching and learning. This is a bigger issue in live classes with younger students.

We are aware that our programme needs to offer flexibility for students to complete work at their own pace and in their own time, as many are unable to follow the regular school timetable. We are also sensitive to the greater possibility for technical problems when students are accessing content and participating in live lessons.

Our experience with online learning so far has shown us that most students are engaging with the programme and making progress with their learning. We appreciate this may not be the case for all students, so if parents have any concerns, they should contact their child’s teacher. If things aren’t working for your child, we will make every effort to find a solution. Our teachers are here to help.

We are proud of the work that our teachers are doing online; we are all doing our very best to meet the needs of every student. Since the Online Learning Survey before the Easter holidays we have changed our practice to accommodate parental comments about how to improve our online teaching delivery. We will continue to improve and adapt what we do based on policy, best practice and educational research.