This information is intended to provide clarity and transparency to George Dixon Academy students and their families about what to expect from remote education if local restrictions require entire cohorts (or bubbles) to remain at home.
For details of what to expect where individual students are self-isolating, please click here.
With immediate effect, the academy will move its curriculum online, teaching precisely the same content online as would be taught face to face. To achieve this, teachers will use a mixture of the Class Notebook and ‘live’ lessons via Microsoft Teams.
The exceptions to the above, however, are Art, Food and Textiles at Key Stage 4. Due to the need for specialist equipment at Key Stage 4 level of study, the practical elements of these courses cannot be continued remotely. As such students will concentrate on the topics that can be taught remotely allow for time to be spent on the practical elements once a return to face-to-face teaching is permitted.
At George Dixon Academy, we expect that remote education (including live lessons and work completed independently via the Class Notebook) will take our students broadly the following number of hours each day:
Who |
Number of hours |
Number of lessons |
For those students who are not working towards formal qualifications (Year 7, 8, 9) |
5 hours |
4 x 1 hour 15 minute lessons |
For those students in their first year of study towards formal qualifications (Year 10 and 12) |
5 hours |
4 x 1 hour 15 minute lessons |
For those students in their final year of study towards formal qualification (Year 11 and 13) |
6 ¼ hours |
5 x 1 hour 15 minute lessons |
Students at George Dixon Academy will access all of their remote education via Microsoft Teams. Here, they will find subject specific information posted by their teachers, independent work for completion via the Class Notebook tab and access to any ‘live’ teaching through the video conferencing feature available there. Students will not need access to multiple sites but will need access to the OneNote app if they are working on a tablet type device.
We recognise that not all of our students have suitable online access at home. We, therefore, take the following approaches to support those students and their families to access remote education:
We use a combination of the following approaches to teach remotely:
George Dixon Academy expects students to engage fully with their remote education. We expect students to follow their timetable as normal, attending Form Time on the days scheduled (Mondays and Fridays) at 8.45 am. Live subject lessons start from 9.05 am and follow the academy’s ordinary lesson timings for the day.
The minimum number of live lessons, to supplement teaching via your child’s Class Notebook, are delivered as follows:
Year |
Subject |
Frequency (minimum) |
13 |
All subjects studied |
Once per week |
12 |
All subjects studied |
Once per week |
Year |
Subject |
Frequency (minimum) |
11 |
All subjects studied |
Once per week |
10 |
All subjects studied |
Once per week |
Key Stage 3
Year | Subject | Frequency (minimum) |
7, 8, 9 |
English Maths Science |
Once per week |
Geography History IT MFL |
Once per fortnight | |
RE Wellbeing Creative / Practical |
Once per half term |
Your child’s teacher may schedule more live lessons than outlined here due to the nature of what is being taught or the level of support required by the class.
Families are not expected to support their child with their remote education any more than they would be required to support their child’s completion of ordinary homework. We do, however, expect families to support their child with maintaining ordinary routines by following the academy timetable.
Your child’s teacher will monitor your child’s engagement with live lessons, and the completion of their independent work in their Class Notebook shortly after the lesson has ended. Engagement trackers will be completed on a weekly basis documenting your child’s engagement with their remote education.
Where a student is failing to engage with their remote education, families will be contacted in the first instance by the subject teacher, before your child’s pastoral team makes contact. Families may also receive telephone calls from various leaders in the academy such as Heads of departments, Assistant Headteachers, etc. In some cases home visits may be made to some families where a student’s lack of engagement is a cause for concern.
Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows:
At George Dixon Academy, we recognise that some students, for example some students with special educational needs and disabilities (SEND), may not be able to access remote education without support from adults at home. We acknowledge the difficulties this may place on families, and we will work with families to support those students in the following ways:
Where individual students need to self-isolate but the majority of their year group remains in the academy, remote education is provided via the Class Notebook on Microsoft Teams. Students are expected to complete the work set in the Class Notebook independently. Engagement with the work set there is crucial as self-isolating students are set the same work as students who are present at the academy.
Students are expected to following the academy timetable in order to retain structure to their day. The volume of work set is the same as is outlined above (see the Remote teaching and study time section). The only difference between remote education for self-isolating students and when local restrictions are put in place for whole cohorts is the teaching of ‘live’ lessons via video conferencing. It may not always be possible to provide access to video conferencing with self-isolating students when providing face to face teaching in the classroom at the academy.
Work is marked and feedback is given in line with the academy’s marking and feedback policy (further information regarding this can be found above in the feedback section).
This information is intended to provide clarity and transparency to George Dixon Academy students and their families about what to expect from remote education if local restrictions require entire cohorts (or bubbles) to remain at home.
For details of what to expect where individual students are self-isolating, please click here.
With immediate effect, the academy will move its curriculum online, teaching precisely the same content online as would be taught face to face. To achieve this, teachers will use a mixture of the Class Notebook and ‘live’ lessons via Microsoft Teams.
The exceptions to the above, however, are Art, Food and Textiles at Key Stage 4. Due to the need for specialist equipment at Key Stage 4 level of study, the practical elements of these courses cannot be continued remotely. As such students will concentrate on the topics that can be taught remotely allow for time to be spent on the practical elements once a return to face-to-face teaching is permitted.
At George Dixon Academy, we expect that remote education (including live lessons and work completed independently via the Class Notebook) will take our students broadly the following number of hours each day:
Who |
Number of hours |
Number of lessons |
For those students who are not working towards formal qualifications (Year 7, 8, 9) |
5 hours |
4 x 1 hour 15 minute lessons |
For those students in their first year of study towards formal qualifications (Year 10 and 12) |
5 hours |
4 x 1 hour 15 minute lessons |
For those students in their final year of study towards formal qualification (Year 11 and 13) |
6 ¼ hours |
5 x 1 hour 15 minute lessons |
Students at George Dixon Academy will access all of their remote education via Microsoft Teams. Here, they will find subject specific information posted by their teachers, independent work for completion via the Class Notebook tab and access to any ‘live’ teaching through the video conferencing feature available there. Students will not need access to multiple sites but will need access to the OneNote app if they are working on a tablet type device.
We recognise that not all of our students have suitable online access at home. We, therefore, take the following approaches to support those students and their families to access remote education:
We use a combination of the following approaches to teach remotely:
George Dixon Academy expects students to engage fully with their remote education. We expect students to follow their timetable as normal, attending Form Time on the days scheduled (Mondays and Fridays) at 8.45 am. Live subject lessons start from 9.05 am and follow the academy’s ordinary lesson timings for the day.
The minimum number of live lessons, to supplement teaching via your child’s Class Notebook, are delivered as follows:
Year |
Subject |
Frequency (minimum) |
13 |
All subjects studied |
Once per week |
12 |
All subjects studied |
Once per week |
Year |
Subject |
Frequency (minimum) |
11 |
All subjects studied |
Once per week |
10 |
All subjects studied |
Once per week |
Key Stage 3
Year | Subject | Frequency (minimum) |
7, 8, 9 |
English Maths Science |
Once per week |
Geography History IT MFL |
Once per fortnight | |
RE Wellbeing Creative / Practical |
Once per half term |
Your child’s teacher may schedule more live lessons than outlined here due to the nature of what is being taught or the level of support required by the class.
Families are not expected to support their child with their remote education any more than they would be required to support their child’s completion of ordinary homework. We do, however, expect families to support their child with maintaining ordinary routines by following the academy timetable.
Your child’s teacher will monitor your child’s engagement with live lessons, and the completion of their independent work in their Class Notebook shortly after the lesson has ended. Engagement trackers will be completed on a weekly basis documenting your child’s engagement with their remote education.
Where a student is failing to engage with their remote education, families will be contacted in the first instance by the subject teacher, before your child’s pastoral team makes contact. Families may also receive telephone calls from various leaders in the academy such as Heads of departments, Assistant Headteachers, etc. In some cases home visits may be made to some families where a student’s lack of engagement is a cause for concern.
Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows:
At George Dixon Academy, we recognise that some students, for example some students with special educational needs and disabilities (SEND), may not be able to access remote education without support from adults at home. We acknowledge the difficulties this may place on families, and we will work with families to support those students in the following ways:
Where individual students need to self-isolate but the majority of their year group remains in the academy, remote education is provided via the Class Notebook on Microsoft Teams. Students are expected to complete the work set in the Class Notebook independently. Engagement with the work set there is crucial as self-isolating students are set the same work as students who are present at the academy.
Students are expected to following the academy timetable in order to retain structure to their day. The volume of work set is the same as is outlined above (see the Remote teaching and study time section). The only difference between remote education for self-isolating students and when local restrictions are put in place for whole cohorts is the teaching of ‘live’ lessons via video conferencing. It may not always be possible to provide access to video conferencing with self-isolating students when providing face to face teaching in the classroom at the academy.
Work is marked and feedback is given in line with the academy’s marking and feedback policy (further information regarding this can be found above in the feedback section).