Our educational offering focuses on the development of students' knowledge in core subjects of English, maths and science addressing starting points and needs. Their pastoral needs, behavioural needs and learning requirements are also supported following suspensions and exclusions. The principle of EDClass is that we are a re-engagement and intervention provision working in direct partnership with the commissioners to provide a safe, positive and secure learning environment that breaks any barrier to their learning. Our teaching and learning team give pupils cross-curriculum delivery and positive experiences in linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative education. Students can also engage in general chat with our teachers to create a relaxed atmosphere whilst also gaining subject-specific support.

‘Lesson types’ refers to e-learning lessons, recordings (recorded lessons) that can be viewed anytime and anywhere, and live lessons from our classrooms that are streamed securely and safely. The ‘support chat’ refers to text chat and video chat. Diagnostic assessments inform personalised pathways of lessons for learners. They also inform the live lessons being delivered. Language development/linguistics is recognised as necessary for cognitive development and reasoning. Learners' linguistic development is part of every subject and is the responsibility of all teachers and learners.

How EDClass gives pupils experience in linguistic education

• Students have the choice in the format they communicate to the online teachers; written or over camera (text chat or video chat) however a combination of both is encouraged. 
• Correcting spelling, punctuation and grammar either directly or indirectly in the support chats
• Pronunciation, standard and formal English are modelled by teachers. Learner’s phrases are often remodelled by teachers to make them standard.
• Speaking and listening skills are modelled by teachers such as turn-taking and using subject-specific language where appropriate.
• Learners are asked and are encouraged to ask and answer both open and closed questions and to understand when each is appropriate. Open questions especially encourage learners to develop reasoning skills and qualify views and opinions.
• Learners are encouraged to modify their language, appropriate to the intended audience i.e. teachers. Likewise, teachers differentiate their language to meet the individual needs of the learner.
• Learners are supported in communicating and expressing how they feel (socially, emotionally and academically) with teachers, other professionals, family members and peers. 
• Subject-specific keywords are promoted and modelled in context in all lesson types. Learners are encouraged to develop semantic fields of topics addressed in lessons.
• Learners are asked and are encouraged to ask and answer both open and closed questions, to gauge, develop and elicit understanding in all lesson types. Open questions especially encourage learners to develop reasoning skills and qualify views and opinions in free-text responses.
• Synonyms are often used especially when explaining a topic.
• subject-specific language is promoted and explained in subject-specific support chats (written and over camera).
• Learners are asked and are encouraged to ask and answer both open and closed questions to gauge, develop and elicit understanding. Open questions especially encourage learners to develop reasoning skills and qualify views and opinions.
• Language is sensitive to the needs of the individual learner. 
• Spoken feedback promotes the utilisation of keywords in a range of sentence types, reiterates pronunciation and makes links back to the curriculum.
• Written feedback appraises competence and progress in learners' use of language and terminology. 

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How EDClass gives pupils experience in mathematical education

• Resilience in numeracy, problem-solving and mathematics is encouraged by breaking tasks down into logical, sequenced, real-world steps. 
• Steps may include processes of measuring, data handling, recording time and handling money.
• Barriers concerning the accessibility of maths are acknowledged and anticipated by explaining different methodologies and approaches to promote a positive maths culture and demonstrate an appreciation of its importance.
• Methodologies and techniques are modelled, demonstrated and reinforced through multiple, deliberate and specific examples in all lesson types. Learners’ application of methodologies gives opportunity to address misconceptions, develop confidence and progress towards independent work.
• Lessons and lesson sets are arranged for learners to experience progression in a concept from the concrete, to the pictorial, to the abstract (CPA approach). Such structures lend themselves to mastery of mathematical concepts.
• The curriculum links prior knowledge to new applications that are revisited, especially in terms of exam preparation and technique.
• Learners experience cross-curricular links between maths, science, technology and humanities, where applicable.
• A visualiser is used to aid subject-specific maths support to make visuals and highlight the importance of demonstrating clear and logical methods when solving problems.
• Learners experience scaffolded learning opportunities to develop confidence and independence.
• Mistakes are seen as valuable learning opportunities, both academically and as part of personal growth.

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How EDClass gives pupils experience in science education

• In general support chats, predicting is often a part of the learners’ experience i.e. “what would be the outcome of…” to help develop possible hypotheses. Their experience is often related to real-life, relatable contexts such as the home.
• Teachers will often amend or confirm a learner's understanding of scientific applications and methodologies, and likely result after addressing misconceptions.
• Risk assessments will also be a part of discussions in safety conversations.
• Methodologies are modelled with different variables, demonstrated and reinforced through multiple, deliberate and specific explorations in all lesson types. Learners’ application of knowledge gauges their curiosity and gives learners the experience of progressing towards independent work.
• Diagrams are a large part of the learners' experience of science.
• Lessons and lesson sets are arranged for learners to link concepts to real-life scenarios. Concepts and theories are supported through experiments/investigations. Results and hypotheses are then discussed. This lends itself to mastery of the science curriculum.
• Progression through the key stages builds on a learner's prior knowledge as scenarios become more complex.
• Learners experience cross-curricular links between science, maths, technology and humanities, where applicable.
• Learners are taught how to analyse and interpret questions to make direct links between curriculum knowledge and the question being asked. 
• Learners experience scaffolded learning opportunities to develop confidence and independence.
• Misconceptions are viewed as valuable learning opportunities, both academically and as part of personal growth.

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How EDClass gives pupils experience in technological education

• Learners’ initial experience of the platform is a check that they understand the functionality, how to access learning, how to communicate with teachers and what to do should they feel unsafe in their location.
• Discussions will take place regarding diagnostic work to personalise learning pathways set after identifying strengths and areas to improve.
• Learners are informed that they can personalise the appearance of their lessons in line with potential SEND needs (fonts, colours, text size).
• Online safety (e-safety) will be discussed and reported should learners disclose issues around social media bullying/cyberbullying etc. They are also assigned the online safety lesson pathway or the behavioural pathway (visit here).
• Learners can be set lessons that directly relate to the subject of ICT which encourages digital fluency.
• Lessons and lesson sets cover online safety and behaviour.
• Learners are encouraged to inform teachers of any technical issues so that they can be resolved and learn themselves how to troubleshoot.

How EDClass gives pupils experience in human and social education

• Teachers will gain knowledge of reasons why learners are using an AP platform as well as SEND needs and/or vulnerabilities and check on their welfare and well-being accordingly. Learners can expect stable routines such as an early greeting followed by opportunities to express any worries/concerns regarding well-being, mental health etc., as well as academic assistance.
• Teachers will gauge a learner’s emotional readiness for learning and how they can assist/provide guidance
• Learners are encouraged to be positive and polite.
• Learners are encouraged to be reflective, considering any implications of their actions regarding behaviour and choices on others and the environment around them. This supports a successful reintegration into a school environment and a positive influence in the wider community.
• Learners are encouraged to appreciate the learning style that online AP allows: working independently, at their own pace, outside the influence of other influences/an audience of peers.
• Learners can experience goal setting and achievements celebrated by teachers, including the little wins.
• Learners are encouraged to consider careers, apprenticeships, the guidance they should seek and routes into further education.
• Our curriculum covers British values, spiritual, moral, cultural and social education. In addition to this, it covers personal, social, health and economic education (PSHE), behaviour repair, relationships and being part of a group/community/citizenship.
• Feedback and subject-specific support are implemented with a growth mindset and learners are encouraged to adopt a positive approach to their learning.
• Learners are encouraged to reflect on their learning and respond to feedback to maximise their outcomes on their learning journey and to be aware of where they are on it.

How EDClass gives pupils experience in physical education

• Teachers respond immediately to issues highlighted by questionnaire alerts whereby learners have indicated they are either not ready to learn or there is a perceived barrier to learning. This may lead to discussions about their wellness, comfort and working environment/station. This may lead to guidance should they not feel well, breakfast habits, hydration, room temperature, presence of an adult.
• Healthy diet and exercise is often a topic discussed in general conversations between learners and teachers, not only for physical health but mental and emotional well-being.
• Physical hobbies and interests are encouraged and promoted, including team sports which can provide social interaction outside the classroom environment. Teachers often share their own experiences beyond the virtual classroom. 
• Regulation and physical exercise are also promoted through breaks and building up routines gradually.
• Learners can experience goal setting and achievements celebrated by teachers, including the little wins.
• Learners can be given access to PE lessons. These can cover exercise for different purposes, the benefits of different exercises and routines, the links between exercise and science and healthy lifestyles.
• Learners are encouraged to appreciate the learning style that online AP allows flexibility should learners have additional medical needs.
• Links between physical health and other subjects are drawn out such as science, geography and PSHE.
• Stereotypes on physical appearance are challenged to develop tolerance of others and self-esteem.
• Students get knowledge and understanding of why physical exercise is important whilst learning about DSE regulations.

How EDClass gives pupils experience in aesthetic and creative education

• Creative hobbies and interests are encouraged and promoted, including group activities that can provide social interaction outside the classroom environment. Teachers often share their own experiences beyond the virtual classroom, not only for pleasure, but to promote well-being.
• Learners' artistic creations are celebrated by teachers. Learners often share their projects on camera or by email, which is encouraged.
• Virtual whiteboards can be used as a creative hook to motivate learners.
• Learners experience creative writing in different forms: poetry, drama and prose (fiction and nonfiction). This encourages a love of writing beyond the classroom and informs exam preparation.
• English lesson sets cover how a writer creates effects and are guided on how to explain their methods.
• Learners are encouraged, through feedback, to take pride in their own work and its presentation.
• World celebration days such as ‘World Book Day’ are marked and learners are invited to contribute their favourite book to date with reasoning.

At EDClass we are able to provide learners with more personalised and convenient learning programmes to suit the learner wherever they may be on the learning continuum. We provide learners with choices about where, when, and how they learn.

Learners follow extensive learning pathways which, due to the ease of its set-up, can work very easily with other provisions that are in place. Learners can work independently through a bank of learning content that can replace or support in-school learning thus providing a unique package regardless of environment, facilities or budget. 

We are able to support learners to meet their individual needs. Our platform is online 24/7, giving learners any time, anywhere accessibility. EDClass can engage young people with digital technology, in an environment where most are at ease.