A message from our Principal
Having successfully navigated a period of online learning, we remain resolute in our commitment to ensuring continuity of education whenever our pupils are unable to attend school in person.
We recognise that for some families, this provision continues to offer a sense of stability and reassurance. With this in mind, our adapted online learning programme runs alongside our on-campus provision, thoughtfully designed to uphold the quality, rigour, and distinctive character of a Royal Grammar School Guildford education.
Pupils engaging in our online programme benefit from a carefully structured timetable, led by dedicated teaching staff and tailored to individual needs. This ensures a purposeful, coherent, and uninterrupted learning experience. Our approach goes beyond simply replicating the classroom online; instead, it reflects a considered and responsive model that prioritises clarity, engagement, and academic progress.
At the heart of this provision lies our unwavering commitment to connection. Through regular interaction, strong pastoral care, and open communication, we ensure that every pupil feels supported, engaged, and very much part of our school community, wherever they may be learning.
Mr Matthew Pearce
Principal
Royal Grammar School Guildford Dubai
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Key Adaptations to Online Learning
As we return to in-person learning, we remain clear that the quality of our online provision will not be compromised. We have therefore made a number of deliberate adaptations to ensure that students who continue to learn remotely experience the same continuity, structure and high standards expected of an RGS education.
- A dedicated online timetable - Students will follow a purpose-built timetable designed specifically for online learning. While closely aligned to the in-person curriculum, lessons are structured to maximise focus, clarity and engagement, and are delivered by dedicated online teachers.
- Dedicated teaching staff - We have mobilised and carefully deployed staff to support this model, ensuring that online learners are taught by teachers assigned specifically to this provision. This allows for a consistent, high-quality experience without compromise to either cohort.
- Continuity and familiarity - Wherever possible, students will continue to engage with familiar staff and maintain a strong connection to the school community, ensuring a sense of stability and belonging.
- Adapted timings for a global context - Recognising that many of our online learners are based overseas, we have introduced greater flexibility in the timing of lessons. This ensures improved accessibility and a more responsive approach to different time zones.
- Strengthened connection and engagement - We are committed to ensuring that all students remain connected to the life of the school. Online learners will have regular opportunities to interact with teachers and peers, alongside continued pastoral support, helping to maintain a strong sense of community and belonging.
Following a student or family request to remain on the online learning programme, the school will provide all relevant information directly, including timetables and logistical arrangements. This will be shared by the appropriate senior leader or school contact.
Our Approach to Online Learning
Online learning is designed to maintain continuity of learning, relationships and routine, while adapting effectively to the home environment. Our approach ensures that academic quality remains central, relationships with teachers stay strong, independence develops over time, and wellbeing is prioritised.
Families can expect a structured and balanced experience:
- Structured routines - Learning follows the school timetable, where possible
- Clear guidance - Weekly overviews outline expectations and key learning
- Balanced learning - A blend of live lessons, recorded input and independent tasks
- Regular interaction - Ongoing teacher support, feedback and check-ins
- Wellbeing focus - Time for offline learning, movement and reduced screen fatigue
The Cognita Holistic Education Approach
Our online learning is shaped by Cognita’s global expertise, drawing on experience from more than 90 schools across 21 countries. It is designed to deliver a balanced education where academic challenge sits alongside wellbeing, personal growth and a strong sense of community.
This holistic approach brings together a broad and rich curriculum with digital learning, student voice and opportunities to develop future skills. Through a blend of live teaching, independent learning and targeted support, students build confidence, stay engaged and continue to make meaningful progress beyond the classroom.
Continuity. Quality. Confidence.
“Our online learning approach, developed across Cognita schools, ensures students benefit from strong routines, high-quality teaching and meaningful connection with their teachers. By combining a research-informed model with flexibility for different age groups, we maintain continuity and excellence.”
Ian Wallace
Director of Education, Cognita Middle East
A Typical Online Lesson
Online lessons follow a clear and consistent structure, reflecting effective classroom practice while adapting to learning from home.
Each lesson balances teacher explanation, independent thinking and interaction. It typically begins with the teacher introducing the learning and modelling the task (Explain), followed by students applying their understanding independently or in small groups (Try). Teachers then check understanding, provide feedback and offer support where needed (Support), before concluding with a review of key learning and next steps (Reflect).
During lessons, students may listen to explanations, work independently, collaborate with classmates and receive feedback. Time is also built in for thinking, writing and practical activity, helping to maintain engagement while reducing screen fatigue.
Types of Online Learning
Online learning is delivered through a blend of five key approaches, each designed to support engagement, progress and flexibility, as outlined below.
A live lesson delivered by a teacher where children interact in real time. This may involve explanation, questioning, discussion and feedback. Live teaching is used most frequently in older year groups and examination classes.
Teacher-directed tasks that children complete independently outside of live teaching sessions. These may include written work, reading, practice questions, or project work aligned to the curriculum.
Children review materials such as short videos, readings or explanations before a live lesson so that lesson time can focus on discussion, application and deeper learning.
Small group sessions focused on academic support, feedback, wellbeing, and monitoring progress.
Recorded explanations, resources and lesson materials stored on the learning platform which students can revisit if needed.
Online learning is adapted to each stage of the school, ensuring students experience the right balance of structure, support and independence.
Prep School
Students follow a balanced programme of live lessons and independent tasks, including core subjects, Arabic provision and specialist subjects supported by recorded input, structured activities and weekly story time.
Senior School
Students follow a structured timetable aligned to the school day, with predominantly live lessons, independent work within lessons, regular feedback and dedicated tutor time to support routine and wellbeing.
Arabic Examination Cohort
Students preparing for Arabic GCSE follow a fully live timetable, focused on direct instruction, exam preparation and targeted revision support.
Additional Support
Students receive personalised support through adapted learning, targeted activities aligned to their IEP, and ongoing monitoring with regular communication between school and home.
Technology Requirements
Students will need access to suitable technology in order to participate in online learning.
This includes a device with reliable internet access and the ability to access the school’s learning platforms.
Guidance is available to help ensure students can access lessons, resources and assignments without difficulty.
| Purpose | Platform |
|---|---|
| Live lessons and check-ins | Microsoft Teams |
| Learning tasks | Seesaw (Primary) / Teams (Senior) |
| Practice learning | Century Tech and subject-specific platforms |
| Recorded lessons or resources | Teams or SeeSaw Learning Library |
| Assessment | Go4Schools (Senior), iSAMS Parent Portal (Prep) |
| Communication | Seesaw (Prep), email (Senior), iSAMS Parent Portal, Senior Parent WhatsApp, Prep Parent WhatsApp |
Attendance & Engagement Expectations
Students are expected to approach online learning with the same commitment, focus and respect as they would in the classroom, following clear expectations for attendance, participation and conduct throughout the school day.
- Join lessons on time and ready to learn.
- Engage actively and listen carefully.
- Use microphones and chat appropriately.
- Keep cameras on where possible.
- Work purposefully during task time.
- Ask for help when needed.
- Submit work on time.
- Follow digital safety and behaviour expectations.
Supporting Learning and Wellbeing
A supportive home environment plays an important role in helping students remain focused, organised and confident during online learning.
Supporting your child at home
Simple routines and a structured environment help students stay organised and ready to learn.
- Maintain a consistent daily routine.
- Provide a quiet learning space.
- Encourage organisation and independence.
- Balance online and offline activities.
Wellbeing and student support
Maintaining wellbeing is essential to ensure students remain motivated, connected and confident.
- Encourage regular breaks and movement.
- Promote appropriate participation.
- Follow digital safety expectations.
- Contact the school if needed.
Parent FAQs
We understand that parents may have questions about how online learning will work and what to expect on a day-to-day basis.
These FAQs address common queries around timetables, lesson access, attendance, communication and technical support, providing clear guidance to help families feel informed, confident and well prepared.
Please expand the section below to view the full range of questions and answers.
Online learning is designed to maintain continuity of learning, routines and relationships, using a structured and balanced approach adapted for learning from home.
Students in different time zones should attend live lessons as frequently as possible. All lessons will be recorded and available in the Learning Library for any student unable to attend or if they would like to revisit the lesson at a future date.
Yes. Learning will follow the school timetable as closely as possible to provide structure and consistency.
Students will follow a structured day that includes live lessons, independent learning, breaks and regular check-ins.
Students will engage in live lessons, independent tasks, flipped learning, recorded resources and tutorial or mentoring support.
Teachers monitor progress through submitted work, assessments, lesson participation and ongoing feedback.
Lessons follow a clear structure: teacher explanation, independent or group work, teacher support and reflection.
No. Lessons include time for independent work, thinking and practical activities to reduce screen time.
No. Learning is adapted by age, with younger students focusing more on practical activities and older students having more live teaching.
A predominantly live timetable with direct teaching, exam practice and preparation.
Progress is monitored through submitted work, assessments, lesson participation and teacher feedback.
Attendance is based on participation in live lessons, engagement in tasks and completion of work.
Students are expected to attend lessons on time, participate respectfully, complete work and follow school behaviour expectations.
The school follows a staged process, starting with teacher contact and progressing to pastoral and leadership support if needed.
You can support your child by maintaining routines, providing a suitable workspace and encouraging organisation and independence.
No. Teachers lead learning. Parents support structure, routines and positive learning habits.
You should contact your child’s teacher, tutor or pastoral leader so appropriate support can be provided.
Teachers may pause the lesson and direct students to continue independent work until it is appropriate to resume.
Students should be appropriately dressed, work from a suitable space and engage positively during lessons.