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At DLT meetings, progress on the district’s plan and the School Development Plans (SDP),
inclusive of reopening, for the schools of the district should be discussed. Issues identified by
individual members of the DLT will also be addressed. As customary, schools of focus will be
identified based on evidence (data collected, observations through school visits, issues raised
through other avenues, etc.). The new School Development Plans/ Reopening Plans in schools
will be monitored and assessed with support given to schools by members of each arm of the
DLT. Feedback shall be provided at each meeting.

Divisions of the MOE other than those that make up the DLT are involved in the
implementation of the District Plan. For instance, the TEPPDD, will also lend assistance to
any school as required. Other than the routine visits by individual members of the DLT,
inclusive of the line Supervisor, the DLT will schedule physical visits to each school at least
once per term. At these visits, meetings will be conducted between the DLT and the SBMT to
assess and give recommendations based on reports submitted. Virtual meetings can be
organized as the need arises. The Line supervisor as well as Curriculum Officers and SSSD
personnel, will be expected to monitor implementation of the recommendations made.

Meetings of DLT/Supervisors with School Administrators (Fraternity Meetings, Cluster

meetings, Termly conferences) can be organized either virtually or physically. All physical
meetings must satisfy the MOH requirements and is the preferred mode once possible and
practical to do so.

2.10 School Supervisors’ meetings

Weekly meetings based on the usual agenda must continue and can be done either
physically or virtually. All physical meetings must satisfy the MOH requirements
and is the preferred mode once possible and practical to do so. Each Line Supervisor
will report on schools under his/her purview which were visited and his/her proposed
plan of action for the coming week. Reports must include all contact with schools
whether virtual or physical. A termly report must be produced by each School
Supervisor. The School Supervisor III will compile one report for submission to the
Office of the DSS. These discussions ensure that all Supervisors are made aware of

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issues at all schools, facilitate the development of targeted interventions to address

identified issues and inform the agenda for fraternity meetings.

Any other issues or concerns pertaining to the schools and the district office operations can also
be discussed at the School Supervisors’ meeting. A termly status report from each district
should be produced and submitted to the office of the Director of School Supervision (DSS).

2.11 Meetings at the Level of School Administration

School Administrators can choose to have staff meetings, department meetings, SBMT
meetings, etc. either virtually or physically. All physical meetings must satisfy the MOH
requirements and is the preferred mode once possible and practical to do so.

3.0 Class Sizes and Timetabling

Classrooms are to be organised to facilitate 6 ft. (head-to-head) physical distances as mandated

by the MOH. This means calculating the number of students that can be accommodated in the
existing teaching-learning spaces at the school. Whereas at some schools the entire school
population can be accommodated, at other schools this arrangement may not allow for the
entire school population to be present at any given time.

3.1 A Rotating System

The rotating system works with the limited number of students that can be accommodated in
the existing teaching-learning space. Each class must be assigned a designated space/room at
the school which must not be shared with any other class. It is understood that specialist rooms
will be shared by various classes as per timetable.

An example of a rotation using a 50% classroom student capacity, is as follows:

 The school creates two groups for each class, group A and group B. Group A and group
B will attend school on alternate days.
 The rotating system allows for the implementation of the school’s existing timetable.
For instance, Group A starts Day 1 of the timetable, physically at school, whilst group

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B accesses prearranged set and structured online material at home (asynchronous). The
next day (Day 2), Group B attends physically at school whilst Group A accesses the
online material at home (asynchronous).
 Students in all classes are to attend school physically in accordance with the school's
attendance schedule, except where expressed written permission has been granted by
the Principal and the MOE. Where attendance schedules include virtual attendance at
school, students are also expected to attend accordingly.
 School and class attendance records are to be maintained electronically
 Students who require food support, or have not displayed satisfactory performance in
the online environment and do not have reliable or available connectivity could be
rostered to attend physical school daily; notwithstanding the cohort system.
 For schools that wish to utilise common areas such as the Hall and other specialty rooms
to accommodate the entire exam classes (Standard 5 and Forms 5/6) on a daily basis
whilst the other forms rotate as above, may do so. The daily attendance of exam classes
must not negatively impact on the attendance of the other classes.
 For schools equipped with the necessary resources, arrangements can be made for the
Group at home to log on to ongoing classes. For schools where this is not possible,
teachers can organise for students to log on to pre-recorded lessons, videos,
assignments, worksheets and other online resources on relevant topics so that the Group
at home can undergo a similar lesson (though asynchronous) that is being delivered to
the Group that is physically at school.

It is suggested that the time-table guidelines as listed in the ‘Guidelines for the Operations of
Schools Specific to Remote Learning, September –December 2020’, be followed.

A staggering of break and lunch times should be implemented. An example is for the lower
classes to be given break/lunch 15 minutes prior to the upper classes to reduce the number of
students at the cafeteria/washroom at the same time.

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3.2 Development of Timetable Prior to Reopening

Principals must ensure that lines of communication remain open and parents are aware of
changes to timetabling schedules. The timetable will advise parents of the hours when their
charges are expected to be at school.

Critical staff shortages must be highlighted and brought to the attention of the Human Resource
Division of the MOE through the established channels of communication.

The Substitute Teacher System has been repurposed to provide additional supervisory support
for teachers. Schools are asked to indicate their need for Substitute Teachers through the usual
channel.

3.3 Pilot Virtual School System

The Pilot Virtual School system is a unique option to cater for students who wish to continue
the virtual system of learning as the main mode of schooling. Consideration for virtual
schooling is premised from the Education Act, Chapter 39:01, Section 78 which states:

“(a) If, in the opinion of the Minister, he is receiving satisfactory instructions at home or
elsewhere;
(b) If he is unable to attend school by reason of sickness or other unavoidable cause
(c) If he is excluded from attendance under any written law;
(d) If he is temporarily as authorized under the Regulations.”
The system is being implemented as a pilot project for selected secondary schools in Term one
of the academic year 2021-2022, in the first instance. Schools interested in participating in this
system will be required to submit an application showing how the educational needs of the
students attending virtually will be met.
In considering whether the arrangements are suitable, the Ministry of Education will assess
- Whether there is adequate synchronous interactions with the students planned into the
timetables.
- Whether teachers are willing, trained and available for synchronous interaction with the
students for a stipulated period each week.

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