€¦ · web viewlearning from home teacher resources . vision for learning: ‘to develop...

Learning from Home Teacher Resources

Vision for Learning: ‘To develop aspirant, resilient learners who are empowered global citizens’

COMMUNITYCOMMUNITY OPPORTUNITIES RELATIONSHIPS EXPECTATIONS & ACHIEVEMENTS

“We are committed to keeping children safe from harm and have a zero tolerance of child abuse”

“We support and promote Respectful Relationships”

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Table of ContentsAgenda.................................................................................................................. 3

Pupil Free Day April 14th 2020 & Preparations for moving to Learning from Home....................................3

Teaching & Learning.............................................................................................. 4Teaching & Learning Framework.................................................................................................................5

Formative Summative Assessment Rubric Support......................................................................................7

Learning from Home Supporting the continuation of learning using Virtual Learning Platforms...............13

Engagement & Wellbeing.....................................................................................15Staged response For Managing Learning from Home...............................................................................16

Student / Staff Virtual Protocols.............................................................................................................16

What teachers are expected to do:........................................................................................................16

What Students are expected to do:........................................................................................................17

What Parents are expected to do:..........................................................................................................18

Role and Structure of the Classroom Teacher:.......................................................................................19

Role of the Teacher Advisor:..................................................................................................................20

Maintaining support for student health and wellbeing............................................................................22

Supporting students to manage anxiety about coronavirus.....................................................................22

Don’t be afraid to discuss coronavirus (COVID-19).....................................................................................22

Use student-friendly honesty.....................................................................................................................22

Be guided by your student(s)......................................................................................................................22

Be reassuring..............................................................................................................................................23

Keep talking................................................................................................................................................23

Support for individual students.................................................................................................................23

Wellbeing Support.....................................................................................................................................24

DET Resources..................................................................................................... 25Resources for remote learning...................................................................................................................26

Remote teaching and learning...................................................................................................................28

Grades 3-6 and Years 7-10..........................................................................................................................29

Senior Secondary........................................................................................................................................29

How to access ‘Learning from Home’ - For students & parents.................................................................30

How to access ‘Learning from Home’ - For teachers and school leaders...................................................32

Working Remotely OHS Checklist..............................................................................................................35

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Agenda

Pupil Free Day April 14th 2020 & Preparations for moving to Learning from Home

8.30-8.50am Kate available in Dowding for Curriculum Leaders prior to meeting

8.50-9.00 Learning Area Leaders meeting - Dowding

9.00-10.00 PLC Staff Information Sessions

Learning from Home (LFH) Resource booklet overview Role of TA/Wellbeing – Staged Response to Managing LFH Q&A time

10.00-11.00 CCT 1 – sharing online learning and resources / discussing 1st units and assessment

11.00-11.30 Morning Tea (BYO)

11.30-12.30pm CCT 2 – sharing online learning and resources / discussing 1st units and assessment

12.30-1.30 Own / collaborative planning time

1.30-2.30 Lunch (BYO)

2.30-3.30: Own/collaborative planning time

3.30-4.00: TAs – discussing vulnerable students and needs / dividing responsibilities of daily contact

4.00-4.15: Final PLC check in and debrief – gaps, questions, feedback

4:15pm Finish

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Teaching & Learning

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Teaching & Learning Framework

Best Practice Essential ElementsWhy : we are learning toThe overarching purpose of the unit of work being taught.

How does the purpose reflect to the Victorian Curriculum skills, concepts and knowledge to be taught across the unit?

What : so that we canRepresents the skills, concepts and knowledge students will learn as a result of evidence based teaching strategies.

What targeted skills, concepts and knowledge will be the focus for each lesson or week? How will I check prior learning?

How : we will be able toRepresents the success criteria used to measure what students will be able to do, say, write or show as a result of the learning.

How will I know students have learnt and understood? What formative assessment will I use to check for understanding?

Rituals & Protocols How will I create a safe and orderly environment?Setting Goals (HIT 1)(linked to Learning Intentions)

Does the lesson have clear learning intentions and success criteria?Do goals for the lesson explain what students need to understand and do?

Structuring Lessons (HIT 2) Is the structure of my lesson planned and sequenced?Does my lesson include scaffolding to support learning?Does my lesson have clear expectations prior to exiting the class?

Explicit Teaching (HIT 3) Does my lesson include modelling application of skills and knowledge?Does my lesson allow time to explicitly introduce and explore new content?

Worked Examples (HIT 4) Does my lesson include a worked example that explains the steps of a task or problem to solve and supports independent learning?

Collaborative Learning (HIT 5) Do I provide opportunities for students to work together to apply previously acquired knowledge and foster peer learning?Does collaborative learning in my lesson allow students to negotiate roles, responsibilities and outcomes?

Multiple Exposures (HIT 6) Does my planning identify new knowledge and skills that will benefit from multiple exposures?Does the lesson include multiple opportunities for students to practice what they have learnt?

Questioning (HIT 7) Does my lesson include pre planned questions that probe student thinking and prompt them to justify their responses?Have I included open ended questions to challenge students’ ideas and encourage discussion?

Feedback (HIT 8) Does my planning include opportunities during the lesson to provide precise, timely, specific, accurate and actionable feedback to students?Does my planning allow for students to provide feedback about the teaching?Do I provide students with opportunity to use feedback to monitor and self-regulate their learning?

Metacognitive Strategies (HIT 9) Does the lesson include problem solving, self-questioning, classroom discussion and concept mapping?Have I provide opportunities for students to reflect on their learning processes, self-assess and acknowledge the impact of effort on achievement?

Differentiated Teaching (HIT 10) Have I utilised achievement data to identify point of need teaching that allows students to work at different levels and pace?Have I planned for individual interventions?

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Teaching & Learning Framework

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Consistent setting and assessing of a learning task

(Using Compass learning tasks, lesson plans, class news feed)

1. Make Learning Intentions explicit Include learning intention sentence starters. Be very clear and explicit.

We are learning to… So that we can… We will be able to…

2. Use clear and consistent language to explain new information and instruction.

3. Provide a worked or annotated example of what you expect the students to produce

4. Lesson or task consistent steps particular to your subject.

Today you will read…. Today you will write…. Today you will create….. Today you will view… Today you will listen to… Today you will reflect upon… Today you will submit or send me….

5. Provide formative assessment & feedback opportunities every lesson.

6. Follow your timetable to set lesson submission expectations for students. Be online during the scheduled class / check regularly for messages while continuing planning

7. Track attendance to the best of your ability using the Staged Attendance Response – Further DET advice TBA

8. Make contact with parents/carers. Particularly important for students who are not contacting you.

9. Additional resourceshttps://www.education.vic.gov.au/homelearning

BeginningLearning Intention & Success

CriteriaMaking clear the learning goals

and how the success of the learning is to be measured.

The HookCapturing the attention of the

students.The Link

Drawing on students prior learning and showing where

learning might lead.

Middle Explicit Teaching

Provide explicit instruction to support the learning.

Differntiating the LearningPitching the learning at the students

point of need.Metacognition

Engaging the students in higher order thinking to reinforce the

learning.Checking for UnderstandingFormative and summerative

assessment.

ConclusionReview & Reflect

Reflect upon and review the learning intentions.

Prepare For The Next LearningsCreate expectations and interest for

the next lesson.

https://www.education.vic.gov.au/homelearning

Formative Summative Assessment Rubric Support

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Figure 1 Formative Summative Assessment Rubric Support


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Figure 5 Formative Summative Assessment Rubric Support11


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Learning from Home Supporting the continuation of learning using Virtual Learning Platforms

If the College moves to Learning from Home in Term 2 please see permissions information below

Eaglehawk Secondary College values Community, provides Opportunities, builds Relationships and has high expectations of Effort and Achievement. We are committed to keeping children safe from harm and have a zero tolerance of child abuse. Every student has the right to be safe and protected from harm including students with disabilities, Aboriginal and Torres Strait Islander students, students who identify LBGTI or are from same sex families and students from culturally and linguistically diverse backgrounds. This is the responsibility of all teaching and nonteaching staff, school administration and principal class, volunteers and visitors to the school. This applies to all the school learning environments whether students are in community spaces, outdoor or off site learning environments or engaging in learning online. The school undertakes appropriate risk assessment, implementation of controls, and a monitoring and review process to ensure the currency of the risk management approach. The school’s policies and procedures comply with the Child Safety Standards and the school’s obligations to report incidences of child abuse are reviewed every three years or as required.

Student safety is of utmost importance when moving to Learning from Home. There are a number of virtual learning platforms that can assist students to connect with their teachers and one another in an interactive way to support learning.

These include:

Office 365 Teams – DET supported platform Webex Teams – DET supported platform Zoom – requires privacy settings to be enabled Skype Messenger Email FaceTime Facebook

Eaglehawk Secondary requires parent permission for a child to engage in virtual forms of learning. The college will implement strict protocols for staff and students in line with Child Safe Standards that safeguard students.

These include but are not limited to:

Learning environment – students / staff need to be in a living space / study / office / school (not a bedroom)

Appropriate dress – suitable for school or workplace Identify where students are learning from – another location other than the home Non recognisable personal effects – family photos, landmarks, internal or external house features Ergonomics - comfortable sitting position / regular breaks Appropriate Language and respectful behaviour Identifying who else is with you in the space – family / carer / siblings / colleagues Privacy settings enabled Use of video or audio interaction where appropriate

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Protecting privacy of personal information – student phone numbers ( see ESC Privacy Policy )

The school Code of Conduct is aligned to the VIT Code of Conduct for all employees. Any adult; Teacher, Education Support Staff, school counsellor, school nurse, chaplain, volunteer support staff, visiting agency support staff, volunteers or visitors under the direction of teaching staff, will provide the school with evidence of Working with Children’s checks and police record checks as part of internal HR processes and induction. Child safety is part of the selection process and induction of staff into the College.

I give / do not give my permission to engage in virtual learning platforms to support the continuation of their learning.

I understand that this will be with their usual classroom teacher, a replacement teacher, member of the Wellbeing Team, Teacher assistant or Integration Aide who is responsible for supporting my child’s Learning from Home.

Student Name(s)…………………………………………………………………………………………..........

Parent / Carer Full Name…………………………………………………………………………………..

Parent / Carer Signature……………………………………………………………………………………

Other locations, other than home, where my child may engage in virtual learning include:

1. ………………………………….

2. …………………………………

3. ………………………………..

Date……………………………………………….

Kind regards

Dani Derksen

College Principal

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Engagement &

Wellbeing

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Staged response For Managing Learning from HomeStudent / Staff Virtual Protocols:

Learning environment – students / staff need to be in a living space / study / office / school (not a bedroom)

Appropriate dress – suitable for school or workplace Identify where students are learning from – another location other than the home Non recognisable personal effects – family photos, landmarks, internal or external house

features Ergonomics - comfortable sitting position / regular breaks Appropriate Language and respectful behaviour Identifying who else is with you in the space – family / carer / siblings / colleagues Privacy settings enabled Use of video or audio interaction where appropriate Protecting privacy of personal information – student phone numbers (see ESC Privacy

Policy)

What teachers are expected to do: Have the first 5 week units of work prepared to be delivered via Compass. Have an assessment rubric prepared for the first 5 week units of work, that supports

both formative and summative assessment. Deliver 1 week of learning at a time and if proving unit booklets to students outlining the

learning week by week. Limit timetabled lesson times to 40 minutes Build in some time for movement into lessons- getting up from the chair, brain breaks

etc PE subjects need to build in some physical activity - talk to students about a space

outside in their backyard or suitable inside where they can do some activity. Technology, Art and PBL encourage drawing and design activities as well All Learning Areas follow the Literacy questions on the Teaching and Learning Model to

frame learning expectations, tasks or activities. Provide weekly feedback to students through formative assessment. Invite students using virtual learning platforms to engage in a virtual classroom. Follow the current timetable structure to ensure teacher online availability to students. Staff will be available online during normal timetabled classes as per Compass. Staff will not be available or monitor online communications outside normal working

hours (8.50 – 3.50).

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Explicitly share and teach the Virtual Learning Protocols with them (first contact). Follow the staged response as per “Role of Teacher Advisor” and “Role of Classroom

Teacher” Ensure appropriate privacy settings are enabled when engaging with students online. Ensure all language (verbal and written) used is at all times professional and appropriate

to the school / learning setting. If students wish to discuss matters of concern that are irrelevant to the learning task,

(personal distress) refer them to the Wellbeing team immediately. Record weekly contact you are having with your classes as per stage response

What Students are expected to do: Have access to a working computer / device at home. Follow Virtual Learning Protocols as set out in the parent permission form. Participate in online / virtual learning as per classes timetabled on Compass If students feel they are in a life threatening situation at any time during the school day, they

should call 000 directly and request the appropriate service. If the matter is not life threatening, please contact your teacher or Teacher Advisor, who will

alert the wellbeing team to provide support. All students are expected to check in with their Teacher Advisors online at 9am each

morning. Respectful Relationships –

o We all speak and communicate with respect (verbally and in text). o Students are not to use school equipment to contact other students online.

Ready to Learn – o Take time to gather all your required equipment to comfortable appropriate space

(eg supportive seat, adequate lighting, flat and uncluttered table, not bedroom, gather pens, pencils, books, calculator, drink bottle, etc)

o Take regular brain breaks to undertake take physical movement.o Turn off other electronic devices (TV, Phone, Radio, not listening to music on

headphones in etc) Follow Reasonable Instructions –

o Do your best to follow the teacher’s instructions o Make the effort to seek support by contacting your teacher via the communication

platform being used during class time or via emailo Share your learning with your parent, but don’t expect them to do it for you!

What Parents are expected to do: Notify the school if you do not have internet access at home. Ensure permission is give via Compass to allow students to engage in online learning. For any support if unable to utilise online learning, please contact the school via:

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[email protected] or text 0438 468 099 For wellbeing support, please contact via

[email protected] or text 0438 468 099 Set up an area in the house that is appropriate for your child to work from. Understand that staff will not be available or monitor online communications including

emails outside normal working hours (8.50 – 3.50). Support your child to follow the Virtual Learning protocols above. Begin each school day with a set routine: eg

o 8am wake, shower, dressed appropriately, breakfasto 9am online check in with T/A’so Follow timetable as per Compass

Assist your child to build learning resilience (teachers expect to have questions and assist with problems)

Assist your child to make contact with their classroom teacher for learning support Close each day with a set routine: eg

o 3pm check in and reflection on the day’s learning.o Pick out key concepts and have your child “teach” or “share” with you their

understanding of the topic.o Use Compass to check in about their goals and learning tasks for the next day.

For further online support and information on how to support your child’s learning use the following links.Learning from home DET parent support web page: https://www.education.vic.gov.au/parents/learning/Pages/home-learning.aspx

Understanding Learning Difficulties, a guide for parents: https://uldforparents.com/ and recommended apps https://uldforparents.com/

Role and Structure of the Classroom Teacher:Class number of

Student Contact Online Parent / carer contact by phone or email(ensure you have blocked

Refer to CL when

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https://uldforparents.com/

https://uldforparents.com/

https://www.education.vic.gov.au/parents/learning/Pages/home-learning.aspx

mailto:[email protected]

mailto:[email protected]

periods per week

caller ID if calling from a personal phone… dial 1831 then add phone number)Log one on Compass

4 Use various platforms to ensure student contact with each student 2x per week.Eg. Zoom interaction, work submitted via Compass, Team, Phone call homeKeep a roll of contacts per week (eg below)

When student contact is less than 2x per week.Assessment tasks are not submitted by due date.Log on Compass

Contacts with parents have been unsuccessful after two week period

3 Use various platforms to ensure student contact with each student 2x per week.Eg. Zoom interaction, work submitted via Compass, Team, Phone call home (eg below)

When student contact is less than 2x per week.Assessment tasks are not submitted by due date.Log on Compass

2 Use various platforms to ensure student contact with each student 1x per week.Eg. Zoom interaction, work submitted via Compass, Team, Phone call homeKeep a roll of student contacts per week (eg below)

When student contact is less than 1x per week.Log on CompassAssessment tasks are not submitted by due date.

1 Use various platforms to ensure student contact with each student 1x per fortnight.Eg. Zoom interaction, work submitted via Compass, Team, Phone call homeKeep a roll of student contacts per week (eg below)

When student contact is less than 1x per fortnight.Assessment tasks are not submitted by due date.

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Role of the Teacher Advisor:Student Contact Online Parent / Carer contact via phone

or emailRefer to: NL, Wellbeing / AP or Reid / Matt when

DET requires daily contact to be made from a designated teacher (Teacher Advisor).Compass roll marking is required each day for TA and a message will be sent home to alert parents of “absent” students.Focus is to check on student wellbeing and engagement with online learning and to ensure the explicit teaching of the “Virtual Learning Protocols”.

On initial start up, contact home and assist families to set up if students have not contact you via Zoom / O365 Team by the end of week 1.(ensure you have blocked caller ID if calling from a personal phone… dial 1831 then add phone number)Log all follow up on Compass.

NL: You have called 2 times or are concerned with wellbeing or engagement levels.Wellbeing / AP: if you have immediate concerns for safety of a student.Reid / Matt: The family is experiencing technical difficulties.

Use “Zoom” / O365 to engage with T/A students daily at 9am – 9.20

If you have become concerned about a student based on information received from any source.Log on Compass.

Communicate with each other to clarify any required follow up on individual students of concern.

If the student has not engaged via Zoom / O365 at least twice per week.Log on Compass.

Student Name

Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Wk 9 Wk 10

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Maintaining support for student health and wellbeingMaintaining support for student health and wellbeing will be a key priority in any transition to flexible and remote learning.

This is because vulnerable students will not necessarily have the kind of usual support they are familiar with.

In addition, many students will be experiencing a degree of social isolation which can increase levels of stress and anxiety. This will impact on all students in different ways, so our focus on student health and wellbeing will be critical to ensure students stay engaged in learning.

This Guide sets out initial strategies that schools can employ to ensure we continue to support the health and wellbeing of every student.

Both teachers and Education Support (ES) staff will be critical to ensuring the ongoing health, wellbeing and engagement of students.

In order to ensure that schools continue to meet the requirement of the Child Safe Standards, all schools should obtain a parent’s permission before contacting students through flexible and remote learning programs.

Supporting students to manage anxiety about coronavirusPrimary classroom and secondary home group teachers can use the following guidelines to support the way in which they interact with students when conversations arise regarding coronavirus.

Don’t be afraid to discuss coronavirus (COVID-19) Most students will have already heard about the virus and educators shouldn’t avoid talking about it.

Not talking about something can make students worry more. Help students feel informed by providing them with facts from trusted sources. This can be more reassuring than what they’re hearing from friends or social media.

Use student-friendly honesty Think about the age of your student(s). Offer information using language they will understand.

It’s okay if you can’t answer everything; being open to the discussion is what matters.

Do your best to answer honestly and clearly. Don’t share too much information all at once, as this may be overwhelming.

Try to remain positive when talking to students.

Avoid talking in a way that could make students feel more worried.

Be guided by your student(s) Invite students to tell you anything they may have heard about COVID-19, and how they feel.

Give them opportunities to ask questions, particularly when you can see /hear that it is impacting on their learning and/or wellbeing

Some students will worry more about others than themselves. Encourage them connect with family and friends as much as possible using technology.

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Be reassuring Be conscious of the language you use with your student.

Don’t dismiss student’s fears. It is understandable for them to be concerned because they (except for students who have previously experienced severe trauma) will not have experienced anything like this before.

Inform students that doctors and scientists around the world are working hard to learn more about COVID-19 and to keep us safe.

Keep talking Find out what students already know or are worried about. It’s important to find out if they have

incorrect information.

Ask questions that don’t have yes or no answers.

If students ask you something and you don’t know the answer, say so. Use the question as a chance to find out together.

If students don’t seem interested or don’t engage in conversations or questions about coronavirus, that’s okay.

Let them know that you are happy to keep listening and talking.

Support for individual studentsYear 7 to Year 12

Each student should be allocated to a home group, pastoral care group or similar with an identified staff member taking responsibility for monitoring the health and wellbeing of the group.

That teacher should aim to make contact with each student at least once per day. This can be online via interactive digital technologies, by email, phone or text.

Teachers should aim to use this to check in on how students are progressing with set learning tasks and engage with students about their health and wellbeing, including any anxiety, worry or stress they may be feeling.

Where a teacher has an immediate and high level of concern about a student’s health and wellbeing, they should contact their principal and follow the school-based procedures for notifying Critical Incident Reporting and Support on 1800 126 126.

Where a teacher has a more general health and wellbeing concern, discuss with your existing school student welfare team. In addition, a Regional Health and Wellbeing Contact will be provided as a key contact for schools. The key contact will be able to facilitate access to additional specialist health and wellbeing referral services, including Student Support Services. Contact details for this service will be provided shortly.

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Wellbeing Support

Anglicare Youth ServicesAnglicare Victoria- Youth Services is still taking new Intakes. We have our offices open today however will be moving to all contact being via phone, text or alike as of tomorrow. We currently have some staff working onsite and others remotely. (03) 5440 1100 Headspace BendigoHeadspace is a health service for young people aged 12 – 25. You can receive support from a range of professionals including youth workers, sexual health workers, social workers, alcohol and other drug workers. All of these services are FREE and no referrals are necessary. Starting next week Headspace Bendigo will be holding all appointments via phone or video. If you need support, give them a call on 5406 1400 or email [email protected] CAMHS (Child and Adolescent Mental Health Service)CAMHS is operating with more phone support and video conferences. Face to face with appropriate precautions where clinically indicated.03 5440 6506 CASA - Centre Against Sexual AssaultIn response to the current Coronavirus situation, we are continuing to support our clients whilst introducing a new way people can access our service. We acknowledge that this is a time of great uncertainty which can bring up strong feelings and we are here to support clients, and those seeking assistance for impacts of sexual violence. For the foreseeable future, we will not be offering face to face counselling and support sessions – instead, we are offering counselling and support sessions via telephone. Please call us if you would like further information regarding CASACV services.5441 0430 Navigator Program (DET / Anglicare)The Navigator program will continue to run, albeit, currently in a minimal if any face to face contact manner and as of tomorrow without face to face contact. We will continue to support those on our case management list and active holding via phone and other mediums and will be focussing on helping them engage with education in whatever manner it takes place next term, whilst also supporting the young people and their families to access means of support as needed. (03) 5440 1100

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DET Resources

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Resources for remote learningHere are a few ideas for teachers to use over the next few weeks.

1. DET is continuing to update the FUSE website.

https://fuse.education.vic.gov.au/pages/learningfromhome

There are great ideas in the Learning from home section. You need to scroll down to see the ideas for Secondary (7-10).

Within that are Self Directed Learning activities. English and Maths are by Year Level. Humanities, Visual Arts, Science and Health&PE are combined into Year7-8 and Year 9-10. The files are presented as zip files so you need to download each one to open it or save it. Within the Learning tasks it contains:

Learning Intentions Overview Student examples Activities for the unit of work Assessment/ reflection sheet

At the bottom of the Learning From Home tab is what DET are calling the ‘Best of the best’ sites for teachers to access other ideas for flexible or remote learning.

I would go to these sites for ideas first as they are all accessible and free to teachers.

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https://fuse.education.vic.gov.au/pages/learningfromhome

2. The DSSI team also have a spreadsheet of ideas for websites.

https://docs.google.com/spreadsheets/d/14ed_Ijey5qumJ0q_SHw4aahpvqf9_x0OnKZyRiEVkqw/edit?usp=sharing

ReadWorks is a useful site for differentiating reading tasks. It has 'lexile' levelled texts. Some of the texts have 'stepreads' which give different difficulty levels of the same text. Teachers would need to look at their student reading data to determine an approximate lexile level to find suitable texts for students. A copy of a conversion chart is attached which gives approximate comparison between Year level & Lexile levels. It also aligns to PAT. Access is easy and quick!

Vooks has texts that are read to students with accompanying activities (I found one on similes and metaphors). Could be good for the Connect students? Teachers need to register and wait for confirmation.Newsela also has levelled news texts and is free at the moment, however I’m finding it tricky to log into.

3. One of the teachers from Crusoe has found this site for companies offering free access. I’m sure there’s 1000’s more out there!

https://kidsactivitiesblog.com/135609/list-of-education-companies-offering-free-subscriptions/

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https://kidsactivitiesblog.com/135609/list-of-education-companies-offering-free-subscriptions/



Remote teaching and learning As we prepare for the likelihood of transitioning to flexible and remote learning, the following information will help schools plan their response.

Remote teaching and learning programs will differ from school to school, just as on-site programs vary between schools.

All schools will already have a remote learning plan in place. This note sets out guidelines for initial programs of remote learning that represent a basic level of maintenance for teaching and learning, consistent with the resources published by the Victorian Curriculum and Assessment Authority (VCAA). Many schools will do more than this, but not all schools are yet in a position to offer high levels of interactive digital delivery, and not all households are able to access such high-level programs. In the event that we switch to remote learning, schools should communicate to parents that not all schools will deliver remote learning in the same way, and that each school’s program is tailored to best meet current local needs.

Remote teaching and learning programs that meet the guidelines set out below will ensure students continue to progress with essential learning. Further resources will be provided by the Department shortly on best practice methods for topics like interactive and student peer networked learning.

These guidelines should therefore be regarded as a starting point from which schools that do not currently have an advanced plan can gradually build. The remote delivery of teaching and learning will be a new experience for many students, teachers and families/carers. If we switch to remote learning, it is not expected that things will go perfectly smoothly as we all begin this new way of working. Sharing lessons learnt will be an important contribution everyone can make.

Remote teaching and learning programs consistent with the guidelines below can be delivered through either limited digital technology or, where necessary, in hard copy that can be collected by students’ families/carers from the school on a weekly or longer basis (schools should consider the way in which digital resources can be adapted to hardcopy format should that be required).

The following guidelines apply to students across all year levels:

students and parents/families should be given clear information about how and when they will receive learning materials and feedback

teachers should together create and communicate a schedule or calendar that shows what’s expected of students: what students will be asked to do, approximately how long it will take, and when they should aim to complete the task

schools should avoid overwhelming students by giving them too many learning activities at once. Generally, no more than a week’s activities should be provided at any one time.

Advice on learning platforms that can support remote learning can be found here: Learning from Home

Teaching and learning resources can be found here.

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Grades 3-6 and Years 7-10For students in these primary and secondary years, the program should focus on literacy and numeracy with a broadening of learning to include the key learning areas and general capabilities.

This can be done through subject-based learning and integrated and inquiry-based activities. Students should also be provided with suggestions for physical activity, for example, simple exercises or simple dance routines.

In the early stages of these programs, the aim should be to provide daily activities that focus on: literacy for a total of 45-60 minutes numeracy for 30-45 minutes physical activities for 30 minutes

The aim should then be to provide learning activities that each week focus on: science and technologies, the humanities, the arts, health and languages, with

learning activities enabling students to develop the general capabilities of critical and creative thinking, intercultural understanding and ethical understanding as appropriate.

activities such as guided reflective journal writing or drawing can be used to support students personal and social development.

The aim should be to provide these learning activities for about 90 minutes each day

Senior SecondaryPrograms should enable students to continue to demonstrate the learning outcomes defined in the relevant VCE study designs and VCAL strands.

For further resources please see the VCAA website

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How to access ‘Learning from Home’ - For students & parents

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How to access ‘Learning from Home’ - For teachers and school

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leaders

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Working Remotely OHS Checklist

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€¦ · web viewlearning from home teacher resources . vision for learning: ‘to develop...

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