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Success in developing new skills and mastering new knowledge – with appropriate time and effort – is essential for academic motivation and achievement. In the event that students are not physically present at school, teachers will continue to develop intentional learning sequences aligned to the mandated KLAs of the Australian Curriculum (AC), and Good News for Living (GNfL) to support continuity of learning and encourage learners to embrace new learning experiences and explore emerging interests.
The TCEO acknowledges that these unique circumstances require us to reconsider the way we engage with curriculum and the way we facilitate learning experiences. The TCEO also acknowledges that the primary objective in the current context is to ensure quality learning opportunities are available for all students. This will vary depending on school context. We cannot guarantee the degree to which all learners will engage with these opportunities.
LAST UPDATE 2020
Considerations
Considerations
LAST UPDATE 2020
Attendance - Term 2 - Learning@Home
Attendance - Term 2 - Learning@Home
Each school will need to record which students are on site and which students are present through online learning. How this is done depends on the SIS the school is using eg Compass, Filemaker, Synergetic or other.
Attendance will still be taken by teachers once a day - schools need to determine how students will check in each day so that teachers can mark their roll.
The attendance process will take longer each day - as not all students will be able to check in by 9am. Teachers should have marked their roll by 10.30am and Office staff followed up on any unexplained absences by 11.00am.
School representative to complete TERM TWO: Attendance rates in response to COVID-19 Survey by 11.30 am.
Intentional Learning Experiences - Learning Intentions and Success Criteria
Intentional Learning Experiences - Learning Intentions and Success Criteria
A key factor in ensuring student success is communicating learning intentions and success criteria. Shared learning intentions convey to students the destination for the lesson—what to learn, how deeply to learn it, and exactly how to demonstrate their new learning. The focus is on the learning not the activity.
Best practice teaching and learning involves teachers sharing learning intentions and success criteria with students at the beginning of each lesson or learning sequence. This practice should be continued in developing learning tasks to be undertaken at home.
In the context of learning at home, provision of clear learning intentions and success criteria will enable parents/carers to access the learning, and to support and motivate students to stay engaged with their education.
Intentional Learning Experiences - Recommended Hours
Intentional Learning Experiences - Recommended Hours
To assist teachers in their planning, the TCEO has drawn on the ACARA recommended time allocations for each subject together with the TCEO expectations for Good News for Living, to develop a guide for designing learning at home. This guide places emphasis on Religious Education and the four core Australian Curriculum KLAs, while still allowing for learning across all KLAs to continue.
Time allocations are based on 4 hours of teacher facilitated learning per day for primary students and 4 ½ for secondary.
This is the minimum recommendation. Students are encouraged to engage in further self-directed learning. TCEO Learning and Teaching staff are working to curate quality teacher facilitated and self directed learning opportunities.
The minimum recommended hours are a reflection of learning opportunities provided to students in order to maintain continuity of learning. The TCEO acknowledges that individual student circumstances will determine the degree to which students are able to engage in the learning provided.
Note: teacher facilitated learning does not imply that teachers are connected online with students in real time.
Curriculum Frameworks
Curriculum Frameworks
LAST UPDATE 2020
Australian Curriculum & Good News for Living (Prep - 10)
Australian Curriculum & Good News for Living (Prep - 10)
Essential - Prep to 10
Essential - Prep to 10
Australian Curriculum : English, Literacy, Mathematics, Numeracy, Science, Humanities and Social Sciences
Good News for Living
Essential - 7 to 10
Essential - 7 to 10
Australian Curriculum: Arts, Technologies, Health and Physical Education, and Languages, aligned to student’s current timetable for non core subjects. (It is not essential to maintain time allocations, especially for practical classes)
Recommended - Prep to 6
Recommended - Prep to 6
Australian Curriculum: Arts, Technologies, Health and Physical Education, and Languages are taken into consideration. (Integrated within essential learning areas wherever possible)
Desirable - Prep to Year 10
Desirable - Prep to Year 10
Australian Curriculum: General Capabilities are embedded in learning sequences wherever appropriate. ( General capabilities are also at the fore of additional self directed learning opportunities)
Kindergarten (SETUP)
Kindergarten (SETUP)
Kindergarten teachers can access the TCEO Early Years Learning at Home Google Community for intentional learning provocations aligned to the domains of the AECD.
Early Years Support Google Community
Early Years Support Google Community
TCEO Early Years Support for Google Community
Senior Secondary (11-12)
Senior Secondary (11-12)
Guidance around curriculum engagement for students involved in senior secondary education is provided at
Student Support
Student Support
This mode of delivery might include resources to help with making reasonable adjustments for students with a disability. This might include resources to help with planning, implementing adjustments for home learning, ongoing student monitoring and feedback, suggestions on recording the frequency, intensity and duration of adjustments and consultation/collaboration with parents/carers.
This mode of delivery might include resources to support teachers and parents/carers with their roles in the delivery of student home learning. This might include resources to support teachers make reasonable adjustments in their planning, create achievable student monitoring strategies, generate systems to record evidence of adjustments, support reflective practices and establish ongoing strategies to record the collaboration/consultation with parents/carers.
This mode of delivery might include resources to support the home learning environment. This might include practical strategies and ideas which teachers may utilise to complement student home learning.
Australian Coalition for Inclusive Education - CLICK HERE FOR MORE INFORMATION
Diversity
Diversity
Considerations for EALD
Considerations for EALD
General considerations for EALD students and families at this time cover three main areas as outlined below.
Additional communication: Telephone interpreting services; In-language health resources.
Humanitarian entrant (HE) students: Interpreter payment reimbursement funds available to schools.
Learning opportunities: Early years EALD students; Newly arrived beginning level language students; Online learning and equity
More detailed information and advice can be found in the EALD section of the resource bank.
For specific support or advice please email: kylie.engisch@catholic.tas.edu.au
Considerations for Extended Learning
Considerations for Extended Learning
Gifted and highly able students, like all students, have diverse learning needs, characteristics and abilities. However, there are three main characteristics common to gifted students that should be considered when providing learning opportunities for them:
The capacity to learn at a faster pace
The ability to handle more complex and abstract concepts at a younger age
Asynchronous (uneven) development
With this in mind it is imperative that gifted and highly able students have access to learning opportunities that are challenging, extend them in their areas of strength, and enable them to work at a pace commensurate with their abilities. Students should not be required to complete class work that they have already mastered and find easy before getting to the work that they really need.
It must also be remembered that gifted students may have a learning difficulty, disability or have an EAL/D that require consideration when providing for these students. For more information see:
Australian Curriculum Student Diversity - Gifted and Talented Students
CET Extended Learning Canvas Course
For specific support or advice please email: jenny.noble@catholic.tas.edu.au
Considerations for Aboriginal and Torres Strait Islander Education
Considerations for Aboriginal and Torres Strait Islander Education
The key reminder for all teachers is to ensure that Aboriginal and Torres Strait Islander perspectives are a day to day part of your teaching, as required in the teaching standards 1.4 and 2.4
Best practice, in this educational space, is for teachers to embed LOCAL histories and cultures into their teaching.
The Orb, https://www.theorb.tas.gov.au/ is a fantastic online resource from a Tasmanian Aboriginal perspective.
For specific support or advice please email: sarah.lackey@catholic.tas.edu.au , belinda.downward@catholic.tas.edu.au
Additional implications for Teaching and Learning
Additional implications for Teaching and Learning
LAST UPDATE 2020
Assessment Opportunities
Assessment Opportunities
Mechanisms for ongoing feedback to students needs to be considered as part of the planning for continuity of learning. Supported by learning intentions and well developed success criteria, feedback can be teacher to student, student to self, student to peers, or parent/carer to student. We encourage everyone to refer to the AITSL Spotlight: Reframing feedback to improve teaching and learning
Schools are best placed to determine what is expected in relation to summative assessment of tasks designed for learning at home. This will be informed by the modes of delivery adopted. Wherever possible and age appropriate, students can be encouraged to curate their own portfolios of work, which could be used for summative assessment purposes.
A number of technological tools are available to support assessment in a Learning at Home setting. You can view more information on these at our ‘Enabling Technologies’ page
Reporting Expectations
Reporting Expectations
Catholic Education Tasmania will not be progressing with student reports for distribution at the end of Term 2. Further advice regarding midyear reporting expectations will be available early in Term 2, and will be dependent on the outcome of government and TCEO decisions. A modified report may be considered for distribution mid way through Term 3. It is not possible at this stage to determine, with any certainty, expectations for the end of the school year.
Directing and Facilitating Learning Experiences
Directing and Facilitating Learning Experiences
Self Directed Learning
Self Directed Learning
In self-directed learning, learners exercise authentic control over the content, form and purpose of their own learning. Self directed learning involves learners, both individually and collaboratively, becoming empowered to take increasingly more responsibility for learning decisions.
Through the provision of intentional opportunities to develop skills and personal capabilities, as well as supporting students to develop their own learning goals and criteria for success, teachers play an active role in the process.
The Australian Curriculum General Capabilities are an important focus in the development of self directed learning.
Teacher Led Experiences
Teacher Led Experiences
Teacher led experiences, or teacher facilitated learning, refers to learning opportunities designed by teachers to be undertaken by students while working from home. ( Note: some students may be completing this work on a school site )
The focus for this learning is the acquisition of standards-based knowledge, skills and understanding within key learning areas
This also includes the acquisition of competencies within VET programs.
Where technology permits, teachers may have opportunities to provide real time (synchronous) facilitated learning.
Synchronous Learning
(Video Conferencing)
Synchronous Learning
(Video Conferencing)
Regularly scheduled video conferences support students to maintain their sense of connection to their school community and provide an opportunity for a teachers to check in on the wellbeing of students. Many schools are considering scheduling 'homeroom' style video conferences each morning to check in with students and frame up the curriculum engagement schedule for the day.
Remember, that it may be preferable to spread your schools video conference sessions throughout the day to allow families with limited devices to all access their required sessions.
The TCEO recommends ZOOM and Microsoft Teams as our preferred platform for engaging students via VC.
Asynchronous Learning
(LMS and Offline)
Asynchronous Learning
(LMS and Offline)
Learning Management Systems (LMS) support asynchronous interactions between teachers and students. They can even be used to make online feedback available to parents.
By leveraging an LMS with our students you can outline required self-directed work, support students to submit evidence of learning and provide opportunities for teacher-student and student-to-student feedback.
Each school will need to decide on the most appropriate LMS for their circumstance. The TCEO recommends sticking with systems already known to students to minimise the challenges of moving to a Learning @ Home model of delivery.
Online Delivered -
Online Completed
Online Delivered -
Online Completed
This delivery mode might include using the LMS to schedule students complete online activities like those on Khan Academy, as well as live video conference interactions with teachers.
While this mode often has substantial amounts of highly engaging media content it can be challenging for students sharing devices or with limited bandwidth.
Online Delivered -
Offline Completed
Online Delivered -
Offline Completed
This mode of delivery is by far the most prevalent in education continuity plans and might include a teacher delivering a learning intention to complete an self directed investigation at home.
Students might submit evidence of learning and receive feedback online in their LMS. However, the bulk of the learning experience does not require a device.
Offline Delivered -
Offline Completed
Offline Delivered -
Offline Completed
This mode of learning provides for learning opportunities that do not require devices or bandwidth.
A number of schools are preparing 'packs' of take home learning materials as a complimentary learning opportunities for students with limited devices or internet access.
You may consider how new packs might be made available in the event of an extended shutdown.
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