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Remote Learning
Remote Learning
Remote learning platforms provide teachers, students and parents with the opportunity to continue learning when students are no longer able to attend school.
Remote learning should take into account the following:
Students access may vary
Families may only have one device for 2 or more students
Infants students may not know how to access
Parent expectations and load
Parent accessibility and ability may vary
2021 Guidelines
2021 Guidelines
As schools head into remote learning for the beginning of Term 3. It is advised that teachers aim to use their digital learning abilities and apply this to their units of work for the start of the term.
Teachers should use one Google Classroom, Seesaw or Apple Classwork to deliver introductory lessons to units.
Teachers could consider flipping their learning so that students access foundational knowledge through video (ClickView, ABC Education etc.) for planned units, carry out research/inquiry tasks and develop questions that will shape their learning throughout the unit.
General Remote learning Guidelines
General Remote learning Guidelines
- Flexible timetables
Traditional 9am - 3pm learning should not be expected. To accomodate the variety of household needs the learning timetable needs to be flexible.
- For example, students may access learning for only a couple of hours a day (ie. from 10am-12pm or 9am-10am and then again at 1pm-2pm). Less is often more with remote learning. Setting too many tasks can overwhelm students and their parents.
- 2-3 Learning tasks a day
Teachers should aim to set 2-3 learning tasks for a days work. These should primarily be literacy and numeracy focused with a mix of other KLAs picked up throughout the week. Integration of learning concepts could allow for several KLA concepts to be combined into one learning task
- For example, an investigation into the insects found in the backyard could lead into a writing task, artwork, collection of data (insect audit) and design project.
Early Stage 1 - 2-3 hrs/day plus time for sport and physical activity, games
Stage 1 - 2-3 hrs/day plus additional time for sport and physical activity, games
Stage 2 - 3-3.5 hrs/day plus additional time for sport and physical activity, games
Stage 3 - 3-4 hrs/day plus additional time for sport and physical activity, games
- Include a time for prayer/meditation
In this current context reminding students and families about the importance for prayer and connecting with faith.
- This could be a gratitude activity or reflection, a daily prayer or providing a link to a guided meditation.
- Time for play and creativity
Be mindful of siblings and how they could enhance the learning through cooperative play.
Activities should be innovative and promote creativity. Set tasks that result in a creative end product or a variety of ways of presenting learning. Students will have extra time to creatively work on a task or project.
- Time for exercise
Daily activities should include a range of 'brain breaks' and promote activity and exercise. Encourage students to get outside and move, explore and be creative.
- A great task could be to design an obstacle course. Students could first plan and think about materials available, draw sketches of their design then go outside and build/test their course before timing themselves (and siblings/parents) to see how fast the course can be completed. Each day these times could be improved on. Critical and Creative Thinking, Design, Science and Technology, STEM, Maths integration.
- Family time
Emphasise the importance of quality family time. Suggest playing board games, chores to help out around the home and learning new 'life skills'. This is particularly important as children will often be impacted by the media coverage of coronavirus, the change to their school routine and added household stress. Our pastrol care during this time is important.
PB4L Expectations developed and shared by the staff at St John the Evangelist Parish Primary School Campbelltown.
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