Resources

These resources have been developed to support teachers with planning for remote learning. As outlined in the Protocols, Remote Learning calls for a more innovative and flexible approach to learning. Teachers must not overwhelm students and parents with an abundance of content and tasks. Remote Learning should be limited to a few quality tasks per day. It is not expected that students will be online and working from 9am-3pm.

With this in mind these 'learning bundles' have been developed so that teachers can use them by either spreading them over a week or selecting individual learning tasks to complete as they need. Schools may wish to continue to follow the intended Scope and Sequences and programs that have already been developed. These bundles are designed to support teachers transitioning to Remote Learning if needed.

The learning activities are written for the student where possible. Teachers will need to amend the learning experience to suit the digital platform in which they use to make it accessible to their students. The whole bundle should not be posted to students. Different platforms allow for the tasks to be presented in a variety of ways. With Seesaw, teachers can record their instructions so that the learning intention and task is clear. A pre recorded introduction or demonstration could be uploaded to Google Classroom to support student understanding.

Where possible assessment experiences have been suggested throughout the learning bundle. Teachers should think creatively about how they might assess student learning over the longer term. Digital platforms provide a great opportunity for students to present in a variety of ways that will make the learning more engaging. Try getting students to make movies, animations, markup photos, sketch ideas or present learning across a digital journal in Keynote or Slides. Not all learning tasks should be digital, there should be a balance of paper based tasks as well.

Opportunities for Assessment As Learning can be incorporated with students self assessing against the Success Criteria. Feedback should then be based on the Success Criteria. Early Stage One will not need a Learning Intention or Success Criteria as this may not have been covered in the class yet.

It is important to include differentiation in the learning experiences as you would in a normal setting. It is the responsibility of teachers to adapt the learning experiences to suit their student individual needs. Differentiated learning can easily be shared to individuals, or groups in both Google Classroom and Seesaw.

If you require assistance with any Remote Learning platforms or learning experiences please contact the School Improvement Primary Team.