Checklist for KLA Leaders

Review Term 4 - the time available when students return, known interruptions, assessment periods (if any), reporting timelines.

Highlight these times/dates to staff.

Review and (if required) adjust course scope and sequences for the remainder of Term 4. Note: reduced outcomes for assessment and reporting may be necessary and appropriate. Ensure this new scope and sequence is communicated to staff and students to ensure everyone knows what is planned - more information in programming.

Consider the impact of remote learning on 2022 teaching and learning.
Are there materials that can be incorporated/integrated into next year's units to cover gaps in students' knowledge or skills?

Review and (if required) adjust course scope and sequences for the remainder of Term 4. Note: reduced outcomes for assessment and reporting may be necessary and appropriate. Ensure this new scope and sequence is communicated to staff and students to ensure everyone knows what is planned.

Scaffold provided to support this process - link

• 1. • Identify the core content and skills that will best support students' engagement with their learning and will prepare them for the next phase of their learning (2022 academic year).

     • Ensure the material to be covered in Term 4 is engaging and that the volume of work is realistic. It will not be possible to relearn everything from Term 3 and it may not be possible to learn what is normally covered in Term 4 given the resocialisation of students and the important focus on mental health - best to determine the most essential content and skills and work with doing that well and in as engaging a manner as possible.

     • Year 10: When determining the core essential teachings for Term 4 - consider what knowledge, skills, and learning dispositions will best support a move to Year 11.

Consideration could be given to the contexts of units and whether students' recent first-hand experiences can be utilised to make the learning more relevant to them.

• The science of - disease (viruses), vaccinations, the impact of lockdowns on household energy consumption.

• Cross-curricular links (History) to past pandemics - Black death, Spanish flu, and the impact of Smallpox on indigenous communities.

• Cross-curricular links (Mathematics/ Numeracy skills) - R number and flattening the curve - relate the shape of the curve to what is happening in the real world.

• See also: https://www.edutopia.org/article/innovative-ways-make-coronavirus-teachable-moment

Give clear guidance to teachers on the outcomes / areas of assessment that will be reported on within semester two reports and the sort of evidence teachers can use to determine grades.

All learning tasks from throughout Semester 2 can be utilised - avoid overloading students with high-stakes formal tests on their return. Ensure your faculty's approach is consistent with any guidelines or recommendations the school executive and/ or the curriculum coordinator have issued. As noted above, a reduction of outcomes for assessment and reporting may be necessary and appropriate and therefore there may be a corresponding reduction in the evidence teachers will need for assessment and reporting purposes.

Ensure your staff are aware of the timelines for the Semester 2 reports and advice from the school executive on the content of these reports.

Pilot Marking of common tasks.

If common class-based tasks have been completed and submitted to teachers - it may be worthwhile conducting pilot marking of these tasks with teachers so that a common understanding of the standards is achieved and that there is consistency in grade determination.

Record Keeping
Given there may be a greater reliance on class-based formative assessment tasks to ascertain student achievement and grades for reports - it will be important that teachers maintain accurate and complete records of those assessment items utilised to determine students' grades. Often this class-based assessment is maintained separately from the common cohort-based markbook which contains marks for all formal tasks done. KLA coordinators should consider asking teachers to grant them access to these class-based markbooks - (if this is not already part of your faculty's standard practice)

Liaise with the school executive and determine if there are any staff who will not be returning to face-to-face teaching. If you do have staff not returning to face-to-face teaching:

• Determine a plan for how the classes impacted will be taught. (Be guided by the school-wide approach)

• Be clear on the expectations around what and how students are to be taught. No student should be disadvantaged due to the teacher being remote.

• Set up clear communication strategies to ensure all members of staff are kept abreast of faculty and school-based events, decisions, and changes in plans

• Be guided by school executive on matters relating to the staff members return to work

• Ensure that the dignity of all staff members is respected - and this will be especially important during this transition phase. Do not discuss any staff members' personal circumstances with members of the staff.

Work with school executives and in particular your Curriculum coordinator around how the curriculum will be delivered to students who are not returning to school. Teachers are expected to provide for face-to-face learning for the students present at school but also provide access to this learning for students who have not returned - as would be the case given a hospital stay or extended leave due to injury.

Establish:

• How the students will engage with the lessons

• The expectations on staff in terms of mode of delivery, monitoring and feedback

• The expectations of the students in terms of engagement and submission of work.

• How issues of non engagement will be addressed

• How students requiring help can access support

Additional technical support is available for teachers - link