Embedded Files
Early Primary Distance Learning Plan
Priorities & Considerations
If it is the case, after receiving initial notice from the Director about school closure and timelines, families will receive an email from Heritage International School.
The primary tools for communication between teachers and families will be Google Classroom, Raz kids, Class Dojo, Studii.md and email.
Students will have both off- and on-screen learning activities designed to engage Early Primary learners in experiences that connect to the current curriculum.
Learning tasks and activities will provide direction to families on how best to support student learning and the expected level of adult involvement.
Families are encouraged to be proactive in reaching out to teachers when they have questions or assignments are unclear.
The counselor is available to support students with academic, social, or emotional needs.
Scenario 1: School Closure (short term )
Engage with materials shared with families via Google Classroom which will link to Class Dojo and other learning platforms. These will include stories read aloud and foundational play-based engagements.
In the event that school is closed for a limited period of time (limited to two days), on the second day of closure, students are asked to:
Complete the assigned tasks sent home through Google Classroom and Class Dojo (these will include a reading, writing/spelling, mathematics and social studies/science task). Students are asked to return completed written tasks when school resumes.
Scenario 2: School Closure (long term)
In the event that school is closed for more than two days, the first day will be a faculty planning day. On the second day, students are asked to:
Read and understand the Student Roles and Responsibilities from the Heritage International School Distance Learning Plan.
Engage with materials posted via Google Classroom and Class Dojo to prepare for further online learning. This will involve practicing posting work on Class Dojo, Google Classroom, and interacting with online materials.
On the third day, the full plan will begin. Students are asked daily to:
Attend a short morning meeting through an onine video platform at 9am. The link will be sent through Class Dojo.
Log onto Class Dojo each day to receive an overview of learning tasks for the day that will include:
Reading individually from books at home or online using Raz Kids or assignments on Class Dojo
Writing/spelling tasks (word sorts and spelling lists/possible online tasks) Teachers will provide spelling lists.
Mathematics (assigned problems according to the current learning area on Class Dojo)
A language block task (Romanian) that will be assigned on Class Dojo two times per week
A daily physical movement challenge/task ( PE Teacher via Class Dojo)
Science/IPC
Art/Music tasks will be assigned (once per week)
Submit designated tasks for teacher feedback by email or Class Dojo
Teachers will provide intermittent modifications based on experience and feedback, dependent on length of closure.
Scenario 3: Hybrid Scenario
In this scenario, Heritage remains open, and the majority of students and faculty can be present to attend classes. Some students are not able to attend courses for a period of 3 or more days.
Family notifies the school that the student is unable to attend school and the potential return date.
Within one full school day, class teacher will collaborate with administration and subject teachers to create a plan and communicate this plan to student's guardians.
Teachers will provide assignments, activities and tasks for the student. When appropriate, students will be assigned group work that can be completed asynchronously. Students may also be assigned individual projects.
Student roles and responsibilities and time expectations are the same as for Scenario 1.
OR
Alternatively, the student on the hybrid can attend all lessons remotely, and will engage with peers where possible, but his/her camera will be always ON, so that the teacher sees him/her present online.
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