Our Approach

• Learning is holistically focused, giving students the opportunity to develop cognitive, physical and social-emotional skills.

• Students may chose to conduct their learning in English or the Home and Family language

• Learning engagements are open-ended, differentiated, challenging, and relevant to past and present learning within units of inquiry.

• Learning engagements encourage children and families to participate in tasks together

• Learning connects to current units of inquiry and curriculum.

• Art and creative design projects are intended to provide children with opportunities to develop creativity, expression and fine-motor skills.

• Opportunities and prompts support students to share their feelings, considering how they can manage concerns they may experience as a result of the change in their schooling and being away from their familiar environment.

Daily Routines

Students

• Establish daily routines for engaging in the learning experiences (e.g. 8:00 am start).

• Identify a comfortable, quiet space in your home where you can work effectively and successfully.

• Regularly monitor Seesaw to check for learning tasks and feedback from your teachers.

• Complete assignments with integrity and academic honesty, doing your best learning.

• Meet commitments and due dates.

• Communicate proactively with your teachers if you cannot meet deadlines or require additional support.

• Collaborate and support your QAS peers in your learning, where possible.

• Comply with QAS’s Responsible Use Policy, including expectations for online etiquette.

• Proactively seek out and communicate with other adults at QAS as different needs arise.

Families

• Parents, please ensure that your child is appropriately supervised for online learning

• Create opportunities for your child to interact with peers to maintain connections with their school community.

• Establish routines and expectations.

• Monitor communications from your child's teacher.

• Take an active role in helping your child process their learning.

• Establish times for quiet and reflection and provide time for your child to have ownership over their own use of time and activity.

• Encourage physical activity and/or exercise.

• Be mindful of your child’s wellbeing; speak to them regularly about concerns or challenges.

• Monitor how much time your child is spending online.

• Communicate concerns or questions with the teacher via email.

Homeroom Teachers

• Communicate a daily welcome message and daily outline for students and families.

• Check-in with students regarding social and emotional wellbeing related to the reason for the campus closure and redirect to the school counsellor, if necessary.

• Share the learning for the day with students and families through the use of Seesaw.

• Plan activities that are easily understood and facilitated by parents/guardians.

• Provide opportunities for students to share their learning, relevant assessments and reflections on Seesaw.

• Provide reflection and feedback on the student’s posts on Seesaw.

• Provide opportunities for students to work collaboratively through a virtual environment.

• Provide time and opportunities for students to have agency over their own learning during this time.

• Make themselves available to answer questions about the activities, as needed from 8am to 1pm as indicated in the daily schedule.

• Provide activities that include time away from the devices, such as park play and site visits.

ES Single Subject Teachers

(PE, Arabic, Islamic, Cultural Studies, Art, Music)

• Contribute daily activities to the shared grade level planning template document (follow the single subject schedule)

• Plan activities that are easily understood and facilitated by parents/guardians

• Provide opportunities for students to share their learning, relevant assessments and reflections on Seesaw

• Provide reflection and feedback on the student’s posts on Seesaw

• Make themselves available via email to answer questions about the activities, as needed from 8 am to 1:00 pm as indicated in the daily schedule.

Counsellor

• Support homeroom teachers with PSE learning.

• Serve as support for students and families.

• Host office hours at set times for students to access counseling sessions virtually if required.

• Support teachers to provide students with wellbeing activities.

Learning Support Teachers and IA's/EAL:

• Collaborate with the subject or classroom teachers in order to plan activities / help differentiate for tier 2 and tier 3 students

• Scaffold, modify or differentiate activities, as necessary, for tier 2 and tier 3 students

• Provide necessary accommodations for all tier 3 students

• Participate in online chats and online videos / collaborate with homeroom teachers to coordinate

• Post additional online videos / learning activities for students to support learning

• Communicate regularly (at minimum 1x week) with tier 2 and tier 3 students and/or their parents to ensure they have success with tasks.

• Provide supplementary learning activities for 2 and tier 3 students , who may benefit from additional practice to support their individual needs.

• Monitor student learning and provide feedback and next steps.

• Case managers ensure homeroom teachers have access to students ILPs

Librarian

• Collaborate with colleagues to find resources for high-quality learning experiences and research.

• Regularly check in with homeroom teachers to identify ways to support the design of learning experiences.

• Be available for teachers as needed to support the development of rich learning engagements.

• Continually monitor the needs of teachers, students, and parents and troubleshoot their challenges, as needed.

• Be available in person or remotely to provide on-demand tech support help for teachers.