REMOTE LEARNING

Guidelines & Resources for CYS Students & Parents

Central Yorke School | Junction Road, Maitland SA 5573P (08) 8832 2613 | F (08) 8832 2336

E dl.0761.info@schools.sa.edu.au | W centralyorkeschool.sa.edu.au

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As educators it is important that we do what we can to ensure

all students have access to the learning that they are entitled to.

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MESSAGE FROMTHE PRINCIPAL‘ For our

school this means

planning and delivering

learning that is purposefully

designed for both the home

and online environments

As the Covid-19 situation unfolds we need to continue to adapt our teaching and learning for all our students.

Over the past few weeks of Term 1 we have been seeking to provide remote learning continuity for all our students using existing approaches to teaching and learning.

Whilst this has met the needs of students in the short term we now need to plan for the long term and transition to a more flexible learning model in Term 2 and even possibly beyond. For our school this means planning and delivering learning that is purposefully designed for both the home and online environments and this requires a shift in the way we have all traditionally thought about teaching and learning.

This volatile and uncertain world requires us then to

• Create a clear vision for teaching and learning aligned to CYS values.

• Create understanding for all students, staff and parents and the competing needs and perspectives that they have.

• Provide clarity to all staff teams that we work with so everyone is working towards common outcomes.

• Be agile and continue to adapt to the needs of our school community and to support student learning and seize this as an opportunity to do new and creative things.

This resource helps to outline this shift in teaching and learning to deliver the skills, knowledge, and understandings we deem important for all students to engage with in Term 2.

Grant Keleher | Principal, Central Yorke School

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What is this resource for?

The aim of this resource is to:

• Articulate clear processes and expectations to support staff in delivering flexible learning during Term 2

• Provide guidance about what high quality teaching and learning looks like when it is purposefully and intentionally designed for an online learning environment

• Outline the curriculum entitlement for students in Term 2

Transitional phasesThere are three key stages of this transition

1. Immediate response phase: continuity of teaching and learning (Week 8-10, Term 1)

2. Interim capacity building phase: moving to online learning and teaching (Week 11, Term 1 and continuous throughout Term 2)

3. Sustainability phase: flexible learning and teaching options are embedded in practice (consolidated through Term 2 and beyond as required)

We acknowledge and thank Marryatville HS, Blackwood HS, Golden Grove HS and Playford International College for sharing their Remote Distance Learning Model which has contributed to the development of this document.

Please note that during Term 2 there may be reallocation of existing roles and responsibilities as we meet the needs of all students in this flexible learning model and allows us to anticipate threats or barriers and identify opportunities.

Where possible we will build on people’s existing strengths and create opportunities to build on prior learning design enhanced through collaboration where teams are encouraged to solve complex problems together.

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Contents6 Lesson Materials• How will CYS deliver lesson resources and

instructions to students?• What are ‘Digital Learning Platforms’?• What platforms are CYS using?• Why three different platforms?

7 Lesson Materials Q & A• How does my child find his or her lessons?• How will teachers be providing the

learning?• What is expected of my child?• How does my child login to his or her

digital learning platform?

8 Face-to-face learning• How will CYS provide face-to-face

learning?• What does my child need to access face-

to-face learning?• What if my child doesn’t have an device or

the Internet at home?• Zoom at a glance.

9 Face to face learning Q & A• When will teachers deliver online face-to-

face learning?• How much time should my child spend in

week in face-to-face lessons?• What if my child misses a Zoom lesson?• What are the expectations for my child in

face-to-face lessons?

10 Sample Daily routine• Detailed overview of how a typical day

could look for home learning.

11 Home learning guidelines• Learning area• Daily routine• Unscheduled lessons and homework:• Subject Support:• Work completion:• Video conferencing or live chats:• Breaks

12 How can parents help?• Suggestion for helping your child

13 Checklist to support learning13 Working from home checklist14 Assessment• Formative assessments• Summative assessments

15 Wellbeing• Continuity of Wellbeing Services• CYS Wellbeing Services • External providers • Supporting your child’s wellbeing • Additional Online Resources Available• Phone Services (for immediate help)

16 Key school contacts• Initial Concerns• Ongoing Concerns• Attendance/wellbeing• Additional contacts• Leadership

16 StaffEmails

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Lesson materialsHow will CYS deliver lesson resources and instructions to students?CYS will use a combinations of Digital Learning Platforms and Face to Face learning teaching to deliver lesson materials and instructions to students.

What are ‘Digital Learning Platforms’?Digital learning platforms’ are pieces of software designed to help organise and deliver lessons through the Internet.

What platforms are CYS using?CYS is using three platforms to organise learning materials for students in Primary, Secondary and Senior School.

• Google Classrooms for Years R-6• Canvas for Years 7-10• Moodle for Years 11&12

Whythreedifferentplatforms?Each platform supports learners in different ways.

• Year 11 and 12 students are already using the CYS Moodle for lesson materials, resources, and assessment.

• For R-6 students Google Classrooms are easy to navigate and access the learning resources.

• Canvas offers rich options in content, course organisation, assessment and planning more suitable for secondary students.

Our platforms at a glance:

Google Classrooms Primary (R-6)For the management and delivery of Primary lessons and learning resources.

Canvas Secondary (7-10)For the management and delivery of Secondary lessons and learning resources.

Moodle Year 11/12For current Year 11 and 12 students who have already started online learning programs and live face to face learning.

Lesson materials

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Howdoesmychildfindhisorherlessons?• For Primary students, login to Google

Classrooms.• For Secondary (7-10) students, login to

Canvas.• For Senior (11-12) students, login to the

CYS Moodle as usual.

How will teachers be providing the learning?• By uploading course outlines,• By providing

▫ Class notes or a video containing the learning intention for the lesson

▫ Clear instructions ▫ The activities to be undertaken

and links to any required learning resources (e.g.. videos, PowerPoints or exemplars,

• By recording homework activities,• By uploading task sheets, assessment

rubrics, and scaffolds (if used)• By uploading due dates for draft (if

required) and final work submissions• By publishing summative results and

grades.

What is expected of my child?• To keep up to date with the

requirements and expectations of each subject.

• To submit draft work,• To receive feedback on draft work,• To submit the final copy of their work for

marking by due dates.

How does my child login to his or her digital learning platform?Senior students already have Moodle logins.

To login n to Google Classrooms or Canvas:

Step 1 Visit the school website atcentralyorkeschool.sa.edu.au

Step 2 Click Apps & Links

Step 3 Select Canvas or Google Classrooms

Lesson materials Q & A

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How will CYS provide Face-to-Face learning?CYS will use the online conferencing tool ‘Zoom’ to provide live face-to-face learning.

What does my child need to access face-to-face learning?Students will need access to one of the following Internet enabled devices:

• Home PC• Laptop or Chrome book• iPad or tablet• Smart-phone such as an iPhone or

Android.

The device must have sufficient data for online learning.

What if my child doesn’t have an device or the Internet at home?Students unable to access online learning at home (i.e. no internet connection, limited access to data) will be identified and provided with either a device to use or appropriate paper-based alternatives.

Zoom at a glance

Zoom All students (R-12)Zoom is a cloud-based video conferencing service you can use to virtually meet with others - either by video or audio-only or both, all while conducting live chats - and it lets you record those sessions to view later.

Teachers can see what students see on their screens, mute microphones and switch to viewing lesson material as the session progresses.

Zoom is and downloadable from the internet. There also tutorials on how to set it up, such as this one on YouTube:

www.youtube.com/watch?v=d7xXZxRDFUU

Face- to-face learning

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When will teachers deliver online face-to-face learning?Teachers will deliver online face-to-face learning during scheduled lessons.

How much time will my child spend ion week in face-to-face lessons?

R-6 students will have:• 1 hour a day face-to-face via Zoom

provided by their class teacher• ½ hour a week face-to-face via Zoom

Child Protection Curriculum provided by Helen Moloney

• Some students will receive 30 minute of intervention face-to-face with an SSO via Zoom.

Year 7-11 students will have • 2 x ½ hour face-to-face lessons for each

subject a week provided by their subject teacher

Year 12 students will have • 3 x ½ hour face-to-face lessons for each

subject a week provided by their subject teacher

What if my child misses a Zoom lesson?All Zoom lessons will be recorded and made available to students through either Google Classroom or Canvas.

What are the expectations for my child in face-to-face lessons? • Join sessions on time• Use appropriate names for log-in details• Follow their teacher’s expectations and

instructions, as per a normal lesson• Engage respectfully and use appropriate

language with all participants. Any student who behaves inappropriately may be uninvited or have their audio or image turned off

• Be prepared for the ‘online’ face-to-face interactive session. Students should review the task or materials prior to the ‘online’ lesson, so that they can use the time while online to ask questions, do collaborative work and connect with others in their class

• Student are not to record or take screenshots of the video conferencing at any time. The teacher will already be recording and will make this available to students shortly after the lesson.

• Actively participate and contribute in group discussions/collaborations

• Mute their microphone, unless speaking• Wear a school uniform top (i.e. polo,

shirt or jumper) for face-to-face sessions.

Face-to-face Q & A

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Sample daily routineA suggested daily routine for students, to maintain their personal health and wellbeing.

Time Session • Details7:00am Wake up • Setting and maintaining a daily routine for the school week is an

important part of staying healthy both mentally and physically.• Take care of personal hygiene, make your bed, eat breakfast and get• Dressed in appropriate schooling attire.

8:00 - 8:30am Exercise • Get your heart rate going by going for a brisk walk, riding your bike, using home gym equipment or some other form of aerobic exercise. Exercise is an important part of both physical and mental health.

8:30 - 8:45am Get ready to learn

• Go to the toilet, fill your drink bottle with water and settle into your study area. Ensure that you have all necessary tools and materials ready to learn.

• Log in to Google Class Room or Canvas and review any information posted regarding your subjects.

• Turn off any social media and put your phone on silent and out of sight.8:45am - 8:55am Care Group • Connect with your Care Group teacher, engage in Google Class room or

Canvas to see what work is needed to be done today.9:00 - 9:30am9:30 - 10:00am10:00 – 10:30am10:30 – 11:00am

Sessions 1-4 • Actively engage in your learning programs, remembering to behave in an appropriate and respectful manner, as per the student expectations in online learning.

• Make sure to take a break between sessions to stand up and move away from screens/technology to rest your eyes.

11:00 - 11:30am Recess • Make sure you have something healthy for recess and drink plenty of water, consider sitting outside (weather permitting) to enjoy the fresh air and sunshine, remember to be sun smart!

• Go to the toilet before returning to session.11:30 - 12:00pm12:00 - 12:30pm12:30 – 1:00pm

Sessions 5-7 • Actively engage in your learning programs, remembering to behave in an appropriate and respectful manner, as per the student expectations in online learning.

• Make sure to take a break between sessions to stand up and move away from screens/technology to rest your eyes

1:00 - 1:30pm Lunch • Organise a healthy and well-balanced meal for yourself, along with another drink of water. Take a break from your screens and get some fresh air, stretch your legs, partake in a burst of physical activity to get your heart pumping again.

• Refill your drink bottle, go to the toilet and return to your study space to complete any work.

1:30 - 2:00pm2:00 - 2:30pm2:30 - 3:00pm

Session 8-10 • This is a ‘question and answer’ time where staff are available online to answer any questions that may have come up during the day. Each staff member will have a ½ hour timeslot.

• You should also be consolidating your learning and completing any tasks you didn’t get done during the day.

3:00pm onwards Homework, Study and Personal time

• Take a break and go and do something that you enjoy. Get a snack and a quick drink, then maybe get outside again for some more fresh air.

• Make some time to connect with your family and friends.• Complete any homework and/or assignment work that needs to be

done. Put your devices on to charge and go to bed at a reasonable time and get a full night’s sleep in preparation for the next day of learning.

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To ensure the effective and consistent delivery of teaching and learning programs all students are expected to

follow these guidelines:

Learning area• Set up a suitable learning space in your

home, if possible for face to face lessons

Daily routine• Check Google Classroom or Canvas every

morning for any daily notices or changes to existing programs, tasks and due dates

• Undertake learning as per the standard lesson times on your timetable. If for some reason you can’t be at the face to face learning then students must watch the recording that is made available after the lesson.

Unscheduled lessons and homework:• Students who have unscheduled lessons

should continue to use this time effectively at home and focus on completing required work and meeting deadlines, using additional time if required.

Subject Support:• Access support for subjects by contacting

teachers. This can be done through email, or calling the school.

• Teachers will be available for support during lessons and will also have timetabled Question and Answer times to support students if they are having issues with the work set.

Work completion:• Adhere to deadlines and submit work to

Canvas or Google Classrooms following teacher instruction. Complete all work set outside of scheduled lesson times.

Video conferencing or live chats:• Students will have an opportunity to

interact with their teacher and classmates weekly via online group chats, class posts, shared collaborative documents or video chats. This will be an opportunity for discussion, collaboration and clarification.

• Students may wish to connect with other students outside of the live activity to collaborate on tasks and offer each other support.

Breaks• It is recommended that students take

short breaks between lessons and regular scheduled breaks (recess and lunch) that involve non-screen activities.

• During the longer breaks we encourage students to: exercise, spend time with family, play a board game, have a snack, chat with a friend, etc.

Home learning guidelines

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W ith most families now having their child working from home, it is important to take this opportunity

to work together as a whole school community to ensure they stay connected to their learning and education. Teachers are working towards providing online learning experiences, but as you can appreciate this is new to them and will take some time for them to become proficient in their use.

Suggestion for helping your childHere are some simple steps that you can take to ensure your child continues with their learning from home.

• Please let your child know that you think education is important and that school work needs to be done each day. You can help your child by setting aside a special place to study, establishing a regular routine to continue work from all subjects being studied, and removing distractions such as the television and social media.

• If you are hesitant to help your child with their learning because you feel that you don’t know the subject well enough, you can help by showing that you are interested, helping your child get organised, providing the necessary materials, asking your child about daily assignments, monitoring work to make sure that it is completed, and praising your child’s efforts.

• Offer to read your child’s work for them and give feedback, even if you are not familiar with the content knowledge.

Encourage life-long learning by showing how you are learning something new yourself.

• Remember that doing your child’s work for them or allowing them to view their time at home as an extended holiday won’t help them in the future.

• Encourage and support their student’s learning including providing a suitable environment at home for a video conference when required

• Parents of R-4 are encouraged to sit with their child in face to face lessons, so they can understand and help their children with work

• Not to answer questions on behalf of your child or use the face to face lessons as a teacher interview. If a parent has an issue we ask that they contact their child’s teacher outside of face to face lessons.

These hints have been adapted from www.colorincolorado.org/article/ helping-your-child-homework

How can parents help?

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Checklist to support learningShow that you think education is important

□ Support your child to be ready to participate at the time scheduled on the timetable.

□ Ensure your child has the papers, books, pencils and other things needed to do assignments.

□ Set a good example by showing your child the skills they are learning are an important part of the things they will do as an adult.

□ Stay in touch with your child’s teacher.

Monitor Assignments □ Check your child’s Google Classroom or

Canvas and go through the assignments with them. Check how long they should take. Know when they are due.

□ Talk with your child about their assignments and ensure they start and complete them.

□ Read the teacher’s comments on assignments that are returned and discuss these with your child.

□ Monitor TV viewing, game playing or social media to ensure it is not cutting into learning time.

Provide Guidance □ Help your child to get organised. They

will need to be online during the double lesson times outlined earlier and they will also need to schedule additional time to complete assignments and project and prepare for tests.

□ Encourage your child to develop good study habits (for example, scheduling enough time for big assignments; doing revision notes for tests).

Talk with Teachers to Resolve Problems □ If a problem comes up, ensure your child

communicates with his / her teacher. □ Follow up with your child to make sure

they understand the advice given through the communication.

Working from home checklist

□ Ensure your workspace is set-up using ergonomic principles (see below)

□ Use a suitable chair, adjust for height. □ You may want to consider a sit-stand desk. □ Locate your workspace so it receives

natural light. □ Remove distractions. □ Use the speaker option on your phone

instead of cradling it between your neck and shoulder.

□ Ensure you take a 5-minute break every 30 minutes and give your eyes and neck/shoulders a rest.

□ Take a dedicated lunch break. □ Establish a consistent routine by trying to

maintain your normal work hours.

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Formative AssessmentUsed alongside a set of clearly defined and challenging learning intentions, formative assessment is continuous feedback that allows a teacher to evaluate impact and a student to move their learning forward. Formative assessment provides the answers to the questions:

• Is learning on track? • What needs to change? • Where does learning go next?

It can be immediate (a specific question, thumbs up-thumbs down) or planned (a quiz, a student moderation). It is timely (built into every lesson of every unit), and iterative (closes the circle of planning).

Teacher responsibilities:• Use formative assessment to check for

student understanding in the learning processes and assessment tasks.

• Obtain student feedback on learning processes and progress, at least once per topic, adapting practice as necessary.

• Provide feedback during the learning process to inform student progress and guide next steps in learning.

Student responsibilities:• Complete formative assessment tasks as

required including homework tasks• Act on feedback provided by the

teacher to improve learning• Seek further feedback and/or support as

required

Summative AssessmentSummative Assessment is any method of evaluation performed during or at the end of a unit that allows a teacher to formally measure a student’s knowledge, understanding and/or skill acquisition. It is often measured using a rubric to arrive at a final grade and to provide explicit feedback on the level of achievement attained by the student.

Teacher responsibilities:• Allocating summative tasks including

timelines and due dates through Canvas or Google Classroom

• Provide suitable formative assessment opportunities to check student progress and understanding of the summative task

• Mark and publish feedback and assessment results through Canvas or Google Classroom

Student responsibilities:• Use Canvas or Google Classroom to

monitor, organise and plan for• Summative assessment task

requirements and due dates• Submit assessment tasks as per

prescribed timelines via Canvas or Google Classroom

Supervised Assessment TasksFor tests or supervised assessment tasks undertaken at home a ‘Student Declaration’ form must accompany the test when submitted. These will be made available with the assessment task.

Assessment

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Continuity of Wellbeing ServicesWe know that the COVID-19 outbreak has posed some of the greatest challenges we have faced in recent memory. Schools are not exempt from these challenges, which have resulted in significant changes to the way learning communities will operate now and possibly in the future.

Change, particularly when it is the result of an unprecedented event, can result in people experiencing a range of emotions and can trigger behaviours that may not have been witnessed.

Now more than ever, our social and emotional skills become vital in ensuring we look after our own wellbeing and also do everything we can to protect the wellbeing of those in our school community.

In the event of a school closure, the Wellbeing Team at CYS are committed to provide ongoing continuity of wellbeing support to our students in a variety of ways.

CYS Wellbeing Services If your child is already accessing support from our Wellbeing Leader or Pastoral Care Worker and they wish to continue with this connection this will occur via Zoom or email. If your child is not currently accessing support but would like to connect with someone they can email our Wellbeing leader Helen Moloney

Helen.Moloney746@schools.sa.edu.auto request a meeting via zoom or email. We’ll continue to provide a list of resources and tips to further support your child via our social media platforms.

ExternalprovidersIf your child accesses wellbeing support from an external provider, they will make contact with you directly to arrange their ongoing service.

Supporting your child’s wellbeing Children may be impacted by fear and anxiety. Maintaining a stable routine can be extremely grounding and remind students of what aspects of their lives are within their control. Your own routines and rituals will become really important at this time when some parts of your life are disrupted. Here are some tips on how to ensure your children are supported;• Give your children extra attention and

reassurance. Where possible, minimise their exposure to media and social media that may heighten anxiety.

• Include your children in plans and activities around the house.

• Maintain routines around sleep and mealtimes as much as possible.

• If you don’t see an improvement in four weeks, or if you’re concerned, seek professional help (earlier if needed).

Additional Online Resources Available

Headspaceheadspace.org.au/eheadspace/ReachOut.comau.reachout.com/

Phone Services (for immediate help)• Kids Helpline 1800 55 1800• Life Line 13 11 14• Beyond Blue 1300 22 46 36• Headspace 1800 650 890• 1800 Respect 1800 61 44 34• National Coronavirus

Helpline 1800 020 080

If you have questions, queries or concerns please reach out to our team via our email

Helen.Moloney746@schools.sa.edu.au

Wellbeing

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Key School ContactsParents and carers should make contact via email with the appropriate staff member as soon as any learning or wellbeing issues arise.

Initial Concerns• Learning/academic –

contact the individual subject teacher

• Attendance and/or wellbeing – contact the Home Group teacher

Ongoing 7-12 ConcernsFor academic concerns:• Arts – Tim Tuck• English – Lauren Smith• HASS – Lauren Smith• Health and PE / Outdoor

Education – Jason Clifford• Mathematics – Luke

Trenorden• Science – Hannah Clift• Technologies – Will Baker

• Special Needs Learner Support – Jackie Smart

Attendance/wellbeing• Primary – Beth Hector• Middle School – Shayla

Vince• Senior School – Scott

Moore• Wellbeing Leaders – Helen

Moloney• Pastoral Care Worker –

Kelly Whittaker• ACEO – Sonya Rankine

Additional contacts• ACE/VET/FLO Leader –

Scott Moore• Aboriginal Education

Teacher – Linda Bubner

• IT Support – Angas McEvoy or Jodie Ames

Leadership • Principal – Grant Keleher• Deputy – Beth Hector• Senior School – Scott

Moore• Middle School/SAASTA –

Shayla Vince• Community Engagement &

Learning – Tim Tuck• Wellbeing Leader – Helen

Moloney• Head of Early Years – Mel

Richards• Head of Point Pearce –

Dave Love• Business Manager – Fiona-

Lee Buttfield

StaffEmailsAllen Anna anna.allen814@schools.sa.edu.au

Atkins Sarah sarah.atkins555@schools.sa.edu.au

Baker Will william.baker167@schools.sa.edu.au

Bubner Linda linda.beagley199@schools.sa.edu.au

Carroll Gail gail.carroll771@schools.sa.edu.au

Clifford Jason jason.clifford643@schools.sa.edu.au

Clift Hannah hannah.clift763@schools.sa.edu.au

Davies Betina betina.davies869@schools.sa.edu.au

Dayman Courtney courtney.dayman54@schools.sa.edu.au

Hasting Pat patricia.hasting545@schools.sa.edu.au

Hector, Beth Beth.Hector624@schools.sa.edu.au

Keleher Grant grant.keleher97@schools.sa.edu.au

LeFeuvre Jaynelle jaynelle.lefeuvre457@schools.sa.edu.au

Love Dave dave.love714@schools.sa.edu.au

Magarey Kath kath.magarey602@schools.sa.edu.au

McEvoy Bridget bridget.mcevoy915@schools.sa.edu.au

Moloney Helen helen.moloney746@schools.sa.edu.au

Moore Scott scott.moore288@schools.sa.edu.au

Parker Sophie sophie.parker542@schools.sa.edu.au

Richards Mel melissa.richards118@schools.sa.edu.au

Richardson Kerry kerry.richardson191@schools.sa.edu.au

Schmidt Chelsea chelsea.koch517@schools.sa.edu.au

Schwartz Debbie debbie.schwartz195@schools.sa.edu.au

Smith Lauren lauren.smith594@schools.sa.edu.au

Stewart Maddy madeline.stewart32@schools.sa.edu.au

Stutley Raelene raelene.stutley40@schools.sa.edu.au

Townsend Sarah sarah.townsend769@schools.sa.edu.au

Trenorden Luke luke.trenorden714@schools.sa.edu.au

Tuck Tim timothy.tuck756@schools.sa.edu.au

Vince Shayla shayla.vince850@schools.sa.edu.au

Wells Rachel rachel.wells579@schools.sa.edu.au

Westbrook Emma emma.atkins768@schools.sa.edu.au

Wheeler Amanda amanda.wheeler904@schools.sa.edu.au

Whittaker Chloe chloe.whittaker32@schools.sa.edu.au