Remote and online learning @ St Anthony's

Please find the guidelines for remote and online learning at St Anthony's

continuity of learning? How is it provided?
We need to transform ourselves into an online/remote Learning School. How?A lot of trial and error.
We need to give ourselves permission to fail.
We need to keep perspective.
We will not always be right.
We will learn as we go.

Distance Learning Schools have been doing what they do for a long time within optimal environmental conditions.
- They don’t have a worldwide emergency going on
- They don’t have to teach while sharing their workspace with the rest of the family
- They don’t have to compete for Internet bandwidth
- They don’t have to care for sick or high demand family members
- Go gently, this is not a normal teaching day

What does distance / remote learning look like at St Anthony's?
It consists of a blended approach of the following:
1. Conferencing
A method of instruction where students join an audio or video session face to face with their teacher in a one on one or small group to engage in a clinic or workshop.
This will be the predominant approach for children participating in Reading Recovery, Quick 60 Groups, Levelled Literacy Groups, Speech groups or an EAL program. This will be timetabled by teachers to check in with students and find out how they are doing.

2. Hybrid teaching
Blends live streamed or prerecorded video of lessons that students watch and in their own time, complete learning tasks as prescribed. Similar to prescribed homework. Access to the teacher might be through email, Dojo pre-record or via feedback on a Google Doc or meets. Predominant approach for Pre-2. If students of essential workers are at school, they can still join in via school devices

3. Live teaching
Students login to a live lesson with their peers to receive instruction from their teacher in real time. Children can also engage with their teacher and complete learning tasks while their teacher remains available throughout the duration of the lesson or the scheduled 'meet'. Google Meets/hangouts will support this. This is the closest experience to a physical classroom without being in a classroom. If students of essential workers are at school, they can still join in via school devices

4. Correspondence
Students receive their educational materials by email (or mail) and in turn, return any completed assignments by email (or mail) or scanned/photographed ans sent back via portfolios (DOJO). This includes our paper learning kits already distributed to all students and will last for the last 2 weeks of April If students of essential workers are at school, they will be able to work on these correspondence kits with teachers support and LSO support. This form of remote learning was a good way to start but our long term strategy moves beyond just correspondence.

When designing our long term strategy we asked
What do children actually need to learn right now and how can I realistically plan and implement an equitable program that is engaging and interesting for both the students and myself that doesn’t involve students (or myself) sitting in front of a screen all day?

The best case scenario is
Every student is provided with an opportunity to consolidate learning in all subject areas… in the short term.
Every student is provided with an opportunity to extend learning in all subject areas… in the long term.
But most of all, more importantly than this is… Every student is provided with a level of support that protects their mental health and wellbeing.

Total remote learning hours for students per day 3.5 hours, made up of…
● Approx 2.5 hours of actively monitored time online 10:00-11:00am & 1:30 - 3:00pm
● 20-30 minutes of check in time either as class group, small group or individual
● 40 minutes (est) made of combined time for specialists each day (sport, Art, Drama, Japanese, mindfulness, personal project/investigation (me-Learning). 

There exists a Duty of Care in Victoria under which all schools are mandated to adhere to. We are obligated as a school to take reasonable steps to ensure online activities do not cause harm, especially in the current climate of COVID-19 where learners are more exposed to the online world every day.

A duty of care, in the digital context, aims to tackle harmful activities on digital platforms. The 5Rights Foundation explains clearly that there needs to be a shared responsibility for the online protection of young people from; 'content' risks (age-inappropriate material);
'contact' risks (exposure to unsolicited contact from adults);
'conduct' risks (cyberbullying) and 'contract' risks (data harvesting).
It is important that we work together in the online space, to ensure our students are not only protected but empowered to be confident digital citizens. I remind you all to read the St Anthony's Esmart policy as it relates to responsible use of technologies, and ask that you revisit this with your child/children as we enter into Term Two.

Helpful websites to keep you safe online (also a comprehensive list can be found on our website tab 'educated' 'cybersmart'. yofcare.aspx ment.html
eSafety – Covid 19 Advice for Parents & Carers
eSafety – Guidance for Parents & Carers
eSafety – Guidance for Educators
A new acceptable user agreement has been sent to all families in the last week of the Term 1 holidays.

Role of Parents
● Provide an environment conducive to learning (access to technology, safe and quiet space during the day time in a shared space at home)
● Actively supervise students and support to complete their assigned school work if possible
● Monitor time spent engaging in online and offline learning
● Monitor online behaviour
● Communicate with teachers about any concerns or questions they may have about their child’s learning and wellbeing during school hours
● Check in every day M-F

Role of Students
● Use technology responsibly - follow school user agreement signed at the beginning of the year/user agreement sent recently
● Complete set tasks, show parents your learning tasks and listen to feedback given
● Submit online learning tasks to teachers as requested
● Join class check in video conferences as scheduled
● Check in every day

Role of Leadership
● Be a visible source of support for team members (Tech, Planning, Documentation, Morale)
● Liaise with Education Support Team (LSOs, Wellbeing and Diversity Leaders) where required
● Join in with weekly (online) PLT meetings / data dialogues /google meets
● Coordinate and run weekly (online) PL Meetings on Tuesday afternoons
● Be available for teaching face to face and for duty for those students who will be at school supporting teachers and LSO staff
● Support team members to maintain effective home school communication
● Record any necessary communication with parents and students and communicate via email via Google form 
● Maintain a reflective and agile mindset as we endeavour to improve Remote Learning practises on the go
● Exercise and encourage creativity and playfulness as a team to keep the experience of remote learning enjoyable for each other and students.
● To liaise with Level and Curriculum Leaders to support online learning. (eg planning meetings)
● To liaise with families who have not engaged with our online learning platform and provide solutions.
● To view students’ learning online (e.g. being added/invited to Zoom/ Google classroom)
● Update staff about any developments in online learning.
● To begin to investigate how we will report on student learning in regards to mandated student reporting.
● Provide constructive feedback where required
● Support all staff in any way needed. We are available by email, text, phone.

Role of Classroom Teachers
● Plan appropriate tasks, relevant to learning for Term 2 each week
● Check in with supported students more often
● Share work with students through Google classroom/Drive and Google applications such as Docs, Sheets, Slides, Classroom
● Provide relevant feedback on student learning tasks
● Document planning and student progress
● Run daily check in video conferences with students using Zoom and google classroom (as a class, in groups, or individually)
● Record any necessary communication with parents and students and communicate via email via Google form 
● Meet online for data dialogues on Mondays and PL meetings and as a whole staff (Tuesday afternoons)
● Nominate one team member to be help desk each day for parent support

Role of Specialist Teachers
● Provide access to relevant, engaging and differentiated activities to support all student abilities.
○ Specialists may create their own repository for resources / lessons in an online space
○ Liaise with level leaders & classroom teachers to assign lessons into daily or weekly programs
● Initially, try to ensure students have approximately 40min worth of learning in each specialist area per week.
● Record any necessary communication with parents and students and communicate via email via Google form 
● Participate in all online staff meetings and stay connected

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