Information for teachers about learning from home, delivering the curriculum remotely, and how to support students with additional needs.
About learning from home
Learning from home means using or adapting the important features of your school to support and enable remote curriculum delivery. This includes:
how teachers will design and plan, individually and collectively
what curriculum content you’ll deliver
how you’ll deliver curriculum content during the day and across the week(s), which may include using technologies
how you’ll assess student learning
which cohorts are likely to need additional support, and how you’ll support them
what school and other leaders’ roles and responsibilities will be
what existing structures, processes, and resources in the school you might leverage
the relationships the school currently has that you might successfully leverage, including relationships with other schools, allied health professionals, and community and/or industry partners
The SSA has published more advice for students undertaking senior secondary qualifications.
Delivering the curriculum remotely
Research and practice tell us that students are likely to learn best from home when teachers:
give students and parents/families information about how and when they can contact teachers
make regular contact with students and families
create and communicate a schedule or calendar that shows what’s expected of students – for example, what students will be asked to do, by when
give regular feedback to students and families on student learning progress
avoid overwhelming students by giving them too many learning activities at once – for example, a whole month's work
plan learning activities to address agreed with goals of Individual Education Plans (IEP) for students in your class, where appropriate
ensure that parents are provided with materials that align with the appropriate level of the Victorian Curriculum Foundation - Year 10 (F-10) and including A-D
plan for a blend of synchronous (in real-time) and asynchronous (not in real-time) online learning opportunities, if students have access to technologies
balance individual activities/tasks with collaborative ones that support students to engage with each other online – if appropriate and technologies can facilitate it
include a variety of activities/tasks – for example, creative, reflective, analytical, shorter and longer
Supporting students with additional learning needs
Some students may experience greater challenges in learning remotely and need extra support in a home learning environment.
Resources available to help schools plan remote and flexible learning experiences can be also used for students with more complex learning needs. As their teacher, you will be best placed to determine learning activities that will align with learning needs and the goals identified through their Individual Education Plan (IEP).
When planning for all learners, including those with complex needs, you may need to consider:
level of instruction required for parents to be able to support completion of tasks, remembering that just as in the classroom, some learners need more adult support
order of learning activities
indicating time expected to take to complete the task
ways to keep motivated or track progress
Small group learning
This advice for schools on small-group learning provides evidence-based, practical guidance for the use of small-group learning as a targeted student support strategy, with a focus on implementing small group learning online and principles that can be applied in any context.
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