The NBCS Remote Learning Plan provides an overview of how learning will continue in the event of the school being required to close. We intend to provide ongoing, supported instruction for all students, maintaining a sense of connection, community and continuity of learning.

Notification

If the school is closed, parents and guardians will be notified by email through the NBCS Communicate system. Additionally, notices will be placed on the school’s social media channels, website, on Compass and at the main entrance to the school. The regular bus companies servicing our campus will also be notified.

Single day closure: A 24-hour (single day) closure will result in learning sessions being cancelled.

Extended closure: In the event of a closure for more than a single day, scheduled learning sessions will be cancelled for the first school day in order to provide time for staff and families to identify and establish relevant routines. The Remote Learning Plan will then commence, with specific information emailed to parents and guardians.

Learning

Primary – Early Stage 1 & Stage 1 (Kindergarten – Year 2)

Activities to be completed by Early Stage 1 and Stage 1 students will be provided as a range of resourced activities, provided to families through email and SeeSaw. Families will be provided with suggested day plans, and students will have access to a range of digital and physical activities across literacy, numeracy, creativity, physical activity and reading. This will include access to digital platforms such as Phonics Hero, Mathletics and SeeSaw. The Early Stage 1 and Stage 1 teaching staff will provide parents with regular updates with instructions for each day and will be available to support families in the remote learning context.  Stage 1 teachers will also provide classroom readers for students. Parents are able to contact the Kindergarten and Stage 1 teaching team by email.

Primary – Stage 2 (Years 3 and 4)

In Stage 2, students will access their learning through Google Classroom. Students (and parents) will be able to access specific activities for each day, with regular collaboration in the digital space. There will be a suggested structure for each day, beginning with a devotion. Then, specific check in points will provide feedback and support for each student. Selected learning tools and resources will be provided to families through Google Classroom in order to support learning in literacy, numeracy, creativity, physical activity and reading. The Stage 2 teaching team will be contactable by email in order to provide parents with regular and ongoing support and feedback regarding each child’s learning.

Primary – Stage 3 (Years 5 and 6)

Students in Stage 3 will access their learning activities through Canvas. Each day will commence with a touch base overview to establish the day’s learning, with video conferencing used where possible. Activities will be sequenced into hour long lessons in order to provide resources and support in the areas of literacy, numeracy, creativity, physical activity and reading, using the regular structured times of the school day. Activities will include a range of online tools and resources, including Accelerated Reader and MathsOnline. The Stage 3 teaching team will be contactable by email in order to provide ongoing support and assistance as required. Students are asked to copy their parents into any emails, in order to ensure coordinated support in the remote learning context.

Secondary (Years 7-12)

Learning sessions in Secondary will be structured as per the student’s timetable, with work assigned for each 60-minute session scheduled for each day. All learning sessions will be delivered through the relevant course pages inside the school’s learning management system, Canvas. At the start of each learning session, the teacher will provide instructions for it as an ‘Announcement’ within the course page. The teacher will introduce it, through video, audio or text. The relevant activities will be shared with the students, using a variety of online and offline tasks. During the scheduled session, the teacher will be available online to assist students and provide meaningful feedback, typically through ongoing ‘chat’ style communication inside Canvas. In each course, students will be expected to submit some tasks in order to receive more structured feedback regarding their progress. Students are also encouraged to contact their teacher by direct message (using the ‘Inbox’ tool within Canvas) for any questions outside the scheduled learning session time, and teachers will reply when available – acknowledging that each teacher will potentially be involved in supporting remote instruction for approximately 100 students.

Assessment Tasks in Secondary will be adjusted to accommodate the remote learning context. This may involve adjustments to the timing or nature of a task, in order to acknowledge that some tasks are not replicable in a remote learning context. The fairness and validity of assessment tasks will be considered, ensuring students are adequately informed of any substantial changes. In the event of an extended closure, assessment tasks may be suspended.

In Secondary, Mentor Teachers will connect regularly with each student in order to provide regular pastoral and organisational support. Additionally, Community Leaders and the NBCS Counselling Team will be available for scheduled meetings or consultations in order to provide ongoing pastoral and wellbeing support.

Guidelines for Families

The remote learning approach may be challenging for parents and guardians. Each family will need to consider the structures and routines that will provide an effective environment to support learning, taking into consideration the specific requirements of their own working conditions and the needs of the entire family.

Parents and guardians should consider the following aspects of their child’s learning:

Establish routines and expectations

Where possible, the school day will start and finish at regular times, with the same breaks for recess and lunch as provided within the timetable. As much as possible, regular ‘wake up’ and ‘bedtime’ and mealtimes should be maintained.

Define the physical space for your child to complete their schoolwork

Where possible, this should be a public/family space, and not the child’s bedroom, unless there is a specific study space established.

Check in with your child regularly

Each student will be engaging with their teachers regularly, and therefore it will often be helpful to check in with your child regarding their learning rather than contacting each teacher. We are eager to work alongside parents in this process; however we must acknowledge that each teacher will be communicating with many students and families while we are operating remotely.

Establish times for quiet and reflection

This is particularly relevant in families with multiple children, where it is important to consider and manage any potential distractions and the impact that this may have on each child’s learning. It may be important to consider children working in different rooms, the use of headphones, and times for quiet activity (such as reading).

Establish times for physical activity and exercise

Students are typically moderately active during a school day, with movement between lessons, structured break times, specific lessons of PDHPE and sport, and an ‘active’ component to many lessons. In a remote learning context, parents and guardians are encouraged to support their child in physical activity. This does not need to be highly structured, and can include backyard ‘play’, taking the dog for a walk or a jog around the block.

Remain mindful of your child’s stress or worry

The nature of this pandemic may be a trigger for additional stress, worry or concern in your child. Talk to your child and be mindful of the additional stresses that will be likely during this time.

(Developed by NBCS staff with appreciation to the International School of Brussels and Association of Independent Schools, NSW.)

Kind regards,

Tim Harding
Assistant Principal Learning

Julie Smith
Head of Primary