REMOTE LEARNING - Mornington Secondary College · Term 2 Remote Online Learning – Year 11 or Unit 1&2 Subjects _____ 13 Term 2 Remote Online Learning – Year 11 or Unit 1&2 Subjects

This booklet comprises Department of Education information and College communication on the implementation of remote learning at Mornington Secondary College. This document should be used together with Compass Newsfeed

to assist students whilst learning from home.

REMOTE LEARNING Non-Government School

TABLE OF CONTENTS transition to remote and flexible learning _________________________________________________________ 3

Introduction ______________________________________________________________________________ 3

A Day in the Life of an Online Student at Mornington Secondary College ______________________________ 3

Expectations of our Students _________________________________________________________________ 4

Communication _____________________________________________________________________________ 5

VCE/VCAL Curriculum _________________________________________________________________________ 6

delivery of curriculum via remote learning ________________________________________________________ 7

Remote Learning Curriculum Summary for Term 2 _______________________________________________ 7

Term 2 Remote Online Learning – Year 7 Subjects ______________________________________________ 7



Term 2 Remote Online Learning – Year 9 Subjects _____________________________________________ 10

Term 2 Remote Online Learning – Year 10 Subjects ____________________________________________ 11

Term 2 Remote Online Learning – Year 10 Subjects ____________________________________________ 12

Term 2 Remote Online Learning – Year 11 or Unit 1&2 Subjects __________________________________ 13






Assessment _____________________________________________________________________________ 19

Learning from home _________________________________________________________________________ 20

ABOUT LEARNING FROM HOME _____________________________________________________________ 20

HOW THE SCHOOL WILL SUPPORT YOUR SON/DAUGHTER ________________________________________ 20

ACCESS TO COMPUTER DEVICES AND INTERNET ________________________________________________ 20

HOW YOU CAN SUPPORT YOUR SON/DAUGHTER _______________________________________________ 20

YOUR SON/DAUGHTER'S RESPONSIBILITIES DURING REMOTE LEARNING _____________________________ 21

SETTING UP A LEARNING ENVIRONMENT ______________________________________________________ 21

ESTABLISHING ROUTINES AND EXPECTATIONS __________________________________________________ 21

COMMUNICATING WITH YOUR SON/DAUGHTER ________________________________________________ 22

MANAGING SCREEN TIME AND ONLINE SAFETY _________________________________________________ 22

MENTAL HEALTH AND WELLBEING CHECK-IN ___________________________________________________ 22

Achievement Respect Community Page 3 of 23

TRANSITION TO REMOTE AND FLEXIBLE LEARNING

Introduction We at Mornington Secondary College believe we are well prepared for remote learning. The computer platforms we are using are well supported by the Department of Education and staff have been undertaking extensive training in online delivery. Every school is approaching remote learning in a different way based on various factors. In these uncertain times we are confident in our ability to deliver a meaningful education program to our community. We are living in unprecedented times and school life as we have always known it has changed. Only for a short time though. We are confident, the State Government will try and have schools open as soon as they can. In the meantime, we will all work remotely. Your teachers have been working extremely hard during the last month, to ensure they are able to offer you excellent teaching through Microsoft Teams, Compass and One Note. We believe we can offer you a curriculum to match the curriculum you would be learning whilst at school. Your environment will be the thing that has changed. So wherever possible, your learning will take place according to your timetable.

A Day in the Life of an Online Student at Mornington Secondary College Prior to the school day beginning

Wake up at the same time as you normally would on a school day.

Try to eat a good breakfast prior to beginning your studies.

Dress in comfortable clothes that are appropriate for school, e.g. no pyjamas, be neat, clean and tidy.

Set up a work station with good lighting, a comfortable seat and limit distractions.

DAILY TIMETABLE

8.40am Log onto COMPASS and Microsoft Teams and be ready to go for your first class.

8.50am Period 1 At the end of each period get up and move around, get yourself a drink of water and something to eat and remember to wash your hands.

10.10am Period 2 AS ABOVE

11.25am RECESS Relax chat to someone if possible, move around, eat and drink.

12.05pm Period 3 AS ABOVE

1.20pm LUNCH Relax chat to someone if possible, move around, eat and drink.

2.00pm Period 4 AS ABOVE

3.15pm End of Class Try to get some exercise and fresh air (remember social distancing and to wash your hands)

If you are struggling remember to reach out to someone, this could be your teacher, Year Level Coordinator or a member of the Wellbeing team, all can be accessed on MS TEAMS or by COMPASS email. We value you as a person and as a learner as part of the Mornington Secondary College community. We want you to achieve success, be respectful and participate in a positive manner.


Checklist: Instructions for MSC Students for Remote Learning Arrive as normal in morning for class time in a designated workspace at home.

Access Compass and look at profile page.

Read any news items.

Click on link for designated class to find work to complete for today’s class.

Click on link or icon to go to Teams to go into your Class Team for the subject.

Follow teacher instructions to check in for the class (Join meeting /comment in general channel/ comment in attendance channel).

Follow teacher instructions to go to Class Notebook to do work or other place directed by teacher depending on subject.

Follow lesson plan to do work for the lesson.

Meeting protocol: In a class meeting mute your microphone unless needing to speak.

You can use chat function to ask teacher questions or chat to friends. Remember to moderate your use of chat and worktime just like in class.

Remember everything you post in chat is recorded for your teachers to see. Use appropriate language and always be respectful.

Complete work set by teacher. Communicate to teacher any questions or problems.

Expectations of our Students

Beginning of class Teacher led whole group instructions

Independent work All the time

Make sure your laptop is fully charged.

Have your video off and your audio off.

Stay on task, remove distractions.

Report unsafe behavior to a trusted adult.

Log onto COMPASS click on your class for the period and follow the instructions.

To communicate with your teacher use the chat feature.

Dress appropriately for school and use polite and respectful language at all times.

Log onto Microsoft Teams and the class that you have for that period. Greet your teacher politely on chat (or attendance channel in Teams) and say your name so that the roll can be marked.

Ask in chat if you need help.

Complete activities as assigned.

Contribute to a positive learning environment. Help and encourage others.

For the first five minutes of the lesson check Compass newsfeed and your TO DO list. At end of lesson - record what must be done for next lesson and place on calendar.

Listen attentively, be present and limit distractions.

Submit tasks on time. Keep your passwords safe.


COMMUNICATION

Communication with families and students will be via Compass and emails. Regular updates on College information will be placed on the Compass Newsfeed. Similarly, if you need to contact the school please email using Compass or you can email your son/daughter’s subject teacher or a member of the Coordination and/or Principal team.

More serious matters may be directed to Assistant Principals Year 7 and 8 Denise Leggett [email protected]

Year 9 Michael Parker [email protected]

Year 10, 11 and 12 Jim Papas [email protected]

School Wellbeing Jenny Mason [email protected]

Principal Linda Stanton [email protected]

Junior school

Year 7

Jo REEMAN [email protected] Fiona RICHMOND [email protected] Sian JONES [email protected]

Year 7 Leader Year 7 Coordinators

Year 8

Christopher GREGORY [email protected] Lavonne NEAL [email protected] Adam PIRRIE [email protected]


Middle School Year 9

Amanda CRUISE [email protected] Christopher ARDI [email protected] Emily LOMBARD [email protected]


Senior School

Year 10

Michelle BARNES [email protected] Chanelle JENKINS [email protected] Mirza SKELIC [email protected]


Year 11

Graham HOWGATE [email protected] Juley KARIS [email protected] Joshua PRATT [email protected]


Year 12

Grant OLARENSHAW [email protected] Alex CANTON [email protected] Michael LAMOND [email protected]


mailto:[email protected]





















VCE/VCAL CURRICULUM

SACs will still take place during remote learning. Assessment blocks will continue to be used for SACs. They will only be used for subjects with multiple classes such as English and Maths. Some SACs will be scheduled during your class time and some may need to be scheduled from 3.30pm. This is necessary to avoid clashes. SACs will not begin until at least Week 2 this term. An Assessment schedule is being developed and will be published for you to see in the next couple of days. The process and the protocols around completing SACs remotely is also being produced and more information will come shortly. Study Tutorials will also continue. During this time, all Year 12 students are to continue to work, whilst your study tutorial will contact you individually via Microsoft teams. This won’t happen every study tutorial lesson, but at some stage throughout the fortnight, they will contact you just to ask if you are ‘okay’ and what can they do to assist you. Approval has also been given for schools to have small groups of VCE and VCAL students on-site to complete their learning requirements if this is necessary and cannot be undertaken at home. Further information about this will be provided by your school if these arrangements are necessary. All appropriate physical distancing and hygiene measures will be put in place.


DELIVERY OF CURRICULUM VIA REMOTE LEARNING

Remote Learning Curriculum Summary for Term 2

Term 2 Remote Online Learning – Year 7 Subjects

Code Subject Name TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 4 7ART Visual Arts 7 Elements & principles Drawing

7DRA Drama 7 Mime - Using Physical Expressive Skills

Monologues - Using Voice Creation Stories - Scripting

7ENG English 7 Persuasive Language Great Speeches Analysing Argument

7HUM Humanities 7 Place and Liveability Water in the World Ancient History

7IND Indonesian 7 Classroom and School Subjects

Activities

7JAP Japanese 7 Numbers/Ages/Phones Nationality & Where do you come from?

7MAT Mathematics 7 Algebraic techniques Geometry Chance & probability

7PEH Health and PE 7 Nutrition Puberty & Relationships SunSmart Practical Activities

7SCI Science 7 Classification Ecosystems Earth, Sun and Moon

7TXT Textiles 7 What is textiles Safety and risk assessment Equipment knowledge Designing and Creating

7WOO Product Design Wood 7

Sustainability Safety and risk assessment Forces and Motions Levers and Mechanisms



Code Subject Name TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 4 8ADI Digital Arts 8 Snapchat snapshot poster 8 bit Art Abstract Art on Sketchbook Abstract Photography

8ART Visual Arts 8 Elements and principles Drawing

8ENG English 8 Persuasive Language Magazines Analysing Argument

8FDS Food Studies 8 Hygiene and safety Nutrition Sustainability Bush Tucker

8HUM Humanities 8 Economics Medieval Europe

8IND Indonesian 8 Animals and the Environment

8JAP Japanese 8 Sports & Hobbies & Leisure Activities

Days of the Week/Going Places

Transport

8MAT Mathematics 8 Algebraic techniques Geometry including Lines, shapes & solids

8PEH Health and PE 8 Alcohol and Drugs Practical Activities

8SCI Science 8 Survival - Digestion, Respiration, Circulation

Chemistry TBC Energy TBC

8WOO Product Design Wood 8

Sustainability Recycling Electronic Components and theory

Programming and Coding



Code Subject Name TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 4 9Art Visual Art 9 Zine Art Data Art task Andy Goldsworthy Task Archibald Portrait task

9CAF Cafe Catering 9 Sustainability Baking and Decorating Cakes

9DIA Digital Art 9 Elements of art in Photography

Animation

9ELE Electronics 9 Intro to Yenka Ohms Law The Electrolytic Capacitor The Flashing Bike Light

9ENA English (Advanced) 9

Persuasive Language Debates Analysing Argument

9ENG English 9 Persuasive Language Debates Analysing Argument

9FAB Creative Textiles 9

Wool 4 Schools Covid-19 Mask/20 day challenge

9FAF Fantastic Fast Foods 9

Key foods Sustainability

9GEO Humanities Geography 9

Geographies of Interconnection

Economics

9HIS Humanities History 9

Australian Settlement Australia and WWI

9HLT Health 9 Mental Health Alcohol and other drugs Sexual Education

9IND Indonesian 9 Weather & the Environment

9JAP Japanese 9 Moving House/Positions & Locations

My School

9MAA Mathematics (Advanced) 9

Geometry including enlargement & similarity

Measurement circles, volume & total surface area

9MAT Mathematics 9 Geometry including enlargement & similarity

Measurement circles, volume & total surface area



Code Subject Name TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 4 9MMP Multi-material

Products 9 Uncomfortable and pointless designs

Manufacturing in plastics Cardboard Furniture Design Product Evolution

9PMM Mind Body and Movement 9

Life of a dancer Cultural dance Dance solo

9PSC Sports Coaching 9

Components of fitness Methods of training Modified portfolio task Modified video analysis task

9PSR Sports and Recreation 9

Excursion Portfolio. Extreme Extreme Sports Presentation Practical Component: Matrix for practical sessions

9PTS Team Sports 9 Training Adaptations Concussion Behaviour Change

9SCI Science 9 Plate Tectonics Global Systems Homeostasis



Code Subject Name TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 4 10ART Art 10 Art Theory Drawing and Illustration

10ENA English (Advanced) 10

United Nations Presentations

Analysing Argument Text Analysis: Romeo & Juliet

10ENG English 10 United Nations Presentations

Analysing Argument Text Analysis: Romeo & Juliet

10FIN Money Smarts 10 Consumer and Financial Literacy

10HHD Health and Human Development 10

Diseases Health promotion Public/Community health

10HMX Humanities Extension 10

Geographies of Human Wellbeing

Economics Australia and WWII

10HUM Humanities Essentials 10

Civil Rights Australian Immigration

10IND Indonesian 10 Health

10JAP Japanese 10 Asking permission, asking someone to do something and asking reasons why

Directions, order of actions, joining sets of actions

10MAA Mathematics (Advanced) 10

Complete Linear equations assessment

Pythagoras & trigonometry Linear relationships & equations

10MAT Mathematics 10 Complete Linear equations assessment

Pythagoras & trigonometry Linear relationships & equations

10MEN Marvellous Menus 10

Australian Food Patterns Design Task

10MFS Medical Forensics 10

Case Study Entomology Poisons Crime Scene Investigation (tbc)

10OES Outdoor and Environmental Studies 10

Conservation in Australia Aboriginal Land Management and connection to the land



Code Subject Name TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 4 10PED Physical

Education 10 Energy systems Muscular system Skeletal system Cardiovascular system

10SAP Studio Arts (Photography) 10

Introduction to Pixlr software

Conceptual portrait using Pixlr

Use Studio Process to create conceptual artwork

10SCI Science Essentials 10

Evolution Genetics Ethics

10SCX Science Extension 10

Evolution Forces and Motion

10SED Sport Education 10

Sports Portfolio, Lesson Plans, Skills teaching

10SMS Marine Science 10

Marine Phylum Adaptations Marine Plants

10SMW Mind works 10 Memory Sports Psychology

10TFS Food Studies 10 Functional properties of food

Food security

10TID Innovative Design 10

Flatpack Research Identifying needs and data collection

Design Brief Designing and Planning

10VIS Visual Communication 10

Perspective drawing Communication & Product design

10VWR Pre-VCAL Work Related Skills 10

Employability skills Resume & CV writing Applying for jobs/ workplace ready


Term 2 Remote Online Learning – Year 11 or Unit 1&2 Subjects

Code Subject Name TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 4 11ACC Accounting 1/2 Cash Control Credit Transactions Reporting for a Service

Business

11ART Art 1/2 Surrealism 3D and sculpture Comparative analysis using Structural and Personal Frameworks

11BIO Biology 1/2 Adaptations and Homeostasis

Biodiversity Relationships

11BSM Business Management 1/2

External Environment

11CHE Chemistry 1/2 Covalent Lattices Organic Compounds Polymers

11ENG English 1/2 Analysing Argument Text Analysis of Macbeth Point of View Oral Presentations

11ESC Environmental Science 1/2

How is Earth a dynamic system - change over time

Practical Investigation (to be conducted at home)

11FAB Product Design & Tech: Fabrics 1/2

Folio Unit 1 Begin Unit 2

11FOO Food Studies 1/2 Indigenous Australian foods Australian food industries

11HHD Health & Human Development 1/2

Nutrition and youth health and wellbeing

Promoting youth health and wellbeing

Exploring mental disorders as a youth health and wellbeing issue

The human lifespan

11HIS History 1/2 Germany under Nazism United States under Democracy

The Cold War

11IND Indonesian 1/2 Traditional Jobs and the work in Indonesia

Travelling to Indonesia

11JAP Japanese 1/2 Festivals & Nature After Graduation & Travel

11LAN English Language 1/2

Child Language Acquisition Theories of Language Acquisition

English Across Time

11LGS Legal Studies 1/2 Criminal Offences Civil Liability Tort Law and other areas of Civil Law



Code Subject Name TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 4 11LIT Literature 1/2 Ideas and Concerns in Texts Reading Practices: 'Much

Ado About Nothing' Passage Analysis/Literary Perspective

11MAG General Mathematics 1/2

Percentages & financial mathematics

Recurrence relationships including simple & compound interest situations

11MAM Mathematical Methods 1/2

Graphs and Functions Functions and Relations Language of Polynomials

11MSP Specialist Mathematics 1/2

Complex number Systems Differentiation and Rational Functions

11MUS Music Performance 1/2

Prac work: Performing pieces, 5-8 min performance online

Aural Training work from book and Music theory online with test

Music Analysis

11OES Outdoor and Environmental Studies 1/2

Media influences on personal responses to the outdoors

Code of Conduct Planning safe and sustainable interactions

Factors that affect access

11PED Physical Education 1/2

Relationships between physical activity, sport, health and society

Contemporary issues associated with physical activity and sport

11PHI Philosophy 1/2 On the existence of God On Objectivity

11PHY Physics 1/2 Electrical Physics – safety What is matter and how it is formed? - origin of atoms

11PSY Psychology 1/2 Social Cognition Social Influences Student Directed Practical Investigation

11SAP Studio Arts: Photography 1/2

Folio development /Studio Process

Knowledge of artists

11SYE Systems Engineering 1/2

Fusion 360 Fusion and bearings Designing dragster wheels Mechanical advantage and steering

11VIS Visual Communication 1/2

Design elements & Principles

Historical and cultural practices



Code Subject Name TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 4 11WOO Product Design &

Tech: Wood 1/2 Designing and refining the product

Production planning and risk assessment

Prototyping Evaluation

11VLT Intermediate VCAL Literacy Skills 11

Reading comprehension- short stories

Journal writing Hunger Games

11VNU Intermediate VCAL Numeracy Skills 11

Intro to Remote Learning Financial Literacy - Transport Financial Literacy - Moving out of Home

Financial Literacy - Budgeting

11VPD Intermediate VCAL Personal Development Skills 11

Random Acts of Kindness Project

Who Am I? Self-Identity Project

What Makes a Great Leader? Leadership Project

11VWR Intermediate VCAL Work- Related Skills 11

Introduction to the 8 Employability skills

Personal Assistant Project (Employability Skills)

Working from Home as a Project Coordinator



Code Subject Name TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 4 12ART Art 3/4 Installation and Movement

in Film Contemporary Art Comparative Analysis using

all frameworks

12BIO Biology 3/4 Pathogens and Disease The Immune Response Immunity types Changes in genetic makeup of populations

12BSM Business Management 3/4

Motivational Theories Financial/Non- Financial Motivational Strategies

Human Resource Management

12CHE Chemistry 3/4 Rates of Reactions Equilibrium Electrolysis and rechargeable batteries

12ENG English 3/4 Analysing Argument Text Analysis of 'Rear Window'

Presenting Argument

12ESC Environmental Science 3/4

Is maintaining biodiversity worth a sustained effort?

Is development sustainable? What is a sustainable mix of energy sources?

Is climate predictable?

12FAB Product Design & Tech: Fabrics 3/4

Folio Unit 3 SAC 1 week 2

12FOO Food Studies 3/4 Factors affecting food choice Food systems, health and wellbeing

12GEO Geography 3/4 Melting Ice Sheets and Glaciers

Deforestation Desertification

12HHD Health & Human Development 3/4

Changes in Australia's Health Status; Australia’s health system

Targets of health promotion Comparing Health Status and burden of disease across countries

Sustainability and Human Development

12HRV History Revolutions 3/4

Consequences of the Russian Revolution

Causes of the French Revolution

12IND Indonesian 3/4 Kartini - History & Change Indonesian & Australian Relations

12JAP Japanese 3/4 Festivals & Nature After Graduation & Travel

12LAN English Language 3/4

Formal Language Language Variation in Australian Society

Individual and Group Identities

12LGS Legal Studies 3/4 Reforming The Criminal Justice System

Resolving a Civil Dispute Reforming The Civil Justice System



Code Subject Name TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 4 12LIT Literature 3/4 Creative Responses to Texts Literary Perspectives Close Analysis

12MAF Further Mathematics 3/4

Recursion & financial modelling

Mensuration including circular geometry & earth geometry

12MAM Mathematical Methods 3/4

Exponentials and Logarithms Circular Functions Differentiation

12MDA Media 3/4 Narrative and Ideology in Get Out

Narrative and Ideology in American Beauty

Production Design Plan

12MSP Specialist Mathematics 3/4

Complex number Systems Differentiation and Rational Functions

12OES Outdoor and Environmental Studies 3/4

Societal relationships Factors influencing societal relationships

Social and political debates Overview of environmental politics in Australia

12PED Physical Education 3/4

Characteristics of skills and stages of learning

Skill acquisition and Quantitative and Qualitative game analysis

Direct and constant based coaching; Biomechanics: Kinetic and Kinematic

Fitness Components and testing

12PHY Physics 3/4 Outcome 1 "How do fields explain motion and electricity"

Outcome 2 " How are fields used to move electrical energy"

12PSY Psychology 3/4 Process and Reliability of Memory

States of Consciousness

12SAP Studio Arts: Photography 3/4

Folio Unit 3 Research 2 well known artists

12SYE Systems Engineering 3/4

Complete design ideas Design ideas conclusion Research of individual components

Gantt chart; Prototyping

12VIS Visual Communication 3/4

The design brief Research & Inspiration Generation of ideas



Code Subject Name TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 4

12VLT Senior VCAL Literacy Skills 12

Journal The Outsiders Text Review Instructional Video

12VNU Senior VCAL Numeracy Skills 12

Quest 7 Budgets Quest 6 Loans Quest 5 Weather Quest 8 Overnight Hiking Trip;

Measurement (including Quests)

12VPD Senior VCAL Personal Development Skills 12

Random Acts of Kindness Project

Who Am I? Self-Identity Project

What Makes a Great Leader? Leadership Project

12VWR Senior VCAL Work-Related Skills 12

Personal Assistant Project (Employability Skills)

Working from Home as a Project Coordinator

Applying for a Job - Job Interview Role Play Videos and Updates to Résumés

Page 19 of 23

Assessment During these unprecedented times, Mornington Secondary College is working to ensure we can still deliver a state of the art VCE and VCAL education system in line with government regulations. We are continually reviewing our process and adjustments may occur as new information emerges. Our process will ensure that our students have continued opportunity to learn and be assessed while learning remotely. Relevant department information relative to Year 12.

There will be no change to VCAL content or assessment, except in relation to the mandatory VET requirements.

The Year 12 Exams have been pushed back into December.

Unit 3 has been extended for two weeks, concluding on the last day of Term 2

The GAT has been postponed to October or November

Universities will be asked to delay the start of the 2021 university year to account for impacts of coronavirus on senior secondary students

Assessment while studying remotely Course and Class work In line with the current VCAA recommendations, coursework needs to be consistent and validated. Mornington Secondary College have strong methods in place to ensure this can continue. The use of online systems such as Compass, Edrolo and MS Teams allows our staff to validate students’ work as their own. We ask parents to support this process by ensuring their sons and daughters attend each online lesson and completes the set class, tutorial and homework pieces then uploads them to the relevant sites. SACs and SATs Mornington Secondary College has created a process where students may complete SAC/SATs at home. A new guide entitled VCE Assessment for Online Remote Learning has been distributed to all Year 11 and 12 staff, students and parents via email. In addition, ‘how to’ videos are being created to support students in recording, accessing and downloading their SAC material. During this time, we are placing a high level of trust in our students and we have confidence in their integrity and ability to rise to the challenges. VCAA have requested that all multiple subjects sit SAC at the same time. To allow this to occur some SACs will have to run outside of standard school times from 3:30pm. Some practical SACs will need to be conducted at school. Where possible staff have tried to avoid this type of assessment, however, in some instances this may not be feasible. If a practical SAC is conducted at school, students and staff will adhere to strict COVID-19 safety practices. Physical distancing and excellent hygiene practices is essential and will be enforced. In the instance of a SAC being run at school it will be expected that students wear full and correct school uniform, refrain from mobile phone use and show respect to themselves, other students and staff. Please note – attendance in Tutorial and Assessment classes has been suspended until school returns onsite. Your son and daughters tutorial mentors will continue to engage with them via a weekly conference call intended to check learning and wellbeing. Tutorial mentors can also help set up phone conferences with specialist staff if required (Pathways/Wellbeing/Year level coordinators). It is our recommendation that these Tutorial and Assessment times should be used productively by the student for independent study or the completion of any set tutorial work.


LEARNING FROM HOME

ABOUT LEARNING FROM HOME When you start to think about helping your son/daughter to learn from home, remember that no one expects you to be a subject matter expert or teacher. The most important thing you can do is to continue to provide comfort, support and encouragement to your son/daughter. You can help your son/daughter to learn from home by working with their school and supporting your son/daughter as they undertake the activities provided.

HOW THE SCHOOL WILL SUPPORT YOUR SON/DAUGHTER Your son/daughter’s school will:

communicate with you and your son/daughter about teacher responsibilities and what you and your son/daughter need to do

communicate with you and provide learning activities for your son/daughter to do at home

use their normal communication tools such as their website, newsletters, emails and other online tools

provide technical support with devices, as needed.

ACCESS TO COMPUTER DEVICES AND INTERNET Your son/daughter's schools will contact you in the first week of Term 2 to determine if your son/daughter needs access to the internet, or if they need to borrow a laptop or tablet. This will include children from disadvantaged and vulnerable backgrounds, and those who attend schools in bushfire-affected areas – these children will be given priority. The Department has partnered with Telstra to provide 1000 4G dongle devices with 4G internet access, and 4000 SIM cards that provide 4G internet access, for families who do not have access to the internet at home. These will be free of charge and will be provided for the next six months. You do not need to understand how to use tablets or laptops. Most children have been using them at school and are familiar with how to use them. If you do not have internet access at home, for example, if you live in an area without 4G reception, talk to your school about how your son/daughter may receive materials that do not require online access. These can be mailed to your son/daughter, or you could collect them. Completed tasks can be returned in the same way. The materials are aligned to the Victorian Curriculum F-10.

HOW YOU CAN SUPPORT YOUR SON/DAUGHTER You can support your son/daughter by:

having a routine and setting expectations

making sure your son/daughter has a space to work in

providing a level of supervision suitable to your son/daughter’s stage of development

monitoring communications from teachers

checking in with your son/daughter often to help them manage and pace their work

monitoring how much time your son/daughter is spending online.


YOUR SON/DAUGHTER'S RESPONSIBILITIES DURING REMOTE LEARNING You should change these responsibilities according to the age and stage of your son/daughter. Your son/daughter's responsibilities include:

making themselves known to the teacher by indicating their presence in class by saying “Hi” in chat in MS Teams or by email

regularly monitor digital platforms for announcements and feedback from their teachers

do their best work by completing tasks with integrity and academic honesty

do their best to meet timelines and due dates

communicate openly with their teachers and tell them if they have any concerns or issues

collaborate and support their classmates

continue to abide by their school’s behaviour guidelines.

SETTING UP A LEARNING ENVIRONMENT Every home is different but it’s important to provide a quiet and comfortable space in which to learn. Where possible, extended learning should take place in a space your family shares. For example, a lounge room or dining room. These spaces are preferable over a bedroom, where your son/daughter can feel isolated and supervision can be more challenging. It should be a place:

that can be quiet at times

that has a strong internet signal, if possible

where you or another adult is present as you would normally when your son/daughter is online, dependent on age

ESTABLISHING ROUTINES AND EXPECTATIONS Start and end each day with a check-in to help your son/daughter:

clarify and understand the instructions they get from their teachers

help them organise themselves and set priorities for their learning at home. A healthy daily routine is great for mental and physical health, as well as concentration and learning. Encourage regular exercise breaks. This might mean going for a walk, using exercise DVDs and apps, dancing, floor exercises or using home exercise equipment. Encourage healthy eating habits and make sure they drink enough water.


COMMUNICATING WITH YOUR SON/DAUGHTER We encourage you to start and finish each day with a simple check-in. These check-ins can be a regular part of each day. Morning check ins

In the morning, ask:

What are you learning today?

What are your learning targets or goals?

How will you be spending your time?

What resources do you need?

What support do you need?

Afternoon check-ins

In the afternoon, ask:

What did you learn today?

What was challenging? You could come up with a way to deal with the same problem if it comes up again.

Consider three things that went well today. Why were they good?

Are you ok? Do you need to ask your teacher for something? Do you need help with something to make tomorrow more successful?

These questions allow your son/daughter to:

process the instructions they get from their teachers

help them organise themselves and set priorities. You could also check-in with your son/daughter throughout the day. This depends on your son/daughter’s needs.

MANAGING SCREEN TIME AND ONLINE SAFETY It’s important you keep a balanced approach to home learning. Time spent using digital devices for learning

should be broken up with physical exercise and offline learning tasks often.

It’s also important that during this time of remote learning we maintain safe and responsible use of information and communication technologies. This includes:

The appropriate use of digital platforms, privacy and information protection

Respectful online communication.

MENTAL HEALTH AND WELLBEING CHECK-IN Just as you set aside time for physical exercise, it is important to make time each day to check in on your son/daughter’s mental health and wellbeing. As your son/daughter adjusts to their new routine and not being able to see their friends in person, it is important to be understanding of their feelings of frustration, anxiousness and even anger – every child will react differently.


To support your son/daughter, use these mental health and wellbeing check ins to:

Provide an opportunity to talk about how they feel and listen to what they say

Identify one or two things they could do to address what they are concerned or angry about

Ask how they are going, whether they are finding it easy or hard to learn remotely, and if there is anything they’d like your help with.

There is a risk that your son/daughter may be bullied online. If you think this happening to them, support is available on how to talk to your son/daughter and your school at: bully stoppers.

If you have any other concerns about the health and wellbeing of your son/daughter, contact your school directly, which will have access to resources that can help.

© State of Victoria (Department of Education and Training) 2020. Except where otherwise noted, material in this document is provided under a Creative Commons Attribution 4.0 International Please check the full copyright notice

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REMOTE LEARNING - Mornington Secondary College · Term 2 Remote Online Learning – Year 11 or Unit 1&2 Subjects _____ 13 Term 2 Remote Online Learning – Year 11 or Unit 1&2 Subjects