Trinity Catholic College - CONTINUITY LEARNING …...AUBURN/REGENTS PARK Trinity Catholic College CONTINUITY LEARNING PLAN 2020 SCHOOL REMOTE LEARNING STRATEGIES • An attendance

C ON T I N U I T Y L E AR N I NG PL AN

AUBURN/REGENTS PARK Trinity Catholic College • CONTINUITY LEARNING PLAN 2020

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SPL AT FOR M S I N U S E

Through Google Classroom and Zoom where appropriate.

Teachers are adapting programs, lessons and resources to the new online platform to achieve targeted outcomes and move students along the learning continuum.How?• Ensuring that we integrate our Catholic faith traditions with our daily online practice• Developing competence across the whole staff to use Google classroom and Zoom• Deepening staff understanding of online learning protocols for safe learning at home and at

school• Developing a shared understanding of the various roles and responsibilities of staff to

support learning and pastoral care• Adapting existing teaching programs so that they can be implemented online• Developing new assessment practices (assessment of, for and as learning) to evaluate

student growth and achievement• Obtaining feedback from parents and students to inform quality online practice

To keep parents and carers informed and supported around learning through:• Dedicated school website link for all SCS and school Covid 19 matters and communications http://

www.trinity.catholic.edu.au/coronavirus-covid-19online-learning/• Parent Guide to Online Learning http://www.trinity.catholic.edu.au/how-to-learn/• Principal’s letters to the parent community• Regular communication with parents in community languages, using our Newsletter translator app

(Schoolzine)• Parents have been provided with instructions on safe protocols for the use of google classroom/

zoom• Engagement with our P & F group via Zoom for feedback on student learning, pastoral care and

modes of communication• Principal’s Letters to parents and students • Communications via Sentral to parents and students email addresses• Google Classroom and Zoom to share information and guidance on lessons, programs and

assessment.• Emails to students on use of Google Classroom and Zoom• Student Feedback Forums for each year group looking at “what is working/” and

“what could we do better?”• Student feedback - from survey by teachers on what strategies are effective and engaging

S T U DE N T DEV E L OPM E N T AN D G R OW T H

C OM M U N IC AT ION


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How is the school connecting with students who have diverse learning needs?Social and emotional needs:

• The parents/carers have been advised in various emails and newsletters that Pastoral and Counselling support is available to all students and families.

• Phone calls to parents/carers are made by the teachers to gauge students capacity to engage online

• External services have been contacted to ensure students accessing these services will continue to have this support

• An email providing resources has been sent to students. This email also reminds students they have the option to make contact with Pastoral and Counselling staff.

• Emails are sent to identified students who may benefit from external referral, offering to submit written referral.

• Written referrals to external services have been completed at a student’s request.

• Staff have been made aware that if there is a general wellbeing concern, to manage expectations in line with student’s social and emotional needs

• Sentral announcements are used to encourage and promote resilience and self-care strategies

Learning needs: • Link teachers and Learning Support officers make regular contact with families (phone/email) to

ensure students with diverse learning needs are well supported and engaged in learning. Diverse Learning coordinator will monitor this communication through an online communication log.

• Diverse Learning teachers work collaboratively with classroom teachers to ensure the set class work and assessments are differentiated and achievable.

• Diverse Learning teachers supporting staff with online resources and provisions for Life Skills students

• Teachers provided links to online learning resources that can differentiate online learning for gifted students in their classes.

• Newman Facilitator working directly with teachers of Newman classes to develop online learning tasks that differentiate from the core learning tasks.

• Action Plans being developed for acceleration opportunities for Stage 4 students post Covid 19

• Continued Professional Development of staff via GEO1 to support the learning needs of gifted students.

S T U DE N T S W I T H I N DI V I DUAL N E E D S


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• An attendance register is taken for every period. • Students who do not attend online classes in Period 1 receive an SMS (to the parent/carer). • For Period 2-5, phone calls are made by the Pastoral Care team to ascertain why the student has not

attended their online class.• All families have been sent an emailed letter and SMS requesting that students login at 8.30am and

for every period and are to apply themselves to all classes.• Immediate Identification of attendance issues has resulted in communication with parents & carers

to discuss their child’s wellbeing and ascertain what obstacles may be preventing the student from engaging with their school work and how the school and parent can support them.

• Some students who are not engaging online have been requested to attend school.

Students without internet access and/or devices at home: • A survey was conducted of all students while they were at school to identify

students who did not have access to the internet at home. A small number of students were identified and each of these students were individually contacted and as a result now have access to online learning

• Rostering staff on campus at all times to enable supervision of students on-site to access the internet and ICT support

• Provision of dedicated and daily sanitised learning space for students in attendance

• Social distancing is encouraged and enforced by supervising teachers in class and at breaks

• ICT staff are available for students who are experiencing difficulties accessing platforms via the internet, due to CEnet password issues

• Troubleshooting support regarding technical issues is available to students through means of email, phone calls and via the on-site ICT office at the College

• Teachers have been provided with PD, demonstrating how the Google Classroom ‘assignments’ tool can be used to track and provide feedback on student work.

• Teachers have been advised to use their scheduled lesson time to monitor and review all student work using Google classroom / Google Assignments and folder view of docs.

• In instances where student engagement is of concern, teachers communicate this to Pastoral Care coordinators, who follow it up with families

• Engagement is measured by teachers through Zoom involvement, Google classroom discussion/ questions as well work attempted/ completed in the student’s assigned Google Doc.

• We have developed a way for students to be recognised to affirm positive behaviour and good learning practice.

W E L L B E I NG S U PP OR T

AT T E N DANC E AN D PAR T IC I PAT ION


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SHow is non-attendance in relation to remote learning being managed?• SMS notifications are sent to parents when their child has not presented

in class after period 1. • Direct phone calls to parents when students are absent without

explanation• Tracking of attendance at each lesson via Sentral Truancy Reports • Follow up by Pastoral Care coordinators to review, track and contact

students and families where students are failing to attend lessons throughout the day - tracking full day and partial absences.

• Our current attendance rate is 95%

• Daily prayer to commence the day online and on-site, Angelus at 12pm online and on-site, class prayer expectation maintained - every lesson

• Publication of prayer and religious links on Sentral home page each day

• Provision of resources for staff to use online. This prayer resource has been developed to support staff in leading prayer with their classes, this includes the 5 prayers a day document published by the Archbishop

• Online communal Rosary Wednesday mornings via Zoom

• Youth ministry meetings have continued with students via zoom

• Online Marist Youth meetings to be initiated in Term 2.

Connection to Parish• Contact has been made with our Parish Priests • Links to live stream masses for the Easter Triduum provided to parents and students before the

break, via Sentral and Newsletter

C AT HOL IC FAI T H L I F E AN D C U LT U R E


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What sorts of tasks will the classes complete?

• Teacher directed explanation and discussion via Zoom.

• Education Perfect and Maths online lessons with exercises, worksheets, test questions

• Individual and collaborative writing tasks using Google docs

• Scaffolded short and long answer responses to set work in each subject

• Textbook work for relevant courses (all texts are available in PDF format)

• Teachers will continue to plan set homework and this will be checked through submission and return functionality on google classroom

• Teachers will be keeping records of work being completed and will contact parents if students are not completing their work.

How are students connecting with their teacher?

• All teachers will use Google Classroom• Work is set for every lesson and students are expected to complete and

submit this work within their scheduled class time.• Classes are operating to the timetable schedule.

How are students connecting with their class?

• Teachers use Zoom, a powerful video conferencing system that enables the class to meet in a virtual space

• Teachers will communicate ideas, create class discussions and students can ask their teacher questions if required.

How will students be provided feedback on their learning?

• Students can email teachers if they have questions or need advice. • Teachers also may choose to set work through email, hence, students

are reminded to regularly check their school email account.

What evidence of student learning is required?

• Students respond to the question set by the teacher at the start of each lesson to indicate student attendance and participation

• Individual attached PDF or Google documents set in Google classroom assignments and submitted by the students

• Task completion reports from Education Perfect and Maths online• Copy of work in exercise books and at the end of the lesson, via email, to

photograph the work you have done and then add the photograph to the google doc.

How will student work be assessed?

• Student work is submitted in the Google classroom drive for each class and teachers will assign comments and marks or grades to the work.

• Where there is more than 1 class in a course, teachers will work collaboratively to respond to students’ work.

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• Completing Journal entries, character writing tasks including higher order thinking questions (Newman) and students write a 1 page response

• Teacher directed explanation and discussion via Zoom.


• Individual and collaborative writing tasks using Google docs.• Scaffolded short and long answer responses to set work in each

subject• Textbook work for relevant courses (all texts are available in PDF

format)• Teachers will continue to plan set homework and this will be checked• Teachers will be keeping records of work being completed and will

contact parents if students are not completing their work


• All teachers will use Google Classroom and email • Work will be set for every lesson and students are expected to complete

and submit this work within their scheduled class time. Classes are operating to the timetable schedule


• Teachers use Zoom, a powerful video conferencing system that enables the class to meet in a virtual space

• Teachers will communicate ideas, create class discussions and students can ask their teacher questions if required.


• Students can email teachers if they have questions or need advice. • Teachers may also choose to set work through email, hence, students

are reminded to regularly check their school email account.• Teacher is shared in to all students’ Google documents and teacher

provides comments, feedback and marks


• Students respond to the question set by the teacher at the start of each lesson to indicate student attendance and participation.

• Individual attached PDF or Google documents set in Google classroom assignments and submitted by the students.

• Task completion reports from Education Perfect and Maths online.• Copy of work in exercise books and at the end of the lesson, via email, to

photograph the work you have done and then add the photograph to the google doc


• Student work is submitted in the Google classroom drive for each class and teachers will assign comments and marks or grades to the work

• Where there is more than 1 class in a course, teachers will work collaboratively to respond to students’ work.

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• Edrolo, Maths online and Atomi lessons with exercises, worksheets, test questions

• Woo Tube tutorials, Khan Academy and other various online resources with associated activities


• Individual and collaborative writing tasks using Google docs• Scaffolded short and long answer responses to set work in each

subject• Textbook work for relevant courses (all texts are available in PDF

format)• Teachers will continue to plan set homework and this will be

checked. Teachers will be keeping records of work being completed and will contact parents if students are not completing their work



• All teachers will use Google Classroom• Work will be set for every lesson and students are expected to complete

and submit this work within their scheduled class time. Classes are operating to the timetable schedule


Teachers use Zoom, a powerful video conferencing system that enables the class to meet in a virtual space. Teachers will communicate ideas, create class discussions and students can ask their teacher questions if required.


• Marking is conducted, and feedback provided to students, in a timely manner in line with the assessment policy (generally two weeks)

• Online marking and feedback should be used where it is reasonable to do so and provided via Google classroom and/or Sentral mark book.


• Assessment Notifications will outline students’ responsibilities, due dates and procedures for the submission and collection of assessment tasks.

• Tasks should be submitted online where it is practical to do so, and students will not be required to submit additional hard copies.

• Students with internet access interruptions or lack of access can return a hard copy of the completed task via the post.

• Student work is submitted in the Google classroom drive for each class and teachers will assign comments and marks or grades to the work.

• Where there is more than 1 class in a course, teachers will work collaboratively to respond to students’ work

Photos are taken of the major work prior to it being taken off site and check of the work carried out and video evidence provided on the student’s return to the College

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What will you be doing about enrolment interviews? We have scheduled interviews for next term and advised parents that we will be in touch closer to the date. We expect that we will offer a combination of Zoom interviews, Skype, FaceTime or face to face and phone interviews

E N R OL M E N T

Documents

Trinity Catholic College - CONTINUITY LEARNING …...AUBURN/REGENTS PARK Trinity Catholic College CONTINUITY LEARNING PLAN 2020 SCHOOL REMOTE LEARNING STRATEGIES • An attendance