Redcliffe@Home Guide Our response to COVID-19

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We are all in this together

All our actions and behaviours are focused on student learning

This Redcliffe@Home guide reflects how Redcliffe Primary School will continue engaging in education during the current COVID-19 isolation. While the development of the digital components needed to extend and continue to teach our students is by using online technologies, we also have considered and included a variety of contexts to meet the needs of all of our Redcliffe Primary School families. We are very aware not all our families have access to technology in the family home but acknowledge most families have access to at least one device (e.g. iPads, tablet devices, laptops, PCs, Macs, or smartphone).

As a school, we have offered a generic work package to each student to help continue the structure of learning at home, taking each child up to the end of Week 2, Term 2. We will provide a series of lessons and learning activities that will form part of the “Daily learning timetable”. The programs, lessons and process have been designed in such a way that they are simple to follow, provide feedback, revise and continue on the learning paths that students have already begun this year. This will start digitally from day 1 of Term 2 and culminate in Redcliffe@Home going “Live” from May 11th 2020. Our Guiding Principles for Redcliffe@Home are:

Keep it simple - We are endeavouring to provide work that will help children expand from their current knowledge.

Maintain relationships - The relationships you have with your teachers and also the relationships developed with their peers. The sense of belonging remains essential for positive mental health.

Clear expectations - Teachers, students, and families will have a clear understanding that everyone will be doing their best.

Be positive - This is new for everyone. There will be opportunities for constructive feedback. Students will be rewarded for doing their best. We will also encourage you all to have fun while you learn.

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Learning at home protocols Keep it simple

Teachers Student Parents Learning is to be accessible to all. Maintain your own routine. Follow

your daily classroom routine as a guide.

Help your child develop a routine that is flexible and meets the needs of your family.

Consolidating and teaching new concepts.

Keep your workspace neat and tidy. Have all your equipment ready.

Begin and end your day by setting out and packing away your equipment.

Learning can be integrated across learning areas.

Keep a daily journal where you can practice your writing by recording events, funny moments during the day and also your thoughts and feelings.

Encourage meaningful play, and physical activity – Kung Fu and Phys Ed videos will help.

Maintain relationships

Teachers Student Parents Provide daily communication regarding learning.

Provide feedback to your teachers regularly on how you are.

Communicate with teachers via Seesaw or Email when required.

Have weekly check-ins with all families using face to face conference or phoning calling.

Ask for help. We are all in this together.

Clear expectations

Teachers Student Parents Learning tasks are provided; Online daily. Paper-based fortnightly.

Check for communication from your teacher every day.

Ensure students take regular breaks and drink water regularly (it drives us crazy, but yes, they do need to go to the toilet, usually when you have just got settled).

Expect communication from teachers during school hours. (8.30am-3.15pm)

Practice safe digital citizenship. Create an online family contract (an example is included).

Learning will be consistent across year levels. We work together to ensure all of our students’ needs are catered for consistently and correctly.

Stay calm, if you are unsure, then ask (a parent can contact the teacher via Seesaw).

Set good practices around screen time (ensure your child plays outside or actively when not working online).

Be patient

Teachers Student Parents Be kind to others and yourself. Be kind to others and yourself Be kind to others and yourself.

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Communication

Seesaw https://web.seesaw.me/ Redcliffe Primary School uses Seesaw to assist us in delivering Redcliffe@Home to our students. Teachers have provided individual learning codes to families to enable connection to the app. Staff will provide feedback on student learning using this method. Feedback will be delivered directly through Seesaw (but may also come in other forms).

If you have not connected yourself or your children to Seesaw, please do so ASAP. How to install and log into Seesaw

1. Go to https://app.seesaw.me on a computer. Or install the Seesaw Class app on an iOS or Android device.

2. Choose “I’m a Student”.

3. Scan this code using Seesaw’s built-in QR code scanner. Or type in the learning code provided to you by your child’s teacher (via hard copy or email).

4. This code must remain private and must not be shared with anyone. For a video tutorial, please visit https://youtu.be/YlvVivXgqts

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Webex https://www.webex.com/ We will be using the program Webex for face to face conferencing with parents and students. Each class will be timetabled to use Webex at least once a week. Webex will provide an opportunity for teachers to engage with their students and students with their peers. This is an integral aspect of our

mental health plan for students feeling alone during isolation. Teachers will also use phone connections to check in and give feedback to those not able to access Webex or Seesaw. How to join a Webex meeting.

https://help.webex.com/en-us/8bzter/Cisco-Webex-Meetings-Video-Tutorials For more Webex tutorials, please visit https://help.webex.com/en-us/8bzter/Cisco-Webex-Meetings-Video-Tutorials

Compass Education https://www.compass.education/ Compass and parent emails remain our primary communication tool for families (we will also continue to use SZapp to carry our newsletter). We will seek parent meetings and school assemblies using the communication mentioned above tools, but to discuss your child’s learning, we will use

Seesaw as required. Staff have agreed to monitor not only your child’s education but also their concerns, workloads and wellbeing weekly, including phone communication at times. New to Compass? Please visit https://www.compass.education/guide

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Wellbeing We are living in uncertain times not previously experienced in our lifetimes. As a school, we are still part of your community and can offer vital support to you, your families and our students. The selection of resources below gives support for your family’s mental health needs.

Kids Helpline 1800 55 1800 http://www.kidshelpline.com.au

Niggle by Kids Helpline https://kidshelpline.com.au/niggle

Smiling Mind https://www.smilingmind.com.au/

Beyond Blue Australia 1300 224 636 https://www.beyondblue.org.au

Lifeline 13 11 44 https://www.lifelinewa.org.au

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Remote Learning – Student Top Tips Remote Learning for Students Treat remote learning the same as classroom learning Remember the same rules apply at home as in the classroom, especially concerning your behaviour and conduct. Stay focused on your learning and avoid distractions. Use classroom language Do not use shorthand or text speak in your remote learning communications. Write as you would speak in class. Remember to be respectful and polite at all times. Take regular screen breaks Take regular screen breaks during the day and in your spare time. These are opportunities to do something away from your computer, preferably outdoors. Always hold video learning in an open space To get the most from your remote learning, set up a school desk in an open space at home so that your parents can supervise you. Only communicate with the school using Seesaw Only use the school’s remote learning platform, Seesaw, or your school email account to send messages, images or questions. We will contact you for Webex. Don’t share your passwords or sensitive information You have been provided with a password to access your school email account and Seesaw for remote learning. Always keep your passwords and details safe and never share them with anyone. Try not to have personal conversations via Seesaw Remember to keep your school and private discussions separate. Do not send personal messages or images via Seesaw or your school email. Look after your mental health and wellbeing Remote learning means that you are working alone, and you may miss your daily interactions with your friends and teachers. If you are feeling frustrated, sad or lonely, please talk to your parents or a teacher. They are all there to help you. Tips for parent wellbeing During this period of remote learning, we’re determined to ensure families still feel the support of our fantastic school community. Here are some tips for parents to maintain their wellbeing:

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Look after yourself Prioritising self-care will keep your stress level under control, which also helps to reduce your child’s stress levels. It’s win-win! Reduce expectations Having your child at home will affect your regular productivity levels – expect to get less done. You may also need to manage your expectations of what your child can handle right now. Find a routine that works for you Remote learning won’t look like school, and that’s okay, but creating a structure on the day is essential. Prioritise connections Fostering the connection with your child reassures them that they are safe and loved. It’s as easy as spending a few moments in the day engaging in an activity they are passionate about. Answer their questions Open the dialogue by asking what they know. Answer their questions calmly and truthfully and stick to facts from trusted sources. Resources Parenting Helpline Ph. 9368 9368 or 1800 111 546

Lifeline Ph. 13 11 14

Maggie Dent Top tips and links for families in isolation

The BRAVE Program Beating stress and worries about COVID-19

Triple P Parenting Top parenting tips for uncertain times

Department of Education Learning at Home

Additional information and support services available to young people and children under 12 https://www.education.wa.edu.au/learning-at-home/support-for-children-and-young-people

Sharing is caring. We want to thank Chris Jenkins for supplying the above list linked to Remote Teaching Service but formatted by Guildford Grammar School & Darlington Primary School. It must be true; we are all in this together. Cheers.

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What we have prepared for you

Term 1, Week 9-10 We explored the best manner to distribute learning material and also whether constructive new learning was possible using paper, digital or both. We explored the safest way to communicate with the students, face to face, in real-time. We also explored the best ways to initiate feedback in a timely manner. Nearly 90% of families in our lower grades can access digital learning for their children while the figure is not as high in the older year groups. We have concluded the best method of distance delivery is by digital formats; however, we can also offer a paper option, but the feedback will be slower in reaching the students. We explored the many different digital platforms available and have identified the platforms for communication that best suit our needs are, Compass, Seesaw & Webex. Staff have undergone training in how to use Seesaw effectively to deliver learning to your children. We have looked at every class’ first day activities and learnt from each other and are committed to providing a quality education during our isolation periods next term. Staff are now preparing a week’s work in preparation to drop daily, ‘Must Do’ activities from May 11th.

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Term 2, Week 1-2 In week 1, teachers will upload a lesson each day before 9 am into Seesaw. Students should complete the activity as soon as possible after this time. The teacher will assess the workpiece and make comments where necessary. A Webex will also be included in this to help students and parents to provide feedback regarding the activity – was it too easy, too hard, did it make sense, could you follow the directions, do you understand the language. This will help ensure we are offering the most robust education to your child. During week 2, this will increase to include two lessons using the same format. Teachers will also forward their timetable for Must Do student activities. Must Do activities are used for consolidation of prior knowledge, include the development of new concepts and are used to help guide students through feedback and are used for assessment. We will also include supplementary activities and links to activities that will help develop a deeper understanding of their work plus activities which will help with student wellbeing. Must Do English Task Math Task Specialist Tasks Children will be provided with an English or Language task each day. Early finishers are encouraged to read for pleasure, complete activities on Study Ladder or play a board or card game. Your focus should be on talking with and listening to your child. Make sure they use complete sentences, i.e. “what do you want for lunch?” The response, “A sandwich” should be said as “I would like a sandwich for lunch, please.”

Each day your child will complete a Math task from Origo Stepping Stones. This will include a simple warm-up and activity. The activities should take no longer than the time allocated. Early finishers are encouraged to play a card or board games. Practice reciting/chanting their timetables – you can quiz them after they have practised. Repetition (such as reciting number facts), is good for moving the information from short term memory to the recoverable long-term memory.

Each week your child will complete a 30-minute specialist activity. Specialist teachers will assign tasks in: 1x Physical Education 1x Music 1x Digital Technologies Each fortnight your child will complete assigned activities in: 1x Science 1x HASS (Social studies) 1x Art

Can Do These are activities to help consolidate learning but aren’t essential. Some parents and children will want to complete these tasks. These are optional and will not be submitted to teachers for feedback. See the list below.

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Free Supplementary Activities – ‘Can Do’ Alternative websites to consider for additional activities

Typing.com https://www.typing.com/

Constable Care www.cccsf.org.au/primary

English & Math K-6 (Prep is Kindy, Foundation is Pre-Primary) https://au.ixl.com/

Math, Language Arts (literacy), Computing, Science, Life Skills https://www.e-learningforkids.org/

Early Learning games – K-1 https://www.abcmouse.com/kid/games

National Geographic for kids K-1 https://www.natgeokids.com/au/

Splash and Learn – Mathematics K-6 https://www.splashlearn.com/

Brainpop Jnr K-3 & Brainpop Yr4-8 https://www.brainpop.com/

The Khan Academy – All subject areas https://www.khanacademy.org/

Math Games – K-6 https://au.mathgames.com

Rules for card games Parent guidance needed on these sites. Real cards are better than online. https://en.wikipedia.org/wiki/Go_Fish https://www.pagat.com/rummy https://www.thesprucecrafts.com http://www.lifeguides.net/games/solitaire

Art at home Have you tried painting with coffee, fruit and Vegetable paint or paint made with spices? Can you discover alternative paintbrushes like a toothbrush or leaves or sticks? https://theartofeducation.edu/2020/03/13/27-art-activities-and-lessons-to-try-at-home/

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Daily Update/Attendance Although attendance will not officially be taken, each student’s commitment will be measured by their engagement with the learning programs provided. If concerns arise, parents will be contacted and meetings arranged, so we can help families continue their child’s learning journey, during this time. Teachers will provide their classroom with a ‘good morning’ update. At first, your child will need your help to access this update. In each daily update, teachers will outline the learning that is expected and how your child can access the resources. They will give general feedback on tasks and update children on expectations. This may also include explicit teaching. Updates will be delivered to students through the Seesaw app and released to children at 9 am each morning. Please understand students can access this at any time once their school day begins. Daily Structure We will provide 3 hours of ‘Must Do’ activities each day and also offer “supplementary” learning activities to help enhance the learning experience. As much as possible we will try to follow the classroom timetable including which subjects are taught on which days, including Mandarin, Art, PE, Music, Health, Kung Fu. Children must also have access to the outside world be that the garden, back yard or veranda. A blank timetable is included on the last page of this booklet to help parents plan. Students will be expected to upload their work samples each day so teachers can provide feedback on their learning. Daily: Seesaw. Daily update, Must DO activities, questions, links, videos. Weekly: Webex conferencing. Facilitate classroom catch-ups with teacher and peers, mental health checks. (individual feedback if/when necessary). Fortnightly: Webex whole school assemblies, including positive behaviour rewards Spin to Win. Yes, we will still be giving Faction Tokens to those who fully engage, do great work or provide videos/art/stories of the weekly challenges set. Early Childhood, Kindy - Pre-Primary The structure of the Redcliffe@Home learning program is set up to be flexible, but still honouring the importance of routine for our early childhood students. We strongly recommend that you establish what your routine will look like - keeping in mind that this may not be the standard 8:40 am-2:45 pm - and that’s okay. We are planning activities for about 90 minutes per day, five days per week. Middle School, Year 1-Year 3 Treat home school, just like the classroom. Keep the same timetable and keep the same expectations. These classes should have about 2-2 ½ hours per day of Must Do work activities. Senior School, Year 4-Year 6 It is essential to get your children to do more than regurgitate their answers. Children should link their responses to aspects of their life. Compare an activity to life experiences, i.e. Maths – shopping or STEM project. Science – cooking. Literacy to vacuuming, just kidding, but why not include house chores in the learning timetable. We expect 3 hours of Must Do activity time per day. Work Packages Teachers will provide ‘Must Do’ printed work packages for identified families and those requesting hard copy learning material as they cannot access Online learning while in isolation. These packages will be available from the front of the school on Friday, May 8th between 9 am-11 am for kindergarten to year 2 and from 1 pm – 3 pm for students in years 3 to 6.

These packages must be returned on Friday, May 22nd, at the same times as above. New work packages will be distributed at that time. This process of fortnightly returns and pick up of student work will continue until isolation has ceased. Students will receive feedback via phone conversation and work return. All families requiring work packages must inform the school no later than Wednesday, April 29th to allow time for printing and packaging of resources.

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We are all in this together From day one of Term 2, all students who attend Redcliffe Primary School will be supervised. Families who are identified as part of the essential workforce, who work full or part-time or do not have access to adequate supervision for their children can send them to school. Any student who attends Redcliffe Primary School will be supervised and given access to tablets and laptops to complete their online learning tasks. These students must be signed into Seesaw to complete their assigned tasks. Unless the government changes its stance on school attendance, our teachers will continue to develop online learning programs and all students will have access to complete these lessons online. When isolation for students is lifted, teachers will revert to face to face teaching. Approximately 30% of our total staff suffer from health conditions that prevent them from attending during the COVID-19 crisis. We would thank parents for the supporting these staff during these trying times by supporting the measures put into place by both our federal and state governments. I am reminded of a boy who fled war-torn Serbia with his family, to live in refugee camps in Europe, before being settled in Australia. He missed out on four years of primary age education during the war and only resumed as a refugee child in Australia. He has now completed his training culminating in a degree at University. This crisis is a speed bump, but it is not a learning disaster that can’t be overcome. We look forward to a time when all students return to Redcliffe Primary School, and we resume our teaching and learning programs. We inspire. We nurture. We succeed. Mark Hendon Principal We are all in this together

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Online Safety - Family Online Contract Now, more than ever, our children will be accessing services online, for education, pleasure and recreation. Parents are encouraged to ensure that their networks at home are prepared for their child/children’s use, and to establish an effective ‘Online Family Contract’. We have provided two examples that you could use to guide what an effective contract might look like.

Family Online Safety Contract This contract helps us stay safe when it comes to what we SEE, SAY and DO online.

I , will:

(Child)

• Tell my parents or carer if I see something that makes me feel upset, uncomfortable or scares me. • Be aware that people online are not always who they say they are and do not always tell the truth. • Let my parents supervise where I go online as I understand they do this to help keep me safe. • Tell my parents or carer if someone sends me rude or naked pictures or links that I did not ask for. • Not give out personal information about myself, my family, my friends, or others online, including full names,

addresses, phone numbers or schools. • Not share my passwords or usernames with anyone, but a parent or carer and I understand they will only use it

if they are worried about me or my safety. • Treat others the way I want to be treated online and with the same respect as I would offline. • Never use the internet or a mobile device to cyberbully someone. • Make sure all of my accounts are always set to private. • Not talk to anyone online, or add anyone on my social networks, if I don’t know them offline. • Never agree to meet someone in person that I have only met online, and I will tell my parents if someone asks

to meet me. • Accept my parents or carer as a ‘Friend’ on social media providing they ask for my permission before posting or

commenting on my content, and they speak to me first if they see something they don’t agree with on my profiles.

• Not respond to emails, instant messages, messages or friend requests from people I don’t know. • Never send someone a photo of myself online without checking with my parents or carer first. • Learn how to block and report people online and tell my parents or carer immediately if doing this. • Ask for permission before downloading any apps, games or software, so my parents or carer can check these

are appropriate for my age and won’t harm the device. • Teach my parents or carer about the internet, apps, games and websites I enjoy.

• Agree to the online time limits set by my parents or carer and put my devices to bed at night to help me get a

restful sleep. Signed: Signed: (Child) (Parent/carer) Courtesy of Mindarie Primary School

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Important Links

Office of the eSafety Commissioner https://www.estafety.gov.au

Kids Health Online https://www.kidshealth.org/en/parents/net-safety.html

Think U Know https://thinkuknow.org.au

WA Police https://police.wa.gov.au

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Time/ Minutes Block Name Activity Complete

Before 8:30 am

Morning Preparation

Morning Fitness Numeracy Task Tidy Room Brain Break Morning Tea

Daily Check-In Daily Mindfulness Help Sibling Brain Break Lunch

Journal Task Specialist Task Chore-Time Family Time Brain Break

Literacy Task Wake Up Afternoon Fresh Air

Afternoon Fresh Air Brain Break

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