Remote Learning Procedure - Sacred Heart College, Sorrento - Approved by: Last reviewed on
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Remote Learning Procedure Sacred Heart College, Sorrento Approved by: Date: 6 August 2021 Last reviewed on: 4 August 2021 Next review due by: 1 February 2022 Page | 1
Contents
1. Aims ................................................................................................................................................... 3
2. Application.......................................................................................................................................... 3
3. Roles and responsibilities .................................................................................................................. 3
3.1 Teachers............................................................................................................................................. 3
3.2 Pastoral Care Group Teachers........................................................................................................... 5
3.3 Education Assistants .......................................................................................................................... 5
3.4 Heads of Learning Area...................................................................................................................... 5
3.5 Assistant Deputy Principals ................................................................................................................ 6
3.6 Deputy Principals................................................................................................................................ 6
3.7 IT staff................................................................................................................................................. 6
3.8 Pupils and parents .............................................................................................................................. 6
4. Psychological/Counselling Services................................................................................................... 7
5. CareerLink.......................................................................................................................................... 7
6. Staff Group Meeting Expectations ..................................................................................................... 7
7. Contacts ............................................................................................................................................. 8
8. Data protection ................................................................................................................................... 8
8.1 Accessing personal data .................................................................................................................... 8
8.2 Processing personal data ................................................................................................................... 8
8.3 Keeping devices secure ..................................................................................................................... 8
9. Safeguarding ...................................................................................................................................... 8
10. Monitoring arrangements ................................................................................................................. 9
11. Links with other policies ................................................................................................................... 9
Page | 21. Aims
This remote learning procedure for staff aims to:
• Ensure consistency in the approach to remote learning for students when not physically present at
school
• Set out expectations for all members of the school community in facilitating remote learning
• Provide appropriate guidelines for data protection
2. Application
It is important for students to be physically connected with their school, staff, and classmates – this is the
preferred mode of schooling; however, there will be situations when remote learning is necessary and the
most practicable method for providing high quality learning outcomes for students.
The underlying priority in making the decision to switch to remote learning is ensuring that all students are
receiving the very best learning experiences available, in our local context, at that time and within identified
constraints. For this to occur, teachers must be able to focus on just one mode of delivery – either face-to-
face or remote learning. Sacred Heart College is resourced and well-prepared to provide a high-quality
remote learning experience for the school community.
The College Executive will use the following information to determine the most appropriate mode of delivery
for school:
• directives from the Catholic Education Office of Western Australia
• directives from the State Government
• the anticipated period of disruption
• short-term trends in student attendance in response to the event
Transition Period
Depending on the timing of the decision to move into Remote Learning mode, teachers may require a short
period of dedicated time (up to one school day) to make this transition. To make this preparation time
available for teachers, the school may initiate an Independent Learning Day, where students physically
attending school are supervised but no new content is covered.
3. Roles and responsibilities
3.1 Teachers
When providing remote learning, teachers must be available during regular working hours to:
• Regularly check Class and Staff teams for communications from students, Heads of Learning
Area/Subject Coordinators, and leaders
• Regularly check email for communications from staff, students and parents/guardians
• Conduct remote class meetings
• Attend staff remote meetings
• Prepare weekly schedules of work containing a range of digital resources, strategies, and learning
activities
• Oversee student work
Page | 3If a teacher is unable to work for any reason during this time, for example due to sickness or caring for a
dependent, they should report this using the normal absence procedure.
When providing remote learning, teachers are responsible for:
1. Weekly Schedules
• Post a schedule of weekly work in Teams, on the 'Schedule of Work' channel for each class,
including learning intentions, instructions for activities and class meeting times, by the first
day of the remote learning period and then each Monday.
• The allocated work must be sufficient to engage the students for the weekly allocation of
timetabled minutes
• Each week, teachers are expected to utilise a range of digital resources, strategies, and learning
activities
• Teachers are strongly encouraged to use the Teams "Meet Now" tool to pre-record video and
audio to personalise the experience and better engage students
2. Class Meetings
• Teachers are required to conduct remote meetings (≈15 mins) every week with each of their
classes (1 meeting for every 2 allocated periods)
• Teachers must only schedule their class meetings during regular, timetabled slots (this will avoid
clashes with other meetings)
• Teachers are required to record student attendance in SEQTA. An attendance report can be
downloaded from Teams following the meeting.
• The preferred method of contact is via a Teams, 'Meet Now' meeting, however a conversation
on the 'Posts' tab is acceptable if a remote meeting is not possible
• All Teams meetings are to take place on the 'Class Meetings' channel and are to be recorded for
future reference
3. Overseeing Student Work
• Teachers are required to monitor the completion of, and provide feedback on, student work each
week
• OneNote is the preferred platform for managing this
• Feedback can be in the form of video, audio, or text
• Teams Assessments is another method for the collection of, and feedback on student work.
• If completion expectations are not met within the week, parents should be informed via a SEQTA
SIP entry
• The timing, structure and type of assessments will need to be adapted to suit virtual learning
4. Behaviour Management
• Teachers should have the same student behaviour expectations as the physical classroom
• Some students may take time to adjust to the new learning environment, however, maintain high
expectations of behaviour
• If behaviour expectations are not met, parents should be informed
• Ongoing behaviour issues should be referred to the relevant Assistant Deputy Principal
Teachers must adhere to all Working From Home Procedures when requesting or being asked to work from
home.
Page | 43.2 Pastoral Care Group Teachers
Pastoral Care Group (PCG) teachers will continue to be the first point of contact for students in their group,
for any pastoral matters that arise.
In the remote learning environment, PCG teachers are responsible for:
• Running PCG remote meetings each Monday, Wednesday and Friday mornings
• Making teachers aware of any pastoral concerns that arise, via the SEQTA SIP
• Meeting with the relevant Assistant Deputy Principal as outline in ‘Group Meeting Expectations’
below
3.3 Education Assistants
When assisting with remote learning, teaching assistants must be available during regular working hours.
They may be required to work on or off campus to support students as directed by the Head of Learning
and in consultation with the principal. If a teacher assistant is unable to work for any reason during this time,
for example due to sickness or caring for a dependent, they should report this using the normal absence
procedure.
Teaching assistants work under the direction of their Heads of Learning Area and in association with
classroom teachers and parents.
When assisting with remote learning, teaching assistants may be required to:
• Oversee the learning of particular students as allocated by Heads of Learning Area – following the
timetable and checking student access to work, class and PCG meetings.
• Attend remote meetings with teachers and students
• Regularly liaise with classroom teachers to facilitate students’ engagement in learning
• Oversee student completion of work in liaison with classroom teachers
• Attend staff remote meetings
Teacher assistants must adhere to all Working From Home Procedures when requesting or being asked to
work from home.
3.4 Heads of Learning Area
Alongside their teaching responsibilities, Heads of Learning Area are responsible for:
• Modifying subject curriculum to accommodate remote learning, ensuring that students and parents are
advised of any changes
• Modifying the assessment program to accommodate remote learning, ensuring that students and
parents are advised of any changes. Changes may include:
o Re-scheduling the date/time of assessments
o Using some form of online assessment rather than the use of paper
o Reducing the number of summative assessments that students are required to complete
o Changing the nature of assessments from ‘closed book’ in-class assessments to ‘open book’
out of class assessments
o Changing the weighting of assessments
• Working with subject coordinators and teachers, teaching their subject remotely to make sure all work
set is appropriate and consistent
• Monitoring the remote work set by teachers in their learning area by reviewing set work via the Teams
Service Account and through regular meetings with subject coordinators and teachers
• Alerting subject coordinators and teachers to resources they can use to teach their subject remotely
Page | 53.5 Assistant Deputy Principals
Alongside any teaching responsibilities, Assistant Deputy Principals are responsible for:
• Overseeing the health and wellbeing of all students in their cohort. This will include communicating
with parents/guardians on a minimum, fortnightly basis, and following up on any pastoral issues that
may arise
• Supporting Pastoral Care Group teachers in running their Monday, Wednesday, and Friday ‘touch
base’ remote PCG meetings
3.6 Deputy Principals
Alongside any teaching responsibilities, Deputy Principals are responsible for:
• Co-ordinating the remote learning approach across the school, overseen by the Deputy Principal –
Inquiry and Innovation
• Overseeing the health and wellbeing of staff at the College. This will include communicating with staff
as required and supporting middle and senior leaders at the College
• Monitoring the effectiveness of remote learning through regular meetings with teachers and subject
leaders, reviewing work set, and reaching out for feedback from students and parents/guardians
• Monitoring the security of remote learning systems, including data protection and safeguarding
considerations
3.7 IT staff
IT staff are responsible for:
• Fixing issues with systems used to set and collect work
• Helping staff and parents with any technical issues they are experiencing
• Reviewing the security of remote learning systems and flagging any data protection breaches to the
Deputy Principal – Inquiry and Innovation
• Assisting pupils and parents with accessing the Internet and College learning management systems,
primarily SEQTA, O365 (including email) and Teams
3.8 Pupils and parents
Staff can expect students learning remotely to:
• Adhere to the Students Code of Conduct and Student Behaviour Expectations
• Regularly check Teams and Emails
• Be contactable during the regular school day – although consider they may not always be in front of a
device the entire time
• Complete the schedules of work set by their teachers, accessible via Teams (or alert the teacher if
unable to complete this work)
• Seek assistance if required
In some cases, students may be provided with a ‘take-away’ learning pack. If this is the case, relevant
students and parents will be contacted with collection details.
Staff can expect parents with students learning remotely to:
• Adhere to the Parents Code of Conduct
• Make the school aware if their child is sick or otherwise cannot complete set work
• Support their child’s learning at home and seek support from the school if required
Page | 64. Psychological/Counselling Services
During periods of remote learning, it may be possible for students who have been accessing counselling
services from the College Psychologists to continue to do so online. The CEWA FAQ Information sheet for
parents and students provides important information regarding the requirements, should a student wish to
use this service.
5. CareerLink
The CareerLink Coordinator will contact students and parents directly with instructions on how their
Tuesday/s will operate.
• Students at FEC/DNA Kingston/Health Science Hub and WAAPA will likely move immediately to
remote learning mode
• Students at NM TAFE/MTA and CET will be advised directly on arrangements, which may be mixed
mode remote learning/workbooks
• Workplace learning students will be contacted directly by the CareerLink Coordinator with
arrangements
6. Staff Group Meeting Expectations
All Staff Online once a week on a Monday from 10.50am and
additional meetings as requested by the Principal
Departmental Online once a week to be scheduled by the HOLA. Other
forms of communication will occur throughout the week
HOLA + Individual Teacher Online one to one once a fortnight for 20 minutes
HOLAs + DPs Online regular meeting schedule times plus an additional
two extraordinary meetings at 8am - the first two Fridays
after school closure.
ADP + PCG Teachers Online once a week on a Tuesday at 8.30am
ADPs Online regular meeting schedule times
Senior Leadership Online on the first Wednesday Period 3 then online regular
meeting schedule times
College Leadership Team Online regular meeting schedule times
Executive Online regular meeting schedule times
Staff are encouraged to collaborate and meet online via Teams over and above these expectations. We
suggest that you please keep the communication lines open with your critical friend on a weekly basis.
Page | 77. Contacts
If staff have any questions or concerns about remote learning, they should contact the following individuals:
• Issues in setting work – contact the relevant Head of Learning Area
• Issues with behaviour – contact the relevant Assistant Deputy Principal
• Issues with IT – contact IT support
• Issues with their own workload or wellbeing – contact their line manager
• Concerns about data protection – contact the Deputy Principal – Inquiry and Innovation
• Concerns about safeguarding – contact the relevant Assistant Deputy Principal
8. Data protection
8.1 Accessing personal data
When accessing personal data for remote learning purposes, all staff members will:
• Access SEQTA via a secure private network
• Make use of the device provided to you by the College rather than your own personal devices
8.2 Processing personal data
Staff members may need to collect and/or share personal data as part of the remote learning system. If this
is necessary to fulfil your role, staff are reminded to collect and/or share as little personal data as possible
online.
8.3 Keeping devices secure
All staff members will take appropriate steps to ensure their devices remain secure. This includes, but is not
limited to:
• Keeping the device password-protected – strong passwords are at least 8 characters, with a
combination of upper and lower-case letters, numbers and special characters
• Making sure the device locks if left inactive for an extended period
• Not sharing the device amongst family and/or friends
• Installing antivirus and anti-spyware software
• Keeping operating systems and software up to date
9. Safeguarding
All aspects of the Child Protection and Mandatory Reporting and Code of Conduct (Preamble and Code of
Conduct Statements) apply in the Remote Learning environment.
Staff are to avoid any 1:1 interaction with students via live video or audio. One-to-one communication with a
student can occur through email. There may be exceptions to this, for example some staff such as
counsellors/psychologists, careers advisors or music teachers may require 1:1 contact with young people
on an occasional or regular basis. Prior to proceeding with any 1:1 interaction, staff must ensure:
• authorisation by the principal
• clear documentation, scheduling, and behavioural expectations
• parent or carer consent, and preferably a responsible adult at home at the time
• availability of a contact person in case either participant has concerns during the session
Page | 810. Monitoring arrangements This policy will be reviewed annually by the Deputy Principal – Inquiry and Innovation. Any changes will be tabled at College Executive for approval. 11. Links with other policies This policy is linked to our: > Student Behaviour Expectations > Students Code of Conduct > Child Protection and Mandatory Reporting > Parents Code of Conduct > Privacy Policy > Working From Home Procedures > Student Appropriate Use of ICT Policy > Staff Absence Procedure > Staff Appropriate Use of ICT Policy > Remote Learning - Expectations of Teachers > Code of Conduct - Preamble > Remote Learning - Expectations of Students > Code of Conduct Statements - Staff > Student Online Behaviour Expectations Page | 9
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