Learning together from home snapshots
The disruption to face-to-face teaching as a result of the COVID-19 pandemic required schools to rapidly adapt to the challenges of learning from home.
The Centre for Education Statistics and Evaluation (CESE) has compiled a series of Learning from home snapshots with examples of how schools ensured continuity of learning during the pandemic.
An evidence-based explainer summarises the research in relation to effective remote learning and highlights key considerations for learning in the face of COVID-19.
The research reflects this year’s Education Week theme of Learning together with examples of strong partnerships between teachers, parents and carers all having a shared responsibility for student learning.
Our teachers and school communities have collaborated to embrace the rapid changes and ensure positive learning environments for our students.
Common themes emerging across the snapshot schools include the strategic and flexible use of resources, effective and regular communication, understanding local context and responding effectively and drawing on collective expertise to build capacity and manage teacher workloads.
At Caves Beach Public School good communication, collaboration and a whole-school approach was a key factor in maintaining learning continuity. The school community was kept informed through online channels and collaboration between teachers and with partner schools involved the sharing of ideas, expertise and resources.
Strathfield Girls High School ensured their teachers felt supported to deliver high-quality online lessons and provide students and parents with as much certainty as possible with the development of an online learning policy to clearly communicate the learning from home approach.
Yeoval Central School prioritised student engagement by making access to learning as easy as possible with online lessons and hard-copy learning packs for students who needed or preferred them. Keeping parents and carers informed and seeking feedback ensured effective partnerships were formed and parents and carers felt supported in facilitating their child’s learning.
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