While most students are learning at home teachers have been asked to create single units of work that can be completed by all students regardless of location. Good planning will ensure consistency in learning outcomes.

Choosing content to cover

If possible, try not to disrupt the learning sequence and continue to use any programs or scope and sequences you have created.

Consider instead how you can adapt these into single unit of work that can be used both online and offline as well as in a more student centered way.

Use this advice for creating single units of work that support all students.

Choosing how to structure days or weeks

Advice on how to create a learning and teaching structure for yourself and your students that is flexible and contains time for planning, reflection and feedback.

Choosing technology to use

In many schools across the state teachers already deliver and manage learning tasks using email, Office 365 and G Suite for Education. There is no need to engage with a new third party platform or training provider to deliver learning at home.

Visit the Using technology page to find information on getting prepared to use technology, support and professional learning opportunities.

Choosing learning activities

Each unit of work should contain learning activities that can be completed in a variety of ways and support different modes of learning.

Activities can be chosen from those resources shared by the department, found online or created yourself.

Use this advice to select activities suitable for your students.

Choosing adjustments

In order to meet the learning needs of all your students you will need to adjust and adapt some activities.

Use this information to think about how to adjust and what types you could make.

Choosing when and how to communicate

Clear lines of communciation between you and the families you are working with will help keep learning consistent and should save everyone time.

Use this advice to make decisions about how and when you will communicate with your students and their family.

Choosing when and how to record student progress

Student achievement and progress should be recorded and feedback supplied to students even if formal assessment tasks have not taken place.

Use the information on the Recording page to plan how you will record student achievement, keep student work samples and use formative assessment strategies to document student progress.


  • Teaching and learning
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