EARLY LEARNING AND PRIMARY SCHOOL

Remote learning plan

Primary and Early Learning School

We have a primary portal for online learning, Seesaw, which all Primary students are familiar with and use regularly in class as well. Our students participate at home like they do at school. Our students engage each day with all the learning tasks set by our teachers. Teachers are available via email and Seesaw from 09.00 – 15.30 each school day to answer questions, give feedback and support online learning while students are at home. Our parents, of course, support their children by helping them find a space to set up with needed supplies and get started on Seesaw.

Our teachers create a daily ‘interactive-style’ video that is made available on the virtual platform for all students. These videos include a virtual circle time, counting activity, song or rhyme and will introduce the day’s learning engagements.

Additionally, our teachers conduct a daily read aloud, and perform daily learning engagements in language arts, mathematics and unit of inquiry.

Our single subject teachers set at least 1 additional activity each week as well. These activities are available for students to choose from once other daily activities have been completed.

After completion, our students receive meaningful, appropriate feedback on at least one learning engagement a day.

Each day by 9 o’clock in the morning the Class Teacher shares a video on the platform welcoming our students and introducing the daily learning engagements.

These daily engagements cover the areas of language arts, mathematics, unit of inquiry and French.

We encourage our students to try and complete all work set but are expected to post a minimum of 2 Language, 2 Mathematics, 2 French and 2 Unit of Inquiry responses or reflections on Seesaw each week.

Our single subject teachers set at least 1 additional activity each week as well. These activities are available for students to choose from once other daily activities have been completed.

After completion, our students receive meaningful, appropriate feedback on at least one learning engagement a day.

Of course, together with our parents, we encourage our children to read every day.

How we recommend our families provide support for their children during remote learning?

• 

• Set up a daily schedule
• Create a special area for your child to work on schoolwork
• Build in regular breaks and lunch time
• Ensure a balance of computer time and off-line time
• Ensure your child spends some time outdoors (in the garden etc.)
• Ensure your child stays active
• Find ways to engage your children in household activities e.g. cooking and baking (measuring, weighing, following instructions…)

 

What our students have to say

Grade 6

"It is great that we are not kept exclusively in front of the screen. I can still dance and play the piano via online classes."

Grade 7

"Our teachers are very flexible and even help during their break-times so that we can learn even under difficult circumstances."

Grade 8

"I get all the help I need for assignments, and teachers answer my questions quickly. They worked hard to have us continue to learn online. I'm very happy about that."

Grade 9

“I am happy that we are not falling behind in our learning. We have a proper system that works, so we miss as little class as possible. This motivates me to stay safe and fit during this hard time that the school is passing through.”

Grade 10

“Remote learning is much better than I expected. I feel that I am still learning a lot while I can interact freely with my teachers and get support.”

Grade 11

“We do not just cover the material, but we cover it well, I feel that my learning is as deep as it was before and I can get in touch with whoever I need when I need to.”

Grade 12

“I am grateful to have people around me able to answer questions whenever I have some. My teachers have been very responsive, and they keep on pushing to motivate us. In times of preparing for the gruelling IB diploma process, I feel I will be well-prepared both from an academic as well as a mental perspective.”