Danebank’s Distance Learning Plan defined

• Danebank has chosen to define our plan as a Distance Learning Plan.  This term reflects that our plans are for the continuation of high-quality teaching, learning and care from a distance.  It encompasses our philosophy of learning, being that students are actively engaged in authentic, meaningful learning experiences to support deep understanding.
• Effective and meaningful learning can take many forms. As such, the learning is not limited to an online platform but rather incorporates other learning experiences such as explicit instruction in content, discussion, questioning, reading, being physically active, writing, making and games, receiving effective feedback, along with the use of technology. In the case of learning at a distance, Danebank acknowledges that while technology plays an important part in learning, it is not the only or the most effective tool or platform.
• Learning at a distance will not involve being constantly online for 7 to 8 hours a day.  
• Danebank acknowledges that while our teaching and learning will not directly replicate that which occurs when on campus, we can continue to provide innovative, creative and exciting alternatives for our girls from a distance. 

Danebank’s Teachers

Our teachers know their students well.  We can trust them and their expertise as they plan to continue to support each individual girl.  Our teachers know their students’ capacities for technologies and continually develop plans and design learning experiences relevant to the subject, content and skills being learned, as well as the stage and age of their students. 

• An SMS to all community members
• An email from the Principal, detailing the decision and way forward
• A starting date for the Danebank Distance Learning Plan
• Signs posted on the outside of the Danebank campus
• Notice on the School website and other media
• While off-campus, families can contact various members of staff, depending on the circumstances. 

Overview

• After receiving initial notice from the Principal about a temporary campus closure and timelines, families will receive an email from the Head of Junior School with specific information related to the Junior School, following by one from the classroom teacher.

• Instruction in subject areas will continue via one or more of these platforms, Seesaw, Canvas, Google Applications, which students can access via their home device. 

• All learning activities will be uploaded on a daily or weekly basis, depending on the grade. Emails will also be sent to families outlining work. 

• Class teachers will be in touch with students during the day (not necessarily at the beginning of each day) and will be contactable via email to address any questions arising from learning activities.

• During times of change and heightened alert in the community, the care and wellbeing of students are paramount to learning. Contact, reassurance and the continuity of a sense community will be important to girls (and staff) feeling safe and connected during their time off campus.

• A system to track student wellbeing will be set up, allowing for families to be contacted by their class teacher twice a week.

• The primary tools for communication between teacher and students will be Seesaw Pre-K to Year 6. Teachers will share materials directly through Seesaw.

• Off and on-screen learning activities will be designed to engage the girls in active learning that connect to the NESA syllabuses. 

• Families to be provided with information on how best to support student learning and the expected level of adult involvement. 

Girls are encouraged to: 

• Be proactive in reaching out to teachers when they have questions, or when assignments are unclear.

• Show teachers that they are engaged by adding to discussion threads and submitting completed tasks on time.

• Where possible, collaborate with other students online as asked, and with teachers during and after the lessons. 

• Complete readings and other homework that have been assigned. 

• Submit all learning on time. 

• The counsellor is available to support students with social or emotional needs.
  

Overview 

After receiving initial notice from the Principal about a temporary campus closure and timelines, families will receive an email from the Deputy Principal (Administration) with specific information related to the Senior School, followed by communication from each subject teacher to students or parents. 

Learning Disciplines

• Delivery of instruction in all subject areas will continue through Canvas which students can access via their personal device (laptop) or a home device. Teachers may choose to direct students to other preferred platforms (e.g.: Edrolo, OneNote, Google Docs) through Canvas Announcements, but the first point of reference for each subject is Canvas.
• All learning content and activities for each subject will be uploaded to Canvas Course Pages, or the teacher’s specific preferred platform, on a daily or weekly basis (as applicable).
• Teachers will post Canvas announcements for each class on the day and at the time that the class would normally meet, following the student’s regular school timetable. 
• Students should access and engage with content and complete learning activities as directed. Students will be expected to complete the tasks within the week they have been set. Should teachers set specific dates for particular tasks, this will be clearly communicated to students.
• Class teachers will monitor student engagement with, and understanding of, learning on a regular basis, throughout each week. 
• Class teachers will be contactable via email to address any questions arising through the learning activities.
• Assessment will continue throughout any period of temporary campus closure, or exclusion of students and staff.

Student Wellbeing

• Communication focussed on student wellbeing and BOND activities for each year group will continue via the year group’s BOND Canvas page, which students can access. 
• Activities will be uploaded weekly by Year Coordinators. 
• BOND teachers and Year Coordinators will be contactable via email (on Canvas pages) to address any questions arising through the activities.
• BOND teachers will be in contact with their group via a weekly check-in email, and will report any issues to the Year Coordinator. Templates for such messages will be developed by the Deputy Principal: Student Wellbeing.

Details 

• The primary tools for communication between teacher and students will be Canvas and occasionally Google Suite (e.g. google docs, google forms). Teachers will share materials directly to Canvas.
• The girls will be encouraged to follow their normal daily learning timetable. 
• Students will have off- and on-screen learning activities designed to engage them in active learning that connects to the NESA syllabuses. 
• Families to be provided with information on how best to support student learning and the expected level of adult involvement.

Each student is encouraged to: 

• Daily access and engage with course content, unless her parent has informed her Year Coordinator that she is too unwell. 
• Access BOND materials twice a week and engage with her BOND teacher via email. 
• Complete all learning activities and submit set tasks via Canvas or email (as determined by class teacher) on a weekly basis. 
• Engage with class teacher and peers via Canvas or email as determined by class teacher. 
• Submit all scheduled assessment tasks as required. 
• Be proactive in reaching out to teachers when they have questions or assignments are unclear.
• Show teachers that they are engaged by adding to discussion threads where appropriate and submitting completed tasks on time.
• During lessons, collaborate with students online as asked and with teachers during and after the lessons where possible. When appropriate, students will be assigned collaborative learning activities that can be completed asynchronously. Students may also be asked to join a class via Google Discussion Groups. They may also be assigned to individual projects.
• Complete readings and other homework as assigned. 

Learning experiences are designed to be completed independently or in collaboration with other students. Tutoring is not recommended. Parents/guardians should not be over-involved.

The School psychologists are available to support students with social or emotional needs.

Establish routines and expectations 

• From the first day, parents will need to establish clear and consistent routines and expectations. Danebank encourages parents to set regular hours for their children’s school work. We suggest students follow their usual timetable, beginning their studies at the normal start time of the day. Keep normal bedtime routines for your daughters. Please encourage your daughters to move regularly and take short breaks throughout the day. 
• It is important that parents set these expectations for how their children will spend their days as soon as distance learning is implemented, not several days later after it becomes apparent a child is struggling with the absence of routine.

Define the physical space for your child’s study 

• Your daughter may have a regular place for doing home learning under normal circumstances, but this space may not be suitable for an extended period of time. We encourage families to establish a space/location where their daughter will learn most of the time. We advise that this is a public/family space, not in your daughter’s bedroom. If at all possible, it should be a place that can be quiet at times and have a strong wireless internet signal. Above all, it should be a space where adults are present and monitoring their daughter’s learning when feasible.

Monitor communications from your daughter’s teachers 

• Teachers will communicate with parents through email, when and as necessary. The frequency and detail of these communications will be determined by your daughter’s age, maturity, and her degree of independence. 
• Danebank encourages families to contact their daughter’s teachers when and as necessary. Please be mindful that teachers will be communicating with many other families too, and that communications should be respectful, courteous, essential and succinct. Teachers will make every effort to reply within 24 hours. We also encourage parents to have their daughter explain to them the technology systems (e.g.  Canvas, Seesaw, Google GSuite) teachers are using.

Begin each day with a check-in

• Parents are encouraged to start and finish each day with a simple check-in. In the morning, ask questions such as: 
  • What are you learning today? 
  • What are your learning goals?
  • How are you spending your time? 
  • What resources do you require? 
  • What support do you need? 
• This brief grounding conversation will be of great assistance, allowing students to process the instructions they’ve received from their teachers. It helps them organise themselves and set priorities. Older students may not want to have these check-ins with parents, but they should nevertheless. 
• Parents should establish these check-ins as regular parts of each day. Not all students thrive in a distance learning environment; some struggle with too much independence or lack of structure. 
• These check-in routines need to be established early so our students do not fall behind or begin to struggle.

Take an active role in helping your daughter process and own her learning 

• We learn best when we have opportunities to process our learning with others. Beyond the check-ins recommended at the start and end of each day, parents should regularly circle back and engage with their daughter about what she is learning. However, it’s important that your daughter is responsible for her own learning. Please do not complete learning or assessments for them, even when they are struggling.

Establish times for quiet and reflection 

• A challenge for families with multiple children will be how to manage all of their children’s needs. There may be times when siblings need to work in different rooms to avoid distraction.

Encourage physical activity and/or exercise 

• We encourage you to ensure that your daughters move and exercise. This is vitally important to their health, wellbeing, and for their learning. Our PDHPE teachers will recommend activities or exercises, but it is important for parents to model and encourage exercise. 
• Consider how your daughter can support with house chores and responsibilities.  

Remain mindful of your child’s stress or anxiety

• Should we need to implement our Distance Learning Plan, your children may experience stress or anxiety. Please be encouraged to speak with your daughters directly, even the youngest ones, and listen to their concerns. Provide them with factual, age-appropriate information and reassure them of all the work being done by the authorities, the medical profession and the School to protect them and us all. Please also remind them of the importance of good hygiene practices to prevent the spread of illness.  

Monitor how much time your child is spending online 

• Danebank does not endorse students being online for 7-8 hours a day. Distance learning will include many varied learning experiences such as games, reading, writing, creativity, and physical activity. 

Keep your children social, but set rules around their social media interactions 

• Over time, we anticipate that the girls may begin to miss their friends, teachers and being on site, as tends to happen towards the end of a longer holiday period. Please help your daughter to maintain contact with friends when circumstances permit, but please also monitor their social media use, especially during an extended school closure. Remember to follow Danebank’s Technology Policy.
• Remind your daughter to be polite, respectful, and appropriate in her communications and to represent the School and your family’s values in their interactions with others. 

What to do if your child is unwell? 

• If your daughter is unwell, please notify the School through our usual channels (attendance@danebank.nsw.edu.au), along with the additional measure of informing the Year Coordinator (7-12) or Class Teacher (K-6) when a student is unwell if we are implementing the Danebank Distance Learning Plan.
  

Additional links

• Advice:  https://www.nytimes.com/2020/03/19/well/family/coronavirus-covid-teenagers-teens-parents-kids-family-advice.html
• What makes a successful online learner: https://careerwise.minnstate.edu/education/successonline.html

• Establish daily routines for engaging in the learning experiences (e.g. follow your normal Danebank timetable).
• Identify a comfortable, quiet space in your home where you can work effectively and successfully.
• Regularly monitor online platforms (Canvas, Seesaw, email, etc.) to check for announcements and feedback from your teachers.
• Complete assignments with integrity and academic honesty, doing your best work.
• Do your best to meet timelines, commitments and due dates.
• Communicate proactively with your teachers if you cannot meet deadlines or require additional support.
• Collaborate with and support your peers in their learning.
• Comply with Danebank’s Acceptable Use Policy, including expectations for online etiquette. All Danebank students are expected to use technology responsibly and safely. Please refer to our Technology Policy.
• Proactively seek out and communicate with adults at Danebank as different needs arise (see below).
  

Junior School

Senior School