Distance Learning Plan Middle School

During the event of a school closure, students will participate in meaningful learning experiences in each of their classes, even though they will not be physically present on campus. Distance Learning will, where possible follow the normal timetable and course outlines.

Role Of Parents

As Middle School students are still developing their independence, a teacher-parent partnership is essential for students to engage in some Distance Learning tasks and, in some cases, to access online resources. The learning tasks and activities provide direction and support to families. We recognise that parents may have more than one child to guide, therefore we have framed the learning experience to require minimal parent involvement.

We ask parents for the following support:

  • Monitor One Note and email updates and be sure to check in with your child daily about the distance learning tasks, activities and assessments they are working on.
  • Designate a place where your child can work independently on their assigned tasks.
  • Ask your child to provide a brief summary of the learning they are engaging in for each class to ensure their understanding of the content and of the process are correct.
  • Monitor your child’s deadline calendar and support them in submitting classwork according to the established deadlines.
  • Remind your child to email their teachers if you or your child have questions or need extra help and support.
  • Ensure that your child is taking regular breaks, spending time outside, having time away from devices, eating, staying hydrated and getting plenty of sleep.

Content & Timing

  • Students will be provided with a clear weekly learning plan via their class One Note for each class by 8:45am on Monday mornings to ensure they know what learning they need to accomplish each week. This weekly learning plan will be broken down into a range of sequential tasks and activities and may also include time designated for completing assessments.
  • Students will need to complete the tasks in the order the teacher requires and by the day/time stated. This will allow staff to provide meaningful feedback and ensure students are prepared for any formative or summative assessment in alignment with the rest of the class.
  • Total time for engagement in learning for each class, including reading, homework, and work towards long term assignments, should be in line with normal timetabled hours plus regular homework.

Asynchronous Interactions:

  • Weekly learning plans, lessons, and materials will be posted by 8:45am each Monday. Teachers may add or refine tasks and activities during the week.
  • Teachers will design learning in multiple tasks that complement each other in the development of understanding.
  • Teachers may provide a video and/or screencast to introduce the lesson and/or to provide instructions.
  • Teachers will provide an estimated duration for all learning activities.
  • Students may be expected to participate in discussion posts.
  • Deadlines will be flexible to accommodate student location and travel.
  • Teachers will clarify in advance how students should contact them if they need assistance.

Synchronous Interactions:

Students will engage in synchronous, or real-time, engagement with their teachers and classmates using Microsoft Teams if required.

Teachers will engage in real-time with students in the following ways:

  • Individual: Students may request help by making appointments with their teachers at an agreed time.
  • Structured Synchronous Learning: Teachers or House Deans may invite students to participate in a real time class meeting, lesson or in a small group work session.

Assessment & Progress Monitoring Middle School

Teachers will use a variety of assessment tasks to inform instruction, improve learning, and report on student achievement.

Teachers will design assessment instruments and create environments that assist students in making good choices related to issues of integrity. This could include:

  • Using an assessment monitoring system like lockdown browser or turnitin.com
  • Require students to submit drafts at certain checkpoints (set date/time)
  • Supply photographic evidence of work being completed
  • Establishing clear expectations and guidelines for use of sources and collaboration and including them as part of the assessment task;
  • Creating assessments that allow for student choice and development for how they will demonstrate learning.

Non-graded formative and practice tasks:

  • Students must complete assigned non-graded assessments that provide a check for understanding. These may include (but are not limited to) discussions, forms, polls, reflections in One Note Class Notebooks.
  • Teachers monitor student progress with ongoing and regular feedback.
  • Teachers will determine when summative assessments are administered based on the data collected from formative assessments.
  • Late submissions of student work may not always receive feedback. Students are best served to focus on current assignments to move forward in the learning process.
  • Teachers will actively engage with the student, parents, learning support and House Dean to support students who are not producing evidence of learning during a unit of study.

Graded summative tasks:

  • Students must complete graded assessments as required. These may include (but are not limited to) electronic portfolios, electronic quizzes/tests, writing assignments.
  • Clear instructions on where/how to turn in assignments will be provided to students.
  • Special arrangements may be made for specific types of assessments (eg oral exams). Students will be informed if they must participate in such an assessment.

MYP Assessments

We endeavour to facilitate learning as if it were in school. As such, MYP assessments will continue in accordance with planning, however, we would like to offer some assurances. 

Firstly, we are all adjusting to learning in this platform and as such, assessments will be modified to allow students to access them appropriately at home. The modifications may include additional scaffolding, more checkpoints, assistive technology and a variety of synchronous and asynchronous tasks.

Just as if we were at school, assessments take place in class time. Students completing summative assessment work will be expected to complete it within the assigned class times so that it is not interrupting learning from other classes.

All work submitted will also require the signed academic honesty document to accompany (see below). This ensures that students are completing and submitting their own work.   

One of the IB Learner Profile traits is balanced.  Throughout this step of the journey, we want students to continue to be challenged academically as well as physically, creatively and spiritually. As such, we expect students to make time for themselves, whanau, hauora, academic and physical activity which also includes our literacy and numeracy homework.

Click here to download MYP Academic Honesty Declaration

Learning at Home Plan

Our Location

Scots College
1 Monorgan Road
Strathmore Park
Wellington 6022
New Zealand
Scots College
PO Box 15064
Wellington 6243
New Zealand