- Distance Learning Plan
- What is Distance Learning at Scots College
- Distance Learning Plan Junior School
- Distance Learning Plan Middle School
- Distance Learning Plan Senior School
- Expectations of Students, Parents & Staff
- Your Wellbeing
- ICT – How to Tutorials
- Learning Support for Distance Learning
- FAQ for Distance Learning Plan
Distance Learning Plan Senior 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.
IB & NCEA Specific Information: Our curriculum team including the IB Coordinator and Principal’s Nominee (NCEA) will be in regular contact with officials from NZQA and the IB. Information updates relating to student assessment, qualifications and exams will be shared with the College Community.
Role Of Parents
We ask parents for the following support:
- Monitor 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.
- Ask your child about their deadline calendar and support them, as needed, in submitting assignments and evidence according to the established deadlines and checkpoints.
- Remind your child to email their teachers if you or you child have questions or need extra help and support.
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.
- 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.
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 Senior 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;
- Post-assessment authentication through student reflection or teacher/student dialogue; or
- 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, performance assessments, IBDP internal assessments). Students will be informed if they must participate in such an assessment.
IB Diploma Programme Assessments
Year 12 students are to continue working through the outcomes of their current courses. This includes any students completing Pamoja online courses. CAS reflections shall continue: students are to consider if there are possible connections that they can make within their own communities while in lockdown.
Year 13 students are in the process of finishing their Extended Essays. They have been given feedback on their first completed copy and have until May 1st to hand in their final copy. Theory of Knowledge presentations have been completed and the titles of the essays have been discussed. Students are well placed to complete their essays within the current deadlines. With respect to CAS requirements, there are several students who need to write their reflections on tasks already completed. Students who have not started their project must contact Mr McKnight as soon as possible.
Currently, the November 2020 examinations are planned to go ahead as scheduled. The expectations are that students should be preparing to complete these exams on the scheduled dates. Teachers are working hard to continue to provide high-quality online lessons that allow students’ progress to be seen in the remaining learning outcomes and internal assessments.
Students should note that those involved in the cancelled May 2020 exams are still required to provide internally assessed work and this, along with school predicted grades, will allow final grades to be allocated. Therefore, internal assessments and practice exams will have added importance. It is unprecedented that a whole exam session has had to be cancelled. However, we have seen that the IBO has been extremely fair to students in such incidences as the Kaikoura earthquake in the past. If the November exams have to be cancelled, we feel our students are in a very good position.
If students have any concerns, please contact subject teachers in the first instance, or Mr McKnight – firstname.lastname@example.org.
The NZ Qualification Authority (NZQA) has been keeping the College updated with developments regarding assessment of the NCEA. The NZQA has implemented a large number of the strategies it employed during the time of the Christchurch earthquake, and have rolled out those strategies at a national level. Scots College will be employing those strategies to ensure students are fairly assessed against the NCEA standards included in the courses of study.
Those strategies will include:
- changes to the order of units of work as they currently appear in course descriptions. Students will be made aware of those changes by their classroom teachers.
- offering alternative achievement standards, to maintain a sufficient/equivalent number of course credits. The alternative standards will offer students the opportunity to provide evidence of their learning through Scots College’s distance learning plan. This strategy is largely employed in subjects with standards that are assessed through practical/portfolio evidence.
- changes, made by the NZQA, to the expected evidence for NCEA standards. The NZQA have already released information to teachers regarding the changes to the evidence they may now collect. This strategy is beneficial to students who would normally provide evidence of their learning through group/ensemble tasks.
Students will receive specific information from their subject teachers regarding NCEA assessment. It is important for students to seek clarification from their teachers in a timely manner, should they feel unsure about details regarding assessment.