Expectations of Students, Parents & Staff

Roles & Responsibilities


  • Dedicate appropriate time to learning, comparable to a school day and/or as guided by your teacher/s.
  • Check appropriate online platforms for information on courses, assignments and resources daily.
  • Attend, as much as possible, the regular synchronous engagements offered by each of their teacher/s.
  • Identify a comfortable and quiet space to study/learn.
  • Engage in all learning posted with academic honesty.
  • Submit all assignments in accordance with provided timeline and/or due dates.
  • Ensure own social and emotional balance by keeping healthy habits


Support their child/ren in their learning by:

  • Providing an environment conductive to learning (access to technology, safe and quiet space).
  • Engaging in conversations on posted materials and assignments.
  • Monitoring time spent engaging in online and offline learning, including variables like that of preferred learning times (morning, afternoon, evening).
  • Encouraging attendance, as much as possible, to the regular synchronous engagements offered by each of your child’s teacher/s.
  • Support emotional balance by providing ample room and time for reflection, physical activity, conversation, and play.

Roles & Responsibilities


Leadership Team:
  • Develop school plans for distance learning.
  • Communicate with staff and parents.
  • Support staff and parents during distance learning.
  • Ensure effective implementation of Distance Learning Plan and accountability to student learning.
Subject/Homeroom Teachers:
  • Collaborate with colleagues to design distance learning experiences for students in accordance with school plans.
  • Develop high-quality student learning experiences.
  • Communicate with and provide timely feedback to students.
  • Communicate with parents, as necessary.
ESOL Support Teachers:
  • Support teachers in the development of high-quality student learning experiences in accordance with school plans.
  • Curate and/or develop resources to support ESOL students.
  • Communicate with and provide timely feedback to students.
  • Communicate with parents, as needed.
Learning Support Teachers:
  • Partner with classroom teachers to accommodate the online learning curriculum they are providing to the learning support students.
  • Recommend to parents and teachers other online learning platforms learning support students might be able to access at this time
IB/NZQA Coordinators:
  • Remain in contact with the IBO and NZQA.
  • Communicate information from both the IBO and NZQA to teachers, parents and students, as it becomes available.
  • Provide access to developmentally appropriate videos regarding self-regulation, anxiety and/or wellness strategies that students can practice during this time of Distance Learning eg School TV.
  • Provide developmentally appropriate “blog-type” statement/s that include resources regarding anxiety, isolation, health and wellbeing particular to Year Level(s).
  • Respond to counselling needs of students, as needed.
  • Curate resources for teachers to support the development of high- quality online learning experiences for students.
  • Provide access to screencasts, videos, podcasts or other how-to resources for teachers.
  • Support teachers in the development of distance learning experiences, as needed.
Teaching Assistants:
  • Provide support and assistance to assigned students and/or subject area teachers as requested.
Online Tech Support Team:
  • Provide timely response to student, family, and staff requests regarding technology issues.

General Guidelines For Distance Learning


When designing your online lessons and learning experiences, please consider the following:

  • Timely feedback is essential to student learning; this is especially so in online learning environments when/where students are unable to ask questions as they normally would in a classroom setting.
  • Clear communication regarding where and how students should ask questions and seek clarification specific to learning targets, task requirements, and/or deadlines (eg email, Teams, document).
  • Active monitoring of your email for questions and communications from students/families.
  • Avoiding, unless carefully scheduled and limited, real-time chats as “help” sessions for students.
Offline work
  • Avoid requiring printing. All tasks must be completed on a device or uploaded as a picture.
  • Consider including offline activities in your lessons such as reading, engaging in discussions with a family member or friend remotely, writing in a journal, taking pictures, utilising virtual fieldtrips, and/or making a video.
  • Strictly follow the school guidelines for time and schedule.
  • Consider varying the activities you normally plan in a differentiated manner.
  • Offer alternative opportunities for reading, research, online discussions/peer-feedback, and producing written work.
  • Seek the support of colleagues and others who have specific interest and/or expertise in delivering online Distance Learning experiences.
  • Provide students ample time to complete assignments. More time than you would usually provide in class may be necessary for students.
  • Keep tasks simple and directions clear to make sure students understand what they are required to do.
  • Consider the size of the files to be downloaded by students; students’ WIFI access may have limited bandwidth.
  • If you embed videos, keep the size of the files small and avoid HD quality.
  • Try to post only PDF or Office 365 documents as they are universal and are often easier to convert.
  • Avoid email submissions. Consider requiring all submissions to take place through Teams, One Note or Seesaw, or as a shared document.

Our Location

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