Information for teachers about learning from home, delivering the curriculum remotely and how to support students with additional needs.
We welcome feedback from teachers about their tips and ideas for supporting learning from home. Send us an email
About learning from home
Learning from home means using or adapting important features of your school to support and enable remote curriculum delivery. This includes:
- how teachers will design and plan, individually and collectively
- what curriculum content you’ll deliver
- how you’ll deliver curriculum content during the day and across the week(s), which may include using technologies
- how you’ll assess student learning
- which cohorts are likely to need additional support, and how you’ll support them
- what school and other leaders’ roles and responsibilities will be
- what existing structures, processes and resources in the school you might leverage
- the relationships the school currently has that you might successfully leverage, including relationships with other schools, allied health professionals and with community and/or industry partners.
The Victorian Curriculum and Assessment Authority (VCAA) has published more advice for students undertaking senior secondary qualifications.
Delivering the curriculum remotely
Research and practice tell us that students are likely to learn best from home when teachers:
- give students, parents and families information about how and when they can contact teachers
- make regular contact with students and families
- create and communicate a schedule or calendar that shows what’s expected of students – for example, what students will be asked to do, by when
- give regular feedback to students and families on student learning progress
- avoid overwhelming students by giving them too many learning activities at once – for example, a whole month's work
- plan learning activities to address agreed goals of
individual education plans (IEPs) for students in your class, where appropriate
- ensure that parents are provided with materials that align with the appropriate level of the Victorian Curriculum F-10 and including A-D
- plan for a blend of synchronous (in real time) and asynchronous (not in real time) online learning opportunities, if students have access to technologies
- balance individual activities/tasks with collaborative ones that support students to engage with each other online – if appropriate and technologies can facilitate it
- include a variety of activities/tasks – for example, creative, reflective, analytical, shorter and longer.
Supporting students with additional learning needs
Some students may experience greater challenges in learning remotely and need extra support in a home learning environment.
Resources available to help schools plan remote and flexible learning experiences can be also used for students with more complex learning needs. As their teacher, you will be best placed to determine learning activities that will align with learning needs and the goals identified through their IEP.
When planning for all learners, including those with complex needs, you may need to consider:
- level of instruction required for parents to be able to support completion of tasks, remembering that just as in the classroom, some learners need more adult support
- order of learning activities
- indicating time expected to take to complete the task
- ways to keep motivated or track progress.
Small group learning
This advice for schools on small group learning provides evidence-based, practical guidance for the use of small group learning as a targeted student support strategy, with a focus on implementing small group learning online and principles that can be applied in any context.