Top eastern suburbs schools share their tips for at home learning success
With no end to virtual learning in sight, we reached out to the principals and teachers from the top schools of the eastern suburbs for their reflections and advice.
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Home schooling has been a tough gig for many eastern suburbs parents this year and so some of our favourite principals and teachers have come to the rescue with their top tips for success.
THE SCOTS COLLEGE
In 2021 teachers across New South Wales, including those at Scots, commenced Term 3 through a screen, adapting their schedule – almost instantaneously – to an online environment.
Scots principal, Dr Ian PM Lambert, said both teachers and the boys were focused on continuing their educations despite the pandemic.
“We are all determined to continue learning as best we can, as we draw upon the support and resources we have available to us in the school environment and our local communities,” Dr Lambert said.
“We must work together to achieve our personal and collective goals in the context of this global challenge.”
Scots has provided a rich at home learning experience which recently included a scone baking experiment by the year 10 chemistry class over Zoom.
“It forces us to think outside our comfort zone and gives us space to be more creative with our lessons,“ Head of Science Peta Austin said.
“I think, by necessity, we make our lessons more relevant to the child’s real world environment which is perfect in a science context.”
Meanwhile Year 3 teacher Joel Brown said there were many opportunities provided by virtual learning.
“Increased collaboration and collegiality with staff. A hallmark for me of Scots staff is that when things are tough, everyone comes together,” Mr Brown said.
“Another opportunity has been the need to refine and reflect on my teaching practice in a new paradigm.”
Year 2 co-ordinator and teacher Elisabeth Smith said it was her role to ensure they boys’ social, physical, emotional, spiritual and academic needs are cared for.
“This year, when the boys have to keep to their own households much more than last year, they are really missing the face-to-face interactions with their friends and the emotional and social connection that they love about school,” Ms Smith said.
“Trying to find solutions to meet those needs has been a challenge.”
ST CLARE’S COLLEGE WAVERLEY
Annette Emms, Director of Learning and Teaching at St Clare’s College Waverley, said her top tip was to retain a routine – including wearing school uniforms.
“For us at St Clare‘s, this means following our usual timetable and Zooming in with classes every lesson,” Ms Emms said.
“We have found this creates responsibility for the students and some engagement even if it is limited by being on screen.
“We have also tried to keep students motivated by encouraging them to wear their uniform and have their cameras on for Zoom lessons, so that they feel like they are getting up and prepared for school.”
Ms Emms said St Clare’s focus as a College is on essential content and skills to ensure continuity in learning and a smooth transition for when we return to face-to-face learning.
“The main strategy is to be flexible. Change up lessons by polling students, using break out rooms, creating shared documents and group activities. Being flexible also acknowledges that not all students like Zoom, or group work. That’s why we aim to keep varying delivery, just as we would try to do at school.
“We are in regular contact with our college community and advise parents/carers to reach out to the school if they need guidance and further support.
“We understand the challenges and difficulties that come with remote learning, including parents juggling their own work/working from home and homeschooling, to keeping their children engaged and motivated, as well as providing the support and attention they crave.”
And finally Ms Emms recommended making sure the kids get their essential daily exercise in.
“We encourage parents/carers to ensure that their children balance screen time with physical activity for both their wellbeing and productivity,” she said.
“This could be implementing a step challenge, walking their pet, going for a swim, baking, or even reading a book outdoors.
“To counteract the screen time at St Clare’s we have introduced more frequent breaks and ’Rest & Reset’ days that are screen free and encourage students to take part in a series of Wellbeing activities.”
CRANBROOK SCHOOL
Headmaster of Cranbrook School Nicholas Sampson said he remained ever conscious of the significant challenges Cranbrook families face as they juggle their own work lives while overseeing their children’s learning.
“Parents are frequently managing children from different schools and of varied ages, who naturally require very different levels of support,” Mr Sampson said.
“From our youngest Cranbrookians attending our Pre-Schools, through to our most senior students currently sitting their HSC trials remotely, Cranbrook staff have adapted their classroom teaching to the online platform swiftly, creatively and enthusiastically.
“From musical masterclasses, to Olympic style online challenges led by our sports coaches, and animation videos from our STEM students, our teachers’ levels of imagination and creativity are high. There are a multitude of examples of teachers working above and beyond, to ensure our students receive the highest level of a Cranbrook education.”
Mr Sampson joined other eastern suburbs education experts in calling for predictability in a student’s day.
“Familiarity of routine is important to ease anxiety in these unprecedented times,” Mr Sampson said.
“In order to support students and encourage engagement, we are operating the normal Cranbrook School timetable but also factoring in ‘screen-free’ time for students through from Kindergarten to Year 10.
“This is essential as the lockdown continues to promote a greater sense of emotional wellbeing. We actively encourage our students to step outside, breathe in the fresh air and exercise whilst adhering to the health orders.”
Cranbrook is renowned for its strong pastoral care program and this support has been instrumental during the lockdown.
“We believe the strengthened delivery of pastoral support to students is as imperative as academic teaching, to support students experiencing this enforced isolation and disconnection from their usual educational routines, their teachers, fellow students and school environment,” Mr Sampson said.
“We are replicating our regular mentor groups, House meetings and assemblies online. Maintaining connection is vitally important: along with individual check-ins, we mark rolls and Senior School students still participate in the daily mentor period connecting them with their mentors and each other.
“Each week our parent portal is updated with information and resources created specifically to support our families during this period of lockdown and distance learning; from top tips for distance learning and home learning checklists to set students up for a successful online learning experience, to advice on how to deal with lockdown fatigue and our tips for managing family wellbeing.”
The headmaster said regular communication with parents was key.
“Since the start of the pandemic, as a school we have already learnt many lessons and will continue to do so as this situation evolves and our distance learning plan changes accordingly,” he said.
“We are committed to being agile, responsive and remaining as connected as ever to our students and their families, ensuring we can deliver a continuity of education until classes and life return to a more normal existence.
“There are strong grounds for optimism and gratitude for the future. As a School, we have sought to encourage our students to recognise that, through the brilliance and hard work of scientists, medical researchers, doctors, public servants and so many others, we know that there are positive pathways to a healthier future.
“Each generation faces specific challenges: history tells us that, ultimately, humanity prevails and that hardship can strengthen us as a society and as individuals.”
MCAULEY CATHOLIC PRIMARY SCHOOL ROSE BAY
Remote learning has been a big challenge for everyone, says kindy teacher Georgia Thomson. She added she is so grateful for the wonderful effort parents and students are making whilst learning from home.
“We know that it’s not easy and there is no single strategy to make it work, but we hope the tips will provide parents with some tools to help keep students engaged, learning and thriving at home,” Ms Thomson said.
Her first piece of advice for home schooling little ones is to mix it up.
“At McAuley Catholic Primary School the teachers provide opportunities to introduce new ideas, participate in themed weeks and explore fun online and offline activities. The students celebrated National Science week with easy at home experiments, a live virtual science show and class ‘crazy scientist’ dress up Zooms. Book Week was another opportunity for fun activities and dress ups,” Ms Thomson said.
She also recommends integrating learning into everyday life.
“Whilst a perfect schedule might work at home for some it may not work for others,” she said.
“We are constantly finding different ways to integrate key learning into our students’ everyday life; play outside, talk about the weather, go on big walks, cook together, paint pictures and play board games, do science experiments or go on a virtual field trip to Taronga Zoo.”
It’s a confusing time for the youngest students and so Ms Thomson focuses on wellbeing.
“Zoom meetings are a great way for students and teachers to check in with each other and stay connected,” she said.
“We have a number of Zoom wellbeing meetings each week at McAuley where teachers and students share what went well, read books together, give feedback, take time to talk and always end with a fun trivia, a quiz or a game of scattergories.
“We also have our specialist teachers provide Mandarin, music, tuition lessons for violin, viola and cello and physical education lessons through weekly Zooms.”
Ms Thomson also stressed that learning from home is not the same as homeschooling.
“Remember that you are your child’s parent, not their teacher. We are degree trained professionals, often with many years of classroom experience,” Ms Thomson said.
“You are not expected to replace school or provide the same education as if your child were in the classroom! Establish some rules, create routines and set some goals so you can see what you have achieved together at home.”
SCEGGS DARLINGHURST
Head of Primary Helen Dempsey’s number one tip is to prioritise play outside of school time.
“With young people all over NSW in lockdown, spending hours on screens learning and missing play times at school, it is vital that we get our kids outside,” Ms Dempsey said.
“Research tells us how important it is that children of all ages are able to be creative and engaged in imaginative play. Playing in natural environments such as gardens, parks, beaches or a quiet neighbourhood street is a simple yet powerful way to positively impact your child’s wellbeing.
“Outdoor play promotes health benefits including cognitive, social and emotional development. So, encourage your child to get outside during break times and before and after the school day. Allow them to play, explore, discover, create and challenge themselves. You don’t need to plan structured games or activities, let nature and their imagination do the talking.”
Ms Dempsey also emphasised parents can’t do the hard work of learning for their children.
“As teachers, we want the children to know and understand that learning requires stepping outside of their comfort zone, to experience discomfort in not knowing, and to feel stuck,” she said.
“Sometimes this can lead to frustration and angst, and as parents, we can often want to rush in and rescue our children.
“Let your child take risks and be brave as a learner and feel comfortable with feeling stuck. Tell your child you are there to help but step in only when needed. You don’t need to hover, remember in a classroom there are 25 plus children and often only one teacher. They aren’t used to 1:1 attention!
“Remember to not let learning become a battle, too. If things aren’t working out, take a breather … Good learning won’t happen when emotions are raging.”
While Ms Dempsey agreed a routine could be beneficial she stressed it was not the be all and end all.
“Each school seems to be taking a slightly different approach to learning from home. At my school, the girls are keeping to a timetable that is very similar to the one they follow at school, with slightly shorter lessons and longer breaks,” Ms Dempsey said.
“Even if your child’s school isn’t quite as structured, try to provide organisation around the day with working times and break times built into the day. Make it clear to the children what time learning will start and when it will finish.
“Little people thrive on routine and whilst it may not always be possible to adhere to due to circumstances outside of your control, get the kids up at the same time as you would usually do and put them to bed at their usual bedtime.
“If they are learning using a screen for a large part of the day, its draining and they need sleep. But, at the end of the day, if the day doesn’t go to plan, don’t stress. Life is complex for everyone at the moment, and we all need to do what we need to do to get through each and every day.
“The most important thing is the health and wellbeing of your family right now. Being kind to ourselves and each other needs to be at the top of everyone’s to do list.”
Ms Dempsey’s final piece of advice is to try to enjoy the experience … just a little.
“I know you are probably laughing and crying whilst reading this sentence, thinking is this woman serious?” she said.
“Enjoy the experience?! Still, I want you to remember that you will likely never have this window into your child’s life again.
“Is it tough, yes! Is it something you want to do ever again? Probably not! But, between now and when this ends (and hopefully it will!) take a minute or two to stop, step back and watch your child learning.
“Usually, you pack them off to school for six hours a day and don’t get a chance to see anything that happens behind closed doors. By the time you see them at three o’clock they’ve often ‘forgotten’ what they’ve done during the school day.
“This time will pass, and they will return to school, and you will always remember why you chose not to become a primary school teacher.”
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