Content Guidelines

Early Years (EYs) Teachers & EAs

  • EY1 and EY2 teachers will host daily Zoom sessions to build community and relationships and explain the learning opportunities for students to select from. Examples of these could be a read aloud, cooking instructions, games focusing on rhyming or early number skills, science/art/gross and fine motor engagements, plus links to interactive websites. Teachers will suggest that parents may post one video or picture linked to a learning opportunity each day to Seesaw.  Students will receive audio or video feedback on their posts from the teacher EA over the course of the week.
  • EY1 and EY2 will maintain weekly overview templates, which will be communicated to parents via Seesaw. This document outlines all the relevant learning outcomes for the week. It serves as both a collaborative plan and a way for parents to have a record of all learning engagements offered.
  • ‘Remote learning packs’ of age appropriate materials/equipment for EYs students will be compiled and sent home by teachers and EAs throughout the year depending on the units of study. Essential supplies for completing the learning engagements will be provided by school and mailed to families or picked up outside the campus as needed. This will help ensure that our youngest learners have access to optimal materials and equipment necessary for hands-on, exploratory learning at all times, and thus help minimize screen time for this age group.

Lower School Teachers & EAs

  • Each grade level will maintain a daily overview template which will be communicated to parents through Seesaw. This document serves as both a collaborative plan and a way for parents to have a record of all learning engagements.
  • Each lesson should include learning targets, the materials required (if any), submission expectations including how and when to submit work, and estimated time needed.
  • Where possible, lessons should include opportunities for peer interaction e.g. requiring students to comment on each other’s work or to work collaboratively in a break out room.
  • Opportunities should be provided every few lessons for work to be submitted and formative feedback given to students; this feedback could take the form of simple text comments, audio or video messages, or a live face-to-face interaction. Teachers can gauge the amount of feedback required in order to enable modification of lesson structure moving forward in line with understanding, as it would in a face-to-face lesson.
  • In order to ensure that we maintain the balance between the teaching of both knowledge and skills during periods of remote learning, class time will be dedicated in helping students in:
    • Organising themselves for digital learning
    • Developing the Approaches to Learning skills of the IB PYP
    • Working collaboratively and independently
    • Building positive relationships
    • Building on personal strengths to support learning
    • Developing physical activity and wellness

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