Remote Learning at Greythorn Primary School

Our remote learning program provides both synchronous (live teaching) and asynchronous (content available anytime) learning for all students at Greythorn.

Synchronous Learning (videoconferencing)

50 + Webex sessions per week including:

  • Classroom sessions every day
  • All classes have smaller group (up to 5 students) sessions every day
  • EAL sessions 4 times a week
  • MiniLit Program 3 times a week
  • Education Support staff supporting individual students throughout the week

Asynchronous Learning:

  • Use of Seesaw in years F-2
  • Use of Google Classroom and Apps in years 3-6

We encourage a strong emphasis on wellbeing including:

  • Webex sessions focussing on wellbeing
  • The introduction of smaller group Webex sessions to support increased voice for students, as well as the opportunity to connect with friends
  • Whole schools videos (juggling, how teachers survive isolation news, dancing & assemblies)
  • Wellbeing Days – to allow students to catch up and/or enjoy connection to the school via some fun activities
  • Greythorn Isolation Movie (photos of Greythorn families in isolation) and Photoboard (in front of office) 

What we learned from Remote Learning v1.0

Adaptability – Everyone learnt how to adapt very quickly.  We had 3 curriculum days and the holidays to have everything tested and ready to go with learning tasks and videoconferencing. 

Video content – Every staff member created content specifically for their classroom and year level.  In the case of Seesaw, on a platform not used before, so that was a very steep learning curve.  The idea that the content was in many cases describing the learning was probably new to most people.  In other words, simply providing text as instruction was limited, so the use of video to describe the learning was widespread.  This highlights the intent of teachers to make the learning as accessible as possible for as many of the students as possible.  There was also a clear intent to keep the content engaging for the students.  

Many staff members became proficient in the use of video editing such as iMovie and Movie Maker.

Feedback – explicit feedback was given to almost every task undertaken during the remote learning period.  In years 3-6 it was often via Google Classroom discussions and in Seesaw it was via likes, and either written and/or verbal comments.  We also received a great deal of feedback from parents during the remote learning period that enabled us to nuance our programs.  Some of these nuances were smaller group Webex sessions, less text when giving instructions, not too many tasks and a focus on wellbeing.

Focusing on simplicity – Staff continued to focus on the idea of simplicity in learning task design thus making the tasks accessible.  Meanwhile there was usually scope in the tasks to go further for the students that found the tasks easier.

Working cohesively – Teams had to work together in the most unusual of circumstances in order to create the content for the learning.  Teams continued to meet, plan together and collaborate in order to produce the learning sequences. 

We continued to meet as a staff collective every week, the curriculum level teams met to plan, the level team leaders met and leadership continued to meet throughout this period.

Duncan Exton
Assistant Principal