Advice, tips and resources to support children as they learn from home.
Welcome to a whole new way of doing things! We assure you that we will support you through time in a
range of way. This guide provides advice, tips and resources to help you support your child’s continuity
of learning from home. Lethbridge Primary School will operate through remote and flexible learning at
the commencement of Term 2, until we are advised by Government decisions to reopen.
If children can learn from home, they must learn from home.
If your child cannot learn from home, apply for an exemption by 3pm on Thursday in the week prior to
requiring care, using the form provided on our Website. This allows us to ensure sufficient staff are
available to supervise your child.
If your child is supervised onsite, you must collect them as soon as your work day has finished.
For more information on coronavirus (COVID-19), visit the Victorian Government website.
ABOUT LEARNING FROM HOME
When you start to think about helping your child to learn from home, remember that no one expects you
to be a subject matter expert or teacher. The most important thing you can do is to continue to provide
comfort, support and encouragement to your child.
You can help your child to learn from home by working with their school and supporting your child as
they undertake the activities provided.
HOW OUR SCHOOL WILL SUPPORT YOUR CHILD
You can continue to contact the office via phone and email.
See ‘Online Learning’ below, for how to contact the teacher for educational support.
- communicate with you and your child about teacher responsibilities and what you and your child
need to do
- communicate with you and provide daily learning activities for your child to do at home
- use their normal communication tools such as their website, newsletters, emails and other online
- provide technical support with devices, as needed.
Lethbridge Primary School students are expected to:
- Continue to abide by the schools policies about student behaviour when learning in an online
setting. We will continue to follow the school’s policies when responding to inappropriate
behaviour on and off line.
- Students must continue to follow the Acceptable Use Agreement provide.
- Students or parents should contact the teacher if they experience inappropriate behaviour online.
ONLINE LEARNING DETAILS
|Prep - 2||3 - 6|
|Learning Platform||Class Dojo||Google Classroom|
|Teacher Contact||-Students contact and post throught their portfolio|
-Parents contact the teacher through class Dojo "message"
|-Students contact through class
stream or private comment
- Parents Contact:
Grade 3/4 Mrs Beechey/Ms
Clark contact via Class Dojo
Grade 4/5 Mrs Matthews & 5/6
Mrs Mitchell contact via teacher
|Lessons||Posted daily before 9am||Posted daily before 9am|
|Literacy||45 - 60 mins daily||45 - 60 minutes daily|
|Mathematics||30 - 45 mins daily||30 - 45 minutes daily|
|Physical Education||10 minutes||30 minutes daily|
|Other||30 - 45 mins (Physical|
Education, Inquiry, Art, Play
|90 minutes daily (Inquiry,
STEM, Italian, Art, social and
|* Video meetings may be recorded by the school at times for educational and assessment purposes.
* No recordings that are placed on the educational platforms we use are to be removed or
copied from that site AT ANY TIME, for any purpose.
* A reminder to all students that online behaviour is covered by our Online Agreement Policy and our
Expected Behaviour Matrix.
ESTABLISHING ROUTINES AND EXPECTATIONS AT HOME
Start and end each day with a check-in to help your child:
- clarify and understand the instructions they get from their teachers
- help them organise themselves and set priorities for their learning at home.
A healthy daily routine is great for mental and physical health, as well as concentration and learning.
Encourage regular exercise breaks. This might mean going for a walk, using exercise DVDs and apps,
dancing, floor exercises or using home exercise equipment.
Encourage healthy eating habits and make sure they drink enough water.
Routines are very healthy. We will provide work according to the above. When you have your child
complete the work should suit your family’s needs and routines.
This is an example only:
|8:45||Check in with your child on how they’re feeling about the day, get
online together and have a look at the work and make a plan for the
|11.00||Morning Tea Break - Include some physical exercise|
|11.30||Other lessons for the day|
|12:30||Go for a 10-15 minute brisk walk, run or bike ride|
|12:45||Any uncompleted work, until finished. Then check in...Then have
|Evening||20 minutes of reading|
YOUR CHILD'S RESPONSIBILITIES DURING REMOTE LEARNING
You should change these responsibilities according to the age and stage of your child.
Your child's responsibilities include:
● regularly monitor digital platforms for announcements and feedback from their teachers
● do their best work by completing tasks with integrity and academic honesty
● do their best to meet timelines and due dates
● communicate openly with their teachers and tell them if they have any concerns or issues
● collaborate and support their classmates
continue to abide by their school’s behaviour guidelines.
HOW YOU CAN SUPPORT YOUR CHILD
You can support your child by:
● having a routine and setting expectations
● making sure your child has a space to work in
● providing a level of supervision suitable to your child’s stage of development
● monitoring communications from teachers
● checking in with your child often to help them manage and pace their work
● monitoring how much time your child is spending online.
● Provide a quiet learning space that is shared with others (such as a lounge room) so children
don’t feel isolated in their bedrooms and you are present when they are on line
COMMUNICATING WITH YOUR CHILD
We encourage you to start and finish each day with a simple check-in. These check-ins can be a regular
part of each day.
Morning check ins
In the morning, ask:
● What are you learning today?
● What are your learning targets or goals?
● How will you be spending your time?
● What resources do you need?
● What support do you need?
In the afternoon, ask:
● What did you learn today?
● What was challenging? You could come up with a way to deal with the same problem if it comes
● Consider three things that went well today. Why were they good?
● Are you ok? Do you need to ask your teacher for something? Do you need help with something
to make tomorrow more successful?
These questions allow your child to:
● process the instructions they get from their teachers
● help them organise themselves and set priorities.
You could also check-in with your child throughout the day. This depends on your child’s needs.
ADVICE FOR PARENTS OF CHILDREN WITH ADDITIONAL NEEDS
● How you can support your child with additional needs at home – this resource helps you support
your child’s learning at home.
● Understanding learning difficulties for parents: a practical guide – this guide provides you with
practical advice about learning difficulties. This includes the evidence base supporting particular
intervention programs and a recommended apps list for children with learning difficulties.
RESOURCES AND TIPS
In addition to the resources and materials that your early childhood service or school may provide, you
could also use the following resources:
GET PARENTS INVOLVED WITH LITERACY BOOKLET
Get parents involved with literacy includes programs and supports, including the ‘Literacy and numeracy
tips to help your child’ booklet. This booklet gives advice to parents with children from birth to year 6
about supporting their child’s literacy and numeracy learning.
You can also find ideas to support the development of early literacy skills including speaking listening,
reading and writing for children aged from birth through to the early years of school.
PREMIERS’ READING CHALLENGE - OPT IN
The 2020 Premiers’ Reading Challenge is now open and provides a great incentive to spend more time
Notify email@example.com if you would like your child to participate and the school will
register your child and give you a username and password.
More information on how to take part in the Challenge is available at: School student and parents: taking part in the Challenge
MATHEMATICS AND NUMERACY AT HOME
Mathematics and numeracy at home provides links to a range of advice and resources for families.
To support the development of numeracy skills for children aged from birth to the early years of school visit: How to build numeracy skills from birth to year 2 .
SCIENCE, TECHNOLOGY, ENGINEERING AND MATHS (STEM)
Find ways to engage children in science, technology, engineering and maths (STEM) experiences .
Visit the Fun at home webpage for more parent-focused resources.
SCREEN TIME AND ONLINE SAFETY
It’s important you keep a balanced approach to home learning. Time spent using digital devices for
learning should be broken up with physical exercise and offline learning tasks often.
It’s also important that during this time of remote learning we maintain safe and responsible use of
information and communication technologies.
- The appropriate use of digital platforms, privacy and information protection
- Respectful online communication.
MENTAL HEALTH AND WELLBEING CHECK IN
Just as you set aside time for physical exercise, it is important to make time each day to check in on
your child’s mental health and wellbeing.
As your child adjusts to their new routine and not being able to see their friends in person, it is important
to be understanding of their feelings of frustration, anxiousness and even anger – every child will react
To support your child, use these mental health and wellbeing check ins to:
- Provide an opportunity to talk about how they feel and listen to what they say
- Identify one or two things they could do to address what they are concerned or angry about
- Ask how they are going, whether they are finding it easy or hard to learn remotely, and if there is anything they’d like your help with.
There is a risk that your child may be bullied online. If you think this is happening to them, support is
available on how to talk to your child and your school at: bully stoppers .
If you have any other concerns about the health and wellbeing of your child, contact us directly, as we
will have access to resources that can help.
ACCESS TO COMPUTER DEVICES AND INTERNET
We will contact you in the first week of Term 2 if your survey response has indicated that you have
issues with access to the internet, or if they need to borrow a laptop or tablet. This will include children
from disadvantaged and vulnerable backgrounds. If you do not have internet access at home, for
example, if you live in an area without 4G reception, talk to us about how your child may receive
materials that do not require online access.
Devices will be distributed in the first two weeks of Term 2.
If you experience issues throughout the term, please contact the school for assistance.
You do not need to understand how to use tablets or laptops. Most children have been using them at
school and are familiar with how to use them.