Online Learning

In response to the COVID-19 pandemic, Heathfield High School will offer an online learning delivery of curriculum programs from the start of Term 2, 2020. Although this transition will be a considerable change for all members of the Heathfield High School community, we will continue to deliver online learning programs to support students in the development of their required knowledge, skills and capabilities as they prepare for their future pathways.

Definition

Online learning at Heathfield High School occurs when students and teachers connect, collaborate and learn in online classroom environments.

Sections on this page:

Important Documents:

Technology required

For Parents For Students
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Digital Platforms

The following digital platforms will underpin the teaching and learning process:

  • Daymap - for learning management including assessments and learning intention and success criteria
  • 365 one drive for storage, back up assessments on D drive on laptops.
  • Microsoft Teams – audio/teleconference/resource annotation and broadcast lessons.

Technology requirements for delivery of distance learning

  • Staff and students require internet access.
  • Staff and students need access to a laptop device.
  • Students who borrow laptops daily will be granted dispensation to take these devices home.
  • If internet access is not available, a solution will be negotiated with individuals.

ICT support will be provided

  • Support requests will need to be emailed to dl.0926.ictsupport@schools.sa.edu.au
  • Remote Support will be provided by ICT support staff using Microsoft Teams to access laptops.
  • Where Dell support is required, return of laptops to the school should be pre-arranged through the service desk by emailing dl.0926.ictsupport@schools.sa.edu.au and a replacement device will be prepared. Students and parents will be contacted via email when the laptop is ready for collection.

Student Microsoft Teams support

These three how to youtube clips, from the link below, will support students to access online learning.

https://www.youtube.com/channel/UCj7Mj_4-_C6cTBOZ3oWZC8Q/videos

  1. Mr Brooks – Google hang out support
  2. Mr Mayfield – Accessing Class Teams
  3. Mr Mayfield – Accessing teleconference lessons

Teaching and Learning

Year 8/9

  • Lessons will run according to the year level daily timetable

  • Each core subject provides a double and single lesson per week of teacher led, face to face instruction. These are led and run by the class teacher as listed on Daymap.

  • Electives will have a double lesson per week of teacher led, face to face instruction. (in line 5 Blue and line 6 Red)

  • Please refer to your child’s individual school timetable to see what lessons are scheduled at these times on Daymap.

  • Each subject provides a double and a single level per week. These are led and run by the class teacher as listed on Daymap.

  • Tasks, assessment and resources will be available on Daymap.

  • Online lessons will be presented on the class Microsoft Teams page.

  • Teachers will be available online during class time.

  • Any students who do not have access to the online classes should email their teachers with any enquiries.

LIFT – Challenge Sessions

  • For the Tuesday challenge session, students will be offered a series of options during the term with which to engage.

  • These options will range in length from 1 to 3 weeks providing opportunities for them to work on a project. The projects can be done individually or through online collaboration space, such as Googledocs, One Drive or Microsoft Teams.

  • Completed projects are to be uploaded into their e-Portfolio on the Careers Website. (refer to link under resources)

  • Students are expected to complete a minimum of two projects in term 2.

  • Students will self-assess their LIFT progress at the end of term two on the career's website, using evidence from their self-directed projects.

Year 10

  • Lessons will run according to the year level daily timetable

  • Each subject provides a double and a single level per week. These are led and run by the class teacher as listed on Daymap.

  • Tasks, assessment and resources will be available on Daymap.

  • Online lessons will be presented on the class Microsoft Teams page.

  • Teachers will be available online during class time.

  • Any students who do not have access to the online classes should email their teachers with any enquiries.

Community challenge - What can you do for your community?

  • For the Tuesday challenge session, students will be offered a series of options during the term with which to engage.

  • These options will range in length from 1 to 3 weeks, providing opportunities for them to work on a project. The projects can be done individually or through online collaboration space, such as Googledocs, One Drive or Microsoft Teams.

  • Completed projects are to be uploaded into their e-Portfolio on the Careers Website. (refer to link under resources)

  • Students are expected to complete a minimum of two projects in term 2.

  • Students will self-assess their LIFT progress at the end of term two on the careers website, using evidence from their self-directed projects.

Year 11

  • Lessons will run according to the year level daily timetable

  • Each subject provides 2 x 90-minute lessons per week, or in the case of research project 1 x 90 minute and 2 x 45-minute lessons. This follows the normal double lessons for each subject, as detailed on the home study plan.

  • Subject lessons are led and run by the class teacher as listed on Daymap.

  • Tasks, assessment and resources will be available on Daymap.

  • Online lessons will be presented on the class Microsoft Teams page.

  • Teachers will be available online during this class time.

  • Any students who do not have access to the online classes should email their teachers with any enquiries.

Academic mentoring

  • Each Tuesday, in lesson 5, students will check in with their home group / mentor teacher via home group teams or by email.

  • Students will explore options for their future pathway via the Heathfield high school careers website and develop an e-portfolio showcasing evidence of their general capabilities in preparation for their subject selection interview into year 12 in term 3.

  • In addition to this, instructions, strategies and activities will be provided to support students improve their studies.

SACE assessment

Students are required, for some tasks to be supervised and verified for their assessment. Teachers will ensure parents are notified when assessments will require this verification.

Click here to download Assessment Declaration Form

Year 12

  • Lessons will run according to the year level daily timetable

  • Each subject provides 2 x 90-minute lessons per week, which follows the normal double lesson for each subject, as detailed on the home study plan.

  • These subject lessons are led and run by the class teacher as listed on Daymap

  • Tasks, assessment and resources will be available on Daymap

  • Online lessons will be presented on the class Teams page. Teachers will be available online during class time.

  • Any students who do not have access to the online classes should email their teachers with any enquiries.

Academic mentoring

  • Each Thursday, in lesson 5, students will check in with their home group /mentor teacher via home group teams or by email.

  • Students will explore options for their future pathway via the Heathfield High School Careers website and develop or refine a resume and an e-portfolio showcasing evidence of their general capabilities in preparation for their future pathway conversation in term 3.

  • In addition, instructions, strategies and activities will be given to support students improve their studies.

Assessment

Formative assessment

  • Refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course.

  • Helps teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards, they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic support.

  • Ongoing lesson by lesson, formalised every 2-3 weeks.

Summative assessment

  • Any method of evaluation performed at the end of a unit that allows a teacher to measure a student's understanding, typically against Australian Curriculum or SACE criteria standardised criteria.

  • Used to gauge students' comprehension of the material presented at the end of a unit of work, and is often measured using a rubric to arrive at a final grade.

Teacher responsibilities

  • Create learning intentions and success criteria through the unit, as a basic formative assessment strategy.

  • Allocate summative tasks including timelines and due dates on Daymap.

  • Timely marking and publish feedback and assessment results at least every 2- 3 weeks.

  • Develop and direct students to a range of learning activities using a range of resources.


Protective practices
To ensure online safety of staff and students:

  • All digital contact must only relate to teaching and learning or wellbeing.

  • No sharing of staff passwords, or mobile/ landline phone numbers.

  • No sharing of personal internet locations, correspondence of a personal nature via social media, internet postings, or use of private online chat rooms.

  • No uploading or publishing still/moving images or audio recordings of teachers. Student presentations and videos can be uploaded or shared with the teacher for the purpose of assessment.

Parent Checklist

Education Support

  • Support your child to be ready to participate in the online learning lessons and activities at the time scheduled on the timetable.

  • Ensure your child has the papers, books, pencils and other things needed to do assignments.

  • Provide your child with a well-lit, quiet place to study.

  • Set a good example by showing your child the skills they are learning are an important part of the things they will do as an adult.

  • Stay in touch with your child’s teacher.

Monitor assignments

  • Check your child's Daymap. Go through the assignments they have to do together. Check how long they should take. Know when they are due.

  • Talk with your child about their assignments. Do they understand them?

  • Ensure your child starts and completes assignments.

  • Read the teacher’s comments on assignments that are returned and discuss these with your child.

  • Monitor TV viewing, video game playing or social media to ensure it is not cutting into your child’s learning time.

Home group teams

Year 8-11

  • Tuesdays during lesson 5 @12.45pm and Fridays between 8.50- 9.05 am, the home group teacher/s will be available online (15-20 minutes).

Year 12

  • Thursday during lesson 5 @12.45pm and Fridays between 8.50- 9.05am, the home group teacher/s will be available online.

Home group teachers will:

  • Establish a Microsoft Team for their home group.

  • Minimum of 1 x live face-to-face home group period (including Microsoft Teams live video stream component) per week.

This period will be used for the home group teacher to provide:

  • Year level information and communication.

  • Weekly notices.

  • Check on online learning transition.

  • Wellbeing information.

  • Academic program monitoring.

  • Support and referral as/if required.

Year 8-10 learning structure

90-minute lesson 45-minute lesson
15-30 minutes of explicit instruction from teacher (this will be in segments) 10-15 minutes of explicit instruction from teacher (this will be in segments)
40-50 minute– students discussion, students Q & A submitting completed questions, teacher Q & A 20-30 minute – students discussion, students Q & A submitting completed questions, teacher Q & A
10 minutes Q & A – Check for understanding at completion of each sessions 5 minutes Q & A – Check for understanding


Year 11-12 learning structure

90-minute lessons
15-30 minutes of explicit instruction from teacher (this will be in segments)
40-50 minute – students discussion, students Q & A submitting completed questions, teacher Q & A
10 minutes Q & A – check for understanding at completion of each sessions

* Research project will follow 90 minutes and 2 X 45 minutes per week

Attendance

Expectations

  • Student attendance will be marked based on the lessons per week where the whole class is required for face-to-face teaching via Microsoft Teams.

Class roll codes

  • All students working from home are marked in advance H – home study.

  • If a student is PRESENT on Microsoft Teams for a ‘face to face’ teaching lesson the teacher will mark the roll with code OP– online present.

  • Students who hand in weekly tasks and provide evidence of completing set work for the week also marked as OP.

  • If a student is ABSENT on Microsoft Teams for a ‘face to face’ teaching lesson, and does not complete any of the set work the teacher will mark the roll with code U – Unexplained.

  • Any incomplete work will be recorded as a behaviour record in Daymap.

Attendance follow-up and concerns

Parents are required to monitor Daymap attendance for each student:

  • Explanation for all absences must be provided by email to dl.0926.absence@schools.sa.edu.au

  • Depending on the reason provided, the absence will be reconciled as either I- illness, C – certificate or F – family.

  • In the event of an ongoing attendance concern (absence for 3 lessons or more for a subject).

  • Follow up will initially be undertaken by the subject teacher via email or phone call to parents.

  • In the event of an ongoing attendance concern follow up will be undertaken by the leader of learning via phone or email, or identified case manager.

  • Attendance officer to monitor and follow up all extended and patterned non-attendance in consultation with leader of learning, which could be referred to the Department for Education attendance officers.

  • Long term ongoing absences and non-engagement with school could lead to a referral to social services and or requesting a police welfare check.

Refer to Appendix #1 in the HHS Online Learning Guide for a list of staff email addresses

Behaviour

Student Expectations

For online lessons students are expected to:

  • Join lessons on time.

  • Respectfully engage with teacher and peers, through audio/ visual/ or written form.

  • Actively participate in group discussions/collaboration via platform.

  • When online, students must be in designated quiet study space and if using visual telecommunication tools that students are against a suitable background.

  • Students must be appropriately dressed, school polo top or windcheater.

  • Follow school behaviour expectations apply for online learning, e.g. one person speaking at a time: no inappropriate language.

  • Take a 5-minute break away from screens (recommendation) between lessons and for the entirety of scheduled break times.

If students behave inappropriately online, they will be warned by teacher and parents contacted as required. Students may be removed from Microsoft Teams for the remainder of that lesson. Once parents have been contacted and there is an agreement of behavioural expectations, the student can re-join the team.

If the student is not in teams, they are still expected to continue working from Daymap instructions. Further inappropriate behaviour will be referred to learning area leader, leader of learning for the year level or assistant principal for follow-up.

Wellbeing

Wellbeing monitoring

All staff will record any student wellbeing concerns & follow up action in a Daymap email to wellbeing & year level leaders. The wellbeing team will:

  • Be available for consultation and referral of students at risk via email/ teleconference.

  • Monitor and follow up wellbeing concerns as required.

  • Identify a list of ‘students at risk’ and communicate with and follow up with staff, leadership, parent/caregivers as required.

  • Organise referrals to outside agencies where deemed necessary.

  • Regularly communicate with students, parents and staff about self-care.

If your child is not currently accessing support but would like to connect with someone, they can email us to request support.

External providers

If your child accesses wellbeing support from an external provider, please contact them directly to arrange their ongoing service.

Additional Online Resources Available

Headspace https://headspace.org.au/eheadspace/
ReachOut.com https://au.reachout.com/

Additional Phone Services (In more immediate cases)

Kids Helpline 1800 55 1800
Life Line 13 11 14
Beyond Blue 1300 22 46 36
Headspace 1800 650 890
1800 Respect 1800 61 44 34
National Coronavirus Helpline 1800 020 080

Parent contacts

Parent should contact the following people if any concerns arise

Jayne Fulbrook Transition, Wellbeing and Learning - year 8
David Bennett Transition, Wellbeing and Learning - year 9
Donna Hatswell Transition, Wellbeing and Learning - year 10
Sally Vaughan Transition, Wellbeing and Learning - year 11 /12, SACE, Vocational Learning
Nick Cole Advanced Technologies - Mathematics / Technology
Lindsey Crowe The Arts
Katie Hart Responsible Living
Tom Mayfield Science
Sharon Tibbitts Global Learnings – English / HASS / Languages

Ann Kellett Wellbeing Leader 
Chloe Harnett Youth Worker 
Jasmine Wannop Pastoral Care Worker 


Refer to Appendix #1 in the HHS Online Learning Guide for a list of staff email addresses

Issue Resolution

Heathfield High School is committed to an effective and fluid communication with parents. We value the ideas and suggestions of the entire community. All teaching staff and the leadership team are available to parents, to discuss any aspect of their child's experience at school.


In situations where concerns or issues arise related to the educational experience of a child, families should try to resolve the issue, by contacting the appropriate staff members (in the order listed below) to ensure issues can be resolved quickly and effectively:

  1. Home group or subject teacher for wellbeing or subject teacher.
  2. Learning area leader (for curriculum-based issues) or year level leader of learning.
  3. Wellbeing issues - wellbeing leader.
  4. Assistant principal aligned to their year level.
  5. Directors: aligned to the relevant school stage.
  6. Principal.


Refer to Appendix #1 in the HHS Online Learning Guide for a list of staff email addresses

**If communication skips a step, your communication will be forwarded for action by the appropriate staff member.