Remote Learning

Since the COVID pandemic, remote learning has become part of the new reality of attending school. Over the many lockdowns, Abbotsford Primary School has developed a remote learning model based on research, best practices around the world, DET guidelines, as well as rounds of parental feedback and School Council recommendations.


The components below make up the current remote learning model used by Abbotsford Primary School. Please note that as the school continues to engage with the key stakeholders of student learning for feedback, it is expected that the model will continue to evolve and refine:


Core Subjects

During remote learning periods, the four core subjects are rotated through in two-day cycles. This ensure that learning of and through both languages do not stop.


Each lesson if 40-minute long. For Foundation to Year 2, teachers tend to conduct full 40-minute sessions with scaffolded instruction and activities. For Year 3 to 6, teachers deliver live explicit teaching for the first 15 minutes and students are then set on a task based on what they have just learnt for the next 25 minutes. During this time, the teacher remains on standby to answer any questions, offer further support and immediate feedback. 


Each week, students will also be alloted 2-3 Focus Groups to work with staff members in small groups. During the Focus Group time, student learning is facilitated at their individual levels to support catch-up and extension. Staff also use the opportunity to provide individual feedback. The length of focus groups vary across the year levels to meet the students' attention span. 


Specialist Subjects

During remote learning periods, Specialist teachers provide weekly tasks in the form of a pre-recorded video and written instructions, which students complete on days they are not alloted a Focus Group.


We see continual engagement with the specialist subjects as a therapeutic experience, particularly during lockdowns when mental health is particularly vulnerable.


Students who submit their work can receive feedback from the specialist teachers, as well as have their work showcased on the school's social media!


Mindfulness & Assembly

Every morning, students are provided with a self-directed "Mindful Morning" activity before they formally log onto their online classroom. This ensures that they can maximise learning during the screen times.


Students also engage with their teacher in a 10-min check-in each morning, and any welfare concerns is followed up by our Primary Welfare Officer.


During remote learning periods, assemblies are held on a weekly basis, usually with a particular theme for fun and for the promotion of social causes. Examples have included Book Week dress-up, Crazy Hat Day for SunSmart, wearing yellow for "R U OK?" Day.


Onsite Support & Supervision

During remote learning periods, the school office continues to operate (with minimum staffing) to support families with technology and welfare related matters. The school proactively contacts families to ensure that all members of the community remain connected with learning and school activities.


The school also provides onsite supervision is provided for eligible students (based on DET guidelines.)


Virtual Activities Program

Research has shown that boredom is the number one cause of disengagement and drop in student wellbeing during remote learning periods.


To tackle this, the school provides optional virtual activities during remote learning periods, so that students continue to have exciting activities to look forward to.


Example of activities have included Virtual Disco, Virtual Kahoot!, special visual art and animal workshops, Melbourne International Film Festival @ APS, family cooking challenges.

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