To achieve this goal our students and teachers understand that learning online requires us to use different approaches, reimagine learning and harness the power of collaboration. We have worked together providing feedback, researching and testing ideas and questioning how we can make the Scotch difference online.
The Scotch: ConnectED teaching and learning framework on Torrens Park Campus
Scotch: ConnectED Parent information for parents of Torrens Park Campus students
Student wellbeing, by maintaining a sense of belonging to the school and connection with teachers and peers.
Online learning routines that enable students to acquire and practice skills and understandings.
Students’ confidence, understanding of expectations and sense of responsibility in using the college’s digital learning tools.
Students use an ethical framework to shape their thinking and understanding about learning content.
Engagement with relevant and related learning experiences that will support their progress.
Opportunities for students to respond to feedback about learning.
Our students have agency in creating their learning which meets their individual learning needs.
We are developing micro credentials for our students with Melbourne University using the General Capabilities of the Australian Curriculum.
The Torrens Park Campus timetable for Weeks 1 & 2 of Term 1 2022 is available to download here in PDF format.
This document includes the homework timetable.
In this environment less is more. It’s not about the outcome it’s the process and therefore greater attention to formative assessment is our focus.
We are committed to dealing with disruption and making the most of the opportunities that being online creates for our learners.
The Australian Curriculum provides great flexibility to measure and understand the learning of students. Importantly our use of rubrics in SEQTA demonstrates how learning is occurring.
Our assessment tools include open book assessments, videos, multi-media presentations, collaborative tasks, interviews, oral recordings, critiquing performance are all examples of items that are being used for students to demonstrate their learning. Examinations will occur with more online opportunities using tools in Office 365.
The SACE Board continue to work with teachers across the state to develop approaches and support our students studying subjects at Stage 1 and Stage 2.
We are conscious of ensuring our Year 12 students and those students in Year 11 doing a Stage 2 subject are given every opportunity to learn and to reach their potential even as the goal posts change.
Middle School: Monday to Thursday in the areas of Mathematics, English, Humanities and Science. Elective subjects will offer assessment tasks that are designed to be completed over a longer period of time.
Senior School will be driven by subject requirements.
The Cross Curriculum Support (CCS) program is available to access learning support for students who require it.
For some students, additional, highly targeted support will be provided. This could take the form of a modification made to the student’s remote learning timetable, regular (daily or weekly) meetings with an allocated staff member, or through the provision of ancillary services supplied by allied health professionals (e.g., Occupational Therapy).
Differentiated assessment will be available for students requiring Challenge and Enrichment across the curriculum.
Students who have a documented Challenge and Enrichment Plan will regularly communicate with their Homegroup Teacher or Challenge and Enrichment Mentor to ensure that assessment activities offer an appropriate level of challenge.
Challenge & Enrichment will be offered differently dependent on each faculty.
Our teachers will remain responsible for the teaching and learning and your role is to assist us by creating an ideal learning environment at home.
Your level of involvement will depend on the year level of your child and the level of independence and autonomy they have as a learner.
The information below explain how parents can provide support for both the education of students and the connection of families with the College.
✓ Create a designated space for learning.
✓ Limit distractions.
✓ Allow time for social interactions online.
✓ Keep in touch with other parents – swapping great ideas.
✓ Avoid creating a holiday atmosphere during learning time.
✓ A schedule is important but remember to include breaks from learning and screens.
✓ Learners need think time and to be able to make mistakes – as hard as it let them stumble as they learn to walk.
Never before has teaching and learning been so visible to parents! We ask for parent support of the following expectations and behaviours around the online learning environment.
We understand personal circumstances are different for each family, and circumstances might change.
Please reach out to us if there are ways that you identify that we could be supporting you, or your child.
It is in partnership with you that we will preserve the strength of community, that is so uniquely Scotch.
The Office of eSafety has released an Online Safety Kit for parents and carers that can help families manage a rapidly increasing use of technology. Whilst parental controls can be helpful, it is recognised that helping young people build good online safety habits is just as important. The safety kit is a helpful resource for developing healthy online habits for the whole family.