REMOTE LEARNING
Year 10 Leaders - Remote Learning Experience and Strategies
The following four students would like to share their experience and strategies for remote learning in response to the below questions:
What do you do each day to keep yourself mentally well? (brain breaks, physical activity, etc.)
How have you planned your timetable? (1 subject per day, continued with normal timetable, etc.)
What are some of the benefits of remote learning?
What class Google Meets are you enjoying the most and why?
I'm doing well. I am doing brain breaks and just walking around and getting active. Also, I plan my timetable like the Compass one, just do things that have to be done first or that are due. Some benefits are doing anything or having breaks whenever you need them. I'm enjoying all my Google Meets because we get to see what is coming up and see the teachers again, stay safe everyone.
- Adele Vella
To keep myself well mentally, I have been taking breaks just to stretch my legs pretty regularly, most of the time I play with my dog for a little bit and take him on walks. I have also been collaborating with friends over voice chat rooms which really helps to keep the day interesting and feeling more like on-site schooling, because we can talk and mess around for a couple minutes but we eventually go back to working, so it adds more fun to the day. I haven’t really planned a timetable. That being said, I will prioritise the harder work at the start/middle of the day so that I can get it out of the way early on and work on the more fun stuff while I'm finishing up. However, more often than not I will just do whatever I can be bothered doing at the time, and if something’s really boring, I’ll move on to a different subject for a bit and come back to it later. Some of the benefits of remote learning are the fact that I feel as though I learn more as I am able to work at my own pace, and it helps me to keep engaged in the school day, not to mention the fact that I don’t have to wake up at 7:30am to catch a bus anymore…
I have been enjoying my Body and Mind Google Meets, as they’re a bit of lighthearted fun and Ms. Powers is really good at keeping the class engaged and having fun.
- Mason Weaver
To keep mentally well I take a couple of breaks during completing my work, they usually include some kind of physical activity. Another thing I do is connect with my friends as much as possible, whether that’s over FaceTime or my phone. I haven’t got the most structured timetable, but I usually stick to my normal schedule where I can.
What I find most beneficial about remote learning is that I feel I get more work done, though I would rather be at school. But I do definitely enjoy working on my own time. Using Google Meet is something I’m still getting accustomed to, but I do find them helpful. It allows me to have some kind of face to face learning, which is definitely great.
- Melody Luke
Lately during quarantine I've been trying to ensure that I'm taking care of myself not just physically but also mentally. Personally something that makes me feel better immediately is the food that I eat so I've been trying to always have a good healthy balanced diet as well as trying to get outside regularly for runs, walks and bike rides. I have been taking care of myself by going onto Pinterest and looking at some self care ideas or doing some journaling. I've also been trying to make some more money, seeing I can't work at the moment, by selling my old clothes on Depop which has proven to be a great time filler for when I'm bored! When it comes to school I try to get all my elective subject work done in around the first two days and then leave the last three days for my VCE subject, Math and English. Some benefits I've found from remote learning is that I'm always motivated at trying to find new things to do in my spare time which are great at distracting me from my phone, as well as having more time with my family! All of my Google Meets so far have been fairly engaging and informative so I wouldn't really know which I enjoy the most. Overall I have felt much more prepared and organised in this stage two of remote learning and feel that I am coping with it a lot better than before!
-Eliza Hughson
Year 11 - Design and Vote
Year 11 students are currently involved in a process to design and vote on their Year 12 jumper for 2021, here are some of the potential choices:
Please note that voting is for Year 11 students only.
Year 9 - Remote Learning
Ashleigh Smith
Ash has composed a paragraph exploring the theme of identity and making comparisons between the novel we all studied, The Adoration of Jenna Fox and her chosen film as Blade Runner. Each week we will write a new paragraph using the structure of TEEL and including the DCP technique to build a comparative essay. Ash has demonstrated a great example of following the provided scaffold and has selected some very “jazzy” verbs and great connectives to bump up her writing.
Each of the texts explore the significance and importance of memories when establishing a sense of self. For example, in ‘The Adoration of Jenna Fox’, two weeks after surfacing from her unconscious state, Jenna’s father states “over time all the connections will be made”, to which Jenna asserts she doesn’t “remember Jenna Fox”. This postulation implies that without recollections of the past, an individual is but a vacant shell and, to an extent, selfhood is nonexistent. Moreover, it highlights the necessity of memories, which are like links in the chain of selfdom.
Pearson illustrates that the past is self-defining, and lacking it, one does not possess a distinct sense of self. Furthermore, she brings attention to the effects the past has on an individual level. Similarly, ‘Blade Runner’ investigates a sense of self through memories. For example, after saving Deckard, Rachel produces a segment of music on a piano and proclaims “I didn’t know if I could play, I remember lessons”. This proclamation demonstrates that Rachel’s memories hold prominence in defining who she is, despite being fabricated and unwanted. Although it highlights that Rachel’s identity is essentially false, meaningless and a lie, memories still play a pivotal role in evolving her sense of self. Scott communicates that the past influences the formation of individuality, and memories are the basis on which a sense of self is developed. Therefore, in both film and novel, experiences and the past are perceived as integral to the formation of one’s self. To be human is to have an identity regulated and shaped by memories.
Ashleigh Smith, submitted this model which she created for week 6 Science during remote learning.
Ava Waterton - Magnesium Atom model Year 9 Chemistry during remote learning
Year 12 - Remote Assembly
On Wednesday the 19th of August, an assembly was held for Year 12 Students. It was great to have 107 students attend the assembly which was held via Google Meet. In the meeting, students were informed about VTAC, and the application process which included the requirements for applying for VTAC courses in addition to how students can apply for further study at TAFEs next year as well.
Mark Philpott from the student wellbeing team also spoke at the assembly giving students strategies that they could use to help them with their mental health during remote learning. The school leaders also spoke at the assembly speaking about how proud they were of how the cohort is looking out for each other during these unprecedented times.
We look forward to holding further assemblies during remote learning, and hope that students can maintain their current levels of motivation until the end of the term.
-Mr Waters
Year 7 - Passion Project
In Year 7, a number of students are working on a ‘passion project’ during remote learning.
These projects aim to develop the students literacy and numeracy skills, and may involve building, cooking or creating.
Ada Beasley
Creating a recipe book
Q1 - What projects will you be working on?
A1 - My recipe book
Q2 - What literacy skills will your project use?
A2 - Reading recipes
Q3 - What numeracy skills will your project use?
A3 - Working out measurements of the recipes
Q4 - What will challenge you in this project?
A4 - Getting the recipe book done on time
Q5 - How will you document progress of the project? Will you keep a journal, or a video diary perhaps?
A5 - Google slides
Noah Ralfs
Building a skate ramp
Noah loves skating and has been building his own skate ramp while on remote learning. He has been using hands on building and numeracy skills to measure and construct his ramp.
Well done Noah on an excellent passion project! - Claire Power
