Student Home Learning Information


Dear Families

Over the weekend our staff have been working hard to plan and create learning opportunities for our students to engage with in the home setting that help to support learning continuity for them. The work set is differentiated and encourages students to be responsible for completing tasks of their choosing that help keep them engaged and mentally agile. A new set of learning tasks will be provided on each day that we remain closed that can be accessed (currently not available) at and on your child’s SeeSaw account.

An example of the daily home learning grids (typically at Level 3 might look like this) that will be made accessible through our school website is included below.

Students might set themselves a goal to achieve at least ’10 points’ or maybe set a target to complete 4 learning activities.
Similarly students may wish to focus on their own wellbeing and attempt fewer tasks.

Example Only

4 points 4 points 4 points
Reading: Pretend the main character from the book you are reading spends a day at our school. Draw a comic strip of how his day might
Science: 1. Hold an ice cube in each hand and set a timer.
2. Close one hand and leave the other open.
3. Record the time it takes for each cube to completely melt.
Did the cubes melt differently?
Can you explain why?
Maths: Login to and play games linked to multiplication facts.
3 points 3 points 3 points
Wellbeing: Fill in the ‘Gratitude’ pages of your Resilience project
Writing: Write a story starting with: “No one ever visited the big house at the end of the street. I should not have done it either.” Please remember to
 Use a sizzling start
 Add in a show, don’t tell
 Edit your work for capital
letters and full stops
Spelling – Using your sort words complete two of the activities on the Spelling activities
2 points 2 points 2 points
Maths: Complete tasks assigned to you through MangaHigh Critical and Creative thinking: What 3 things would you take with you to a desert island?
Explain your choices
PBIL: Can you research different Aboriginal symbols and use them to create a story?
1 point 1 point 1 point
Ethical capability: Pretend that you are moving to Mars to set up a new colony of humans. What would you do on your last day on Earth? Intercultural capability: Research what different cultures do for Easter and discuss with a family member Personal and Social capability: How did you solve a problem at home today? What strategies did you use?

It is important that students are not disadvantaged through not having regular and consistent access to electronic devices and we have been strategic in planning tasks that are not reliant upon their use. Some of the tasks require discussion with others particularly those that are centred on the Critical and Creative Thinking and Ethical capabilities Curriculum.

We acknowledge and understand that each students’ needs, and the needs of families in any given household, will be different and we have tried to provide a variety of opinions for our students.

The following tips and suggestions are aimed at helping to support your child’s learning and completion of these tasks.

  • Establish daily routines such as a 9:00am start
  • Identify a comfortable and quiet space at home where children can learn effectively and have success
  • Encourage your child to give great effort and do their ‘best work’
  • Offer assistance and guidance where possible or needed

Students might wish to select daily home learning grids from the Year level above or below their current Year level and these too will be accessible. This is one way that we can help differentiate the learning for all of our students.

I encourage you to discuss this format of learning with your child and develop clear routines and expectations for the completion of these daily home learning grids from home. A key to success will be striking the right balance between your child’s wellbeing and their learning over the next 3 days.