Education sectors around the country have been developing and consolidating resources to assist continuity of learning during the period of remote education. The links below will take you to publicly available resources as of publication date.
Australian Capital Territory |
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New South Wales |
https://education.nsw.gov.au/teaching-and-learning/curriculum/learning-from-home |
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Northern Territory |
https://nt.gov.au/learning/learning-together
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Queensland |
https://education.qld.gov.au/curriculum/learning-at-home
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South Australia |
https://www.education.sa.gov.au/our-learning-sa
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Tasmania |
https://www.education.tas.gov.au/learning-at-home/
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Victoria |
https://education.vic.gov.au/school/teachers/teachingresources/Pages/coronavirus-home-learning.aspx
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West Australia |
The Australian Curriculum website has work sample portfolios comprising samples of student work. The work samples listed for each year level can be replicated in the home learning environment with or without the need for internet access. Visit the Australian Curriculum website to view the work samples for all learning areas.
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Foundation |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
HASS: F–6/7 HASS
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The Arts
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Dance
Drama Scripted performance: Goldilocks and the three bears (adapt by choosing just one scene)
Media Arts
Music (adapt – use household objects and voices as instruments)
Visual Arts Sharing stories: picture book |
Dance
Drama Scripted performance: Goldilocks and the three bears (adapt by choosing just one scene)
Media Arts
Music (adapt – use household objects and voices as instruments)
Visual Arts Sharing stories: picture book
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Dance
Drama Scripted performance: Goldilocks and the three bears (adapt by choosing just one scene)
Media Arts
Music (adapt – use household objects and voices as instruments)
Visual Arts Sharing stories: picture book
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Dance Telling stories (adapt for a smaller group)
Drama Scripted performance: Goldilocks and the three bears (adapt by using another story)
Media Arts (adapt using a different HASS topic)
Music (adapt – use household objects and voices as instruments)
Visual Arts |
Dance Telling stories (adapt for a smaller group)
Drama Scripted performance: Goldilocks and the three bears (adapt by using another story)
Media Arts (adapt using a different HASS topic)
Music (adapt – use household objects and voices as instruments)
Visual Arts |
Dance
Drama (adapt for two people – one actor and one narrator, use stories students are reading for English or leisure stories.
Media Arts
Music Composition: penguins soundscape (adapt – use household objects and voices as instruments)
Visual Arts |
Dance
Drama (adapt for two people – one actor and one narrator, use stories students are reading for English or leisure stories.
Media Arts
Music Composition: penguins soundscape (adapt – use household objects and voices as instruments)
Visual Arts |
Technologies: Design and Technologies
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Technologies: Digital Technologies |
(at home – the garden) |
(at home – the garden) |
(at home – the garden) |
(at home – room/house) |
(at home – room/house) |
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Health and Physical Education
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ACARA’s curriculum specialists have contributed some tips for continued learning at home:
English |
Students can: |
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Mathematics |
Students can: |
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Science |
Students can: |
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Humanities and Social Sciences (HASS) |
Students can: |
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The Arts |
Students can: |
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Dance
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Drama
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Media Arts
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Music
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Visual Arts
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Technologies (Design and Technologies and Digital Technologies) |
Students can: |
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Health and Physical Education |
Students can: |
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Languages |
Students can: |
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https://www.esa.edu.au/solutions/our-solutions/language-learning-space |
By Patrick Kelly, Curriculum Specialist, Student Diversity
During these times of remote learning, ACARA continues its commitment to the development of a high-quality curriculum that meets the diverse needs of Australian students, one that promotes excellence and equity. As such, ACARA continues to liaise with its advisory groups and external stakeholders to provide resources to support families and schools. The following resources have been provided by some of these groups.
The Raising Children Network’s new Coronavirus (COVID-19), physical distancing and children with disability, autism and other conditions is now live. This document provides some very timely advice to parents who are supporting their children with their learning at home.
Key points:
- If you have children with disability at home during coronavirus (COVID-19), you might be dealing with child anxiety, daily care activities, learning at home, and sibling needs.
- It can help to talk through anxiety, use routines, get organised with learning, and try to balance all children’s needs.
- Looking after yourself and seeking support in this situation is good for you and good for your children.
- By physical distancing and staying at home during coronavirus (COVID-19), you are helping to protect everyone in your community.
The Children and Young People with Disability and the Australian Coalition for Inclusive Education developed a resource for families Learning at home during a time of crisis: COVID-19. This resource supports key advice to families and schools on what children and young people with disability need:
- clear communication with students and families about what is happening including what to do about keeping children and young people with disability safe and socially connected
- a strategy to ensure social connectedness. Students who have been previously disengaged, not supported with whole-of-school communication approaches, experienced bullying or significantly impacted by COVID19 changes need targeted solutions and support
- a spirit of collaboration that recognises that not all students have been fully included prior and that not all students feel safe and supported at home
- clear learning plans for students with disability including making reasonable adjustments to curriculum materials and class lessons
- flexible arrangements for accessing learning material, classmate and peer interactions and assessment, including need for accessible material and smaller group work online
- no penalty for needing flexible arrangements, targeted support for classmate and peer connections or greater support because of educational or social inequality.
The Australian Association for the Education of the Gifted and Talented advises that, as the COVID-19 pandemic widens, feelings such as helplessness, isolation and fear can escalate along with genuine and deep concern for others as well as their own learning progression. Other gifted children may relish in new-found opportunities to explore passion areas to a greater depth and complexity, or investigate entirely new areas of challenge.
There are number of considerations teachers can make to ensure that gifted and talented children are receiving a relevant and rigorous education during remote learning:
- provide opportunities for a learning scaffold within their zone of proximal development
- structure the learning to encourage use of higher order thinking skills and include opportunities to access the curriculum above the age level
- provide options to present a range of expressions of their learning
- connect them to opportunities for discussion of work and learning experiences with like-minded/ability peers and/or mentors
- continue to monitor the level at which they are working, including the use and application of pre-testing and above-level testing.
There are several online resources that teachers can share with families of gifted students. Whilst the list is exhaustive, and is often guided by the students' passions and interests, these resources may be helpful:
- Khan Academy offers practice exercises, instructional videos, and a personalised learning dashboard that empower learners to study at their own pace, along with free tools for parents and teachers.
- Educational companies offer free subscriptions and resources for the coronavirus (COVID-19) school closures.
The Australian Council of TESOL Associations (ACTA) is the national professional body representing teachers of English to speakers of other languages in Australia. ACTA suggests that teachers seeking additional resources and professional learning opportunities visit state or territory TESOL association websites and updates on resources.
Some key points for supporting EAL/D learners during this time of online learning include:
- choosing or making texts that are largely accessible to your language learners (comprehensibility)
- provide opportunities to repeat reading, writing, speaking and listening tasks
- share good examples of the kind of text (spoken or written) that you want your students/children to produce
- communicate the EAL/D or learning support teacher of your/ your child's school.
The Australian Curriculum website continues to be updated with a variety of new resources.
Foundation – Year 10 Arabic work sample portfolios and the first illustration of practice for the Framework for Aboriginal Languages and Torres Strait Islander Languages can now be viewed in the 'Resources' section of the Australian Curriculum website.
AITSL – Spotlight report https://www.aitsl.edu.au/research/spotlight/what-works-in-online-distance-teaching-and-learning
Broken Hill School of the Air's top 10 education tips for parents https://www.theland.com.au/story/6706419/school-of-the-airs-top-10-tips-for-parents/
Australian Special Education Principals Association (ASEPA) https://asepa.schoolzineplus.com/covid19
The CSIRO website Double Helix CSIRO brainteasers
NSW Office of the Children’s Guardian - 'Digital Lunchbreak' https://www.digitallunchbreak.nsw.gov.au/activities
Puppet making videos – Spare Parts Puppets https://www.facebook.com/sparepartspuppets/videos/2605209769751399/
The Northern Territory Music school programs:
Vamp TV: http://www.vamptv.ntschools.net/
Rising Star: http://www.risingstar.nt.edu.au/
ABC Education https://education.abc.net.au/ has special programming on both their website and TV
ABC have some good resources and shows for young people https://www.abc.net.au/tveducation/programs/primary/
Playschool special episode about COVID-19 https://www.abc.net.au/abckids/shows/play-school/covid-19/12114308
https://www.childhood.org.au/app/uploads/2020/03/Talking-to-Children-COVID-19-Social-Story.pdf
Manuela Molina #COVIBOOK, available in different languages https://www.mindheart.co/descargables
Advice about supporting young people from Independent Schools Victoria’s Parents’ Website https://www.theparentswebsite.com.au/entering-anger-stage-strategies-supporting-young-people/
Narragunnawali Curriculum Resources: Use Narragunnawali’s early learning, primary and secondary curriculum resources to promote reconciliation and to strengthen children and students’ knowledge and understanding of Aboriginal and Torres Strait Islander histories, cultures and contributions.
The resources can be used as they are or adapted to suit the local community context.
Each resource encompasses elements of the Early Years Learning Framework and the Australian Curriculum and aligns with Reconciliation Action Plan (RAP) Actions.
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