Our school mission and vision has never been more relevant than to the position we now find ourselves in. We will continue to work toward our mission of “providing an outstanding education in an inclusive and international school where staff, students and parents work together in a safe, caring and respectful community.” Although this will look and feel very different, our aim is to ensure continuity in this aim.
Our aim is to ensure that we replicate as much of the excellent teaching, learning and pastoral support that takes place on campus into our online provision. In essence, we continue to provide engaging, challenging and enjoyable learning experiences within a kind and responsive environment, so that all learners continue to develop and make progress.
We are fortunate that we already have technological platforms in place to ensure that we are able to achieve this, along with the expertise and adaptability of our teachers who are able to build on existing, strong relationships with their students, who demonstrate on a daily basis their willingness to continue to develop their creativity and confidence, to challenge themselves and act with compassion, and in doing so, retain and build on everything that is so wonderful about our community.
Online Continuous Learning (OCL) describes the experience students will have when school remains in session, but when students are unable to physically attend the school campus because of closure, or partial closure, based on current government directives, and/or health and medical advice.
We utilise a wide range of learning platforms, strategies, activities and methods to ensure effective OCL takes place. Learning will look very different for students of different ages: the Primary and Secondary School overviews, below, detail this in great depth. In all cases our primary aim is to ensure we ensure a continuity of learning in line with our Teaching and Learning Policy.
Both asynchronous and synchronous learning takes place across the school; with the former taking precedence in the Primary School, and the latter taking precedence in the Secondary School.
An asynchronous learning environment is one that does not require participants, teachers, and students to be online at the same time. Since teachers and students will be spread across the globe and a multitude of time zones, this is essential.
A synchronous learning environment involves real-time engagements and are opportunities for students to participate ‘live’ with their teachers and classmates at a scheduled time.
OCL does result in different routines and experiences for us all, but we view this as an opportunity for students and teachers to develop new skills and for parents to have an opportunity to take an increased role in the learning processes and outcomes of their children. Collectively, OCL also contributes to the strengthening of our resolve and our sense of community. We do acknowledge that OCL results in a substantial increase in workload for all members of our community and the structure of the day needs to reflect and mitigate the negative effects of this. Mental Health and Wellbeing, as always, will be at the forefront of every decision we make when designing and adapting our OCL provision. It is imperative that we continue to support each other, learn from the experiences as they occur and be prepared to communicate openly and adapt accordingly and appropriately.