modified schedule

  • In Years 7-11, online classes will continue to provide a dynamic daily timetable for each student. The program will run to adjusted bell times

  • Students should continue to have regular breaks, time away from their screens, stand up and move, and allow for bathroom breaks. Lessons will still occur as per the timetable.

  • Please note that the adjusted bell times will begin at the start of Term 2​​ and will remain in effect until all year groups have transitioned to onsite learning. This is currently anticipated for week 5.


  • Establish a daily routine to support your learning. 

  • Identify a comfortable, quiet space so you can work effectively and successfully. 

  • Check your email and SEQTA frequently. 

  • Complete set activities and assignments, and ensure assessment tasks are submitted by due dates. 

  • Participate in online learning activities with your peers. 

  • Take breaks, play, rest, be active. 

  • Communicate proactively with your teachers. Ask questions, but be patient when waiting for a response. If a teacher emails you, respond in a timely manner.  

  • Communicate with your friends, classmates and homeroom regularly. 

  • Be mindful of your workload and wellbeing. If you have any concerns, contact your homeroom teacher or a counsellor. 

  • If you experience any technical problems, or aren’t sure whom to ask, email the IT Help Desk

  • Ask questions, talk about learning, upcoming deadlines, and workload. 

  • Help your child develop daily routines. 

  • Encourage your child to take study breaks and to take part in physical exercise. 

  • Be mindful of your child’s wellbeing; speak to them regularly about concerns or challenges. 

  • Create opportunities for your child to interact with peers to maintain connections with their school community. 

  • If there are siblings simultaneously online, choose locations that support focused work and do not cause noise interference.

  • Communicate any concerns to your child’s homeroom teacher, class teacher or counsellor via email. 

  • Post learning materials for the lessons scheduled in SEQTA/Seesaw by 8.30am. 

  • Plan learning activities that are easily understood and implemented by students. 

  • Provide learning activities that include time away from devices. 

  • Provide reflection and feedback in the process of posting student learning on SEQTA/Seesaw.

  • Follow the current assessment practices, in line with the school's assessment policy and guidelines. 

  • Secondary students to check-in via Teams at 8.30am with their homeroom. 

  • Maintain regular communication with their homeroom.  

  • Facilitate activities for the Homeroom in order to maintain connection and engagement.

  • Respond to parent contact about their child’s pastoral care and wellbeing, within our stated timeframe.

  • If concerned about a student’s health or wellbeing, Homeroom teachers are to inform and collaborate with the Wellbeing Coordinator.

  • For significant student issues, the Wellbeing Coordinator will liase with the Head of School.

  • Continue to maintain records of student/parent interaction via SEQTA Pastoral Care notes.

  • Serve as support for students and families.

  • Provide the School Leadership Team with materials related to general wellbeing and common issues related to public health for upload to the school’s website.

  • Students currently working with a counselling team member are asked to email, as a first step, if seeking support. 

  • Students are always welcome to self-refer and may do so via email.

  • Parents are asked to email homeroom teacher in the first instance if seeking advice about their child’s wellbeing. Homeroom teachers may then recommend contacting a counselling team member.  

  • Support staff with matters pertaining to students’ social-emotional health.

  • Support staff in the provision of pastoral activities to maintain student engagement and connection. 

Learning Support
  • Collaborate with teachers, in order to plan for students they are case managing. 

  • Assist teachers with scaffolding, modifying or differentiating activities, as necessary. 

  • Communicate regularly with students they are case managing and/or their parents to ensure they have success with tasks. 

  • Provide supplementary learning activities for students they are case managing, who may benefit from additional practice to support their individual needs. 

  • Monitor student learning and provide feedback and next steps. 

Librarian and ICT Support
  • Collaborate with colleagues to find resources for high-quality learning experiences and research. 

  • Regularly check in with teachers to identify ways to support the design of learning experiences. 

  • Be available for teachers as needed to support the development of rich learning engagements. 

  • Continually monitor the needs of teachers, students, and parents and troubleshoot their challenges, as needed. 

  • Be available in person or remotely to provide on-demand tech support help for teachers. 

© 2020 Wahroonga Adventist School