SENIOR SCHOOL

AN EXPERIMENT IN SCIENCE TEACHING AND LEARNING

I have been amazed at how resilient, supportive and adaptable our community have been since our transition to distance learning. Students and teachers have taken on the challenges with their sleeves rolled up – ready to learn, take risks, try something new, and have the courage to fail and be prepared to try again. With a lot of hard work, grit and determination, the science learning programme has not stopped. Despite science lessons no longer being within the four walls of the lab, Year 8 and 9 students developed their inquiry skills through researching and designing experiments based on their interests. Examples include how sugars affect baking; how much force is needed to keep water from expanding as it freezes; the effects of lockdown/exercise on mood; and uncovering if listening to music affects how we learn. The girls thought creatively and learnt that a failed experiment isn’t a failure, it’s a learning opportunity. Where students are unable to conduct practicals, staff have been busy planning and recording unique synchronous and asynchronous experiences. Technology means that distance isn’t a barrier, and teachers can support students and provide formative feedback at every stage of learning. Through the sharing of documents via Google Drive; establishing thinking routines via Padlet tasks; utilising the Stile platform; or creating PearDecks, as well as much reading and research, the teachers are continually uncovering new ways to support students on their science journey. Jo Oreo Learning Leader, Science

LEARNING ENGLISH IN THE TIME OF COVID-19

Senior English students and teachers found themselves in uncharted waters with the unexpected transition to distance learning. The challenge was significant, with students tackling a range of new experiences, from their first reading of a Shakespearean play to their final analysis of Jane Austen, online. Teachers found themselves wondering how to read a play via a video screen – with the students? With the staff? Using professionally recorded adaptations? Each option was explored, with some entertaining results and surprising stagecraft by students and teachers. One thing that stands out is the tenacity of students in tackling new ways of doing things: using Google Forms to help teachers and peers determine what is and isn’t working; working in small groups in channels on Microsoft Teams to imitate tables of students; and boosting morale via online chat and memes. Another highlight was the discovery of the value students found in watching a recording of their teachers explaining difficult concepts or new ideas. It has become commonplace to ask, ‘Should we record this?’ when the discussion becomes complex, or to take notes in the chat function when peers say something particularly impressive. The possibilities of ‘flipped’ or ‘blended’ classrooms in the future are exciting, and we hope to make use of what we learnt about how to continue to organically and authentically integrate technology into our classrooms and our relationships with students. Joanna Boer Learning Leader, English