Page 790 - Week 03 - Wednesday, 6 April 2022
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and keeping these groups separate through measures like staggered timetables for shared spaces and different entry points to schools—this is known as cohorting—improved ventilation in classrooms to ensure good circulation of fresh air; outdoor learning, where possible; and increased cleaning across all schools.
Government schools have also implemented COVID safety plans, updated indoor air quality plans, revised drop-off and pick-up arrangements, restrictions to visitors on site during school hours and restrictions on school events and excursions. Rapid antigen tests have been made available, free of charge, to staff and students in schools and to staff in early childhood education and care services since the beginning of the year.
Inevitably, the pandemic has also had an impact on staffing, which is why we had planned to switch to temporary remote learning where staff absences prevent normal face-to-face learning from continuing. Several public and non-government schools have moved some cohorts of students to temporary remote learning for this reason, and this strategy will continue throughout the school year.
A workforce matrix has been in place since the start of term 1 to support schools to manage staffing absences. This was developed in consultation with principals and the AEU and has supported the Education Directorate’s active monitoring of the impact of COVID on each school community. There is an agreed escalation model which includes shifting to partial remote learning. Despite these challenges, we are committed to keeping our schools safe and supportive environments for staff and students. With our stakeholders, schools and principals, we have been planning for the eventuality of staffing impacts due to COVID-19.
The health and wellbeing of our staff and students has always been our top priority. The directorate has established a centralised staff relief pool, has developed comprehensive plans to support schools with higher absences and has introduced workload reduction strategies. One of the scenarios we have planned for in all schools is a switch to temporary remote learning where staff absences prevent normal face-to-face learning from continuing. While we know kids learn best in the classroom, these temporary remote learning periods are going to be necessary at various stages.
The directorate has also built a comprehensive suite of online learning materials which are tailored to year levels and updated weekly. Several ACT public schools have now moved some cohorts of students to temporary remote learning, including Macgregor Primary School, Gordon Primary School, Calwell High School and Namadgi School. I am aware of several non-government schools who have also employed temporary remote learning to alleviate workforce pressure this term. Parents should expect this strategy to continue throughout the school year, especially as we head into the colder months and anticipate further COVID-19 spikes that will impact our workforce. COVID-19 is an ongoing and often unpredictable challenge that is impacting all parts of our community and our schools are not immune. But it is a challenge we anticipated and we are prepared for. As members are aware, several schools are undertaking partial remote learning, as I said.
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