Remote but connected

Over the weeks of ‘if you can learn from home, you must learn from home’, the Clarendon community worked together to ensure that students continued to receive a high-quality education. Embracing the upheaval as an opportunity, students and teachers were motivated to try new ways of being, doing and interacting – new ways to prove the tenacity and resilience of the Clarendon community.

Yefei Ni performing a piano allegro at home via Microsoft Teams

The innovation and collaboration required to make remote learning and teaching work required everyone to step up and reach beyond their skill-sets and comfort zones. With a common purpose, with trust and collaboration, with compassion and empathy, students and staff created new spaces where they could stay connected with one another and maintain a strong, supportive school environment.

School Captain, Joel Walton, found the transition from on-site to remote learning to be a smooth one. “The classes, despite being online, were a very similar experience to physically being at school,” said Joel. “Everyone adapted to the virtual environment as time progressed and the school provided us with amazing support networks and programs, such as mindfulness, to assist us during that time.”

School Captain and boarder, Abbey Latta, saw the time of temporary online learning as an opportunity to stay connected with the Clarendon community, whilst spending valuable time with her family. “As a boarder, being able to virtually connect with my peers enabled me to remain connected with them while also creating memories with my family at home. I could sustain both without compromising my learning throughout Year 12,” said Abbey.

Like Abbey, Joel appreciated being able to spend quality time with his family, but also learnt a few things. “I have learnt not to take the simple things in life for granted,” said Joel. “I certainly missed battling it out with friends on the downball court during recess and lunch, and I have never appreciated fresh air and the outdoors as much as I do now.”

In the Junior School, staff and students were committed to maintaining their physical activity. The online program consisted of two sessions a day, aimed at keeping the

Left Abbey Latta

Below Joel Walton

students physically active in a variety of ways. These included yoga, cross country, ball skills, gymnastics and many more. “Our students are always striving to improve their skills and fitness,” said Physical Education teacher, Kristie Cowan. “We encouraged families to exercise together as a family unit with the hope that these habits may continue once everyone returns to school.”

The Year 12 Sports Leaders also introduced daily fitness challenges via Microsoft Teams for students and staff wishing to keep fit during isolation. Similarly, the Community Service Leaders sought to maintain the impact they have on the wider Ballarat community by continuing their work with the Ballarat Multicultural Council Homework Club through weekly Zoom sessions.

The Performing Arts Leaders also took the opportunity to find ways to keep the Clarendon community engaged and entertained with recordings of performances and running a song writing challenge to a tune they wrote themselves. Across all of these endeavours, the student leaders were determined to motivate and involve their peers and staff in co-curricular activities.

Co-Head of the Senior School, Laura Brady, said that these acts of leadership were more than just a part of a school role. “They helped keep our community close and we actually learned more about each other than we knew before,” said Laura.

Reflecting upon their temporary learning and teaching from home, students and staff found that, although there were challenges, the ways through which the school community stayed connected and committed were inspirational.

“What also emerged was students’ gratitude,” said Co-Head of the Senior School, James Evans. “They were grateful for the simple things, such as being home with family more, grateful for the time they spend with their peers and friends, and grateful for being a part of the Clarendon community.”

“The ways that Clarendon maintained our familiar routines, such as House catch-ups, assemblies and fitness classes, and introduced new ones, enabled valuable relationships to be sustained,” said Abbey. “How we rallied together to stay connected makes me so proud to be part of such an adaptive, resourceful and supportive community like ours.”