2020-2021 PRIMARY SCHOOL REOPENING PLAN

Definition of learning

At Keystone Academy, learning is a life-long journey rooted in heritage, outward in perspective and framed by our five shared values. Learning encompasses the discovery of new knowledge, skills, and understanding, allowing for creativity and connections in a local and global context. This journey empowers our learners to develop character and fosters a joy of learning in experiences that occur both inside and outside the classroom.

In line with the our Definition of Learning, and in response to COVID-19, effective learning in the Primary School is:

Excited about Learning

Positive interactions between students and teachers in the face-to-face and online classrooms where students feel comfortable learning and communicating with other students and with their teacher.

Taking Risks

Teachers and students interact in new synchronous and asynchronous platforms to engage in rigorous learning activities. Faceto-face and online learning enhance collaboration and presents new learning for students.

Supported through their Learning Journey

Teachers can support learning by nurturing student interaction through rich content which might be text, audio visual resources, graphics and static visual representations, scenarios, simulations, and/or quizzes, etc.

Taking Ownership of their Learning

Students are the champions of their own learning, facilitated by the teachers who support self-discovery and self-efficacy.

Accomplishing Goals and Challenges

Students find identity, meaning, and purpose through connections in each subject, using their creative skills to develop their psychological, social, and emotional growth.

Making Positive Connections

Students continue to be a part of the Keystone community through ensuring that they connect curriculum concepts to our current world situation.


INTRODUCTION OF REOPENING PLAN

Keystone Academy’s initial response to COVID-19 focused on acting promptly after the school’s closure to continue the teaching and learning process for students. Our faculty and staff responded creatively and resolutely in support of learning, taking advantage of our robust technological infrastructure.

No one could have predicted at the time that the situation would continue for this long. We have come to the realization that online learning will likely be a reality for some time to come. With this in mind, we need to continue thinking about the quality of our program and to make decisions about what will define online learning at our school now.

Not surprisingly, the dedication and professionalism of our teachers have resulted in phenomenal growth. Colleagues are sharing strategies and tools, making the experience for students much more valuable.

Because it is highly likely that the 2020-21 school year will be impacted by COVID-19, we are contemplating three scenarios: Distance Learning, Blended Learning, and Conventional Learning.


Three Learning Scenarios

Keystone Academy anticipates three scenarios each with its own mode of operating. Planning with the three scenarios in mind is crucial to making any transitions as seamless as possible for students, teachers and parents as circumstances change. The three scenarios are:

1. Distance Learning

Distance Learning serves several key functions within the recent reality, providing a platform for education when the school campus is closed. In this scenario, students and teachers work remotely from home and connect virtually by using the platforms established for this purpose. Teachers meet students online during the regularly scheduled classes on Live Lessons and at additional times as needed. This scenario is typically associated with higher levels of risk of virus transmission (levels 1 & 2).

2. Blended Learning

The Blended Learning model is a combination of on-campus face-to-face interactions with teachers who are in Beijing, and virtual Live Lessons from teachers not currently in Beijing. In this scenario, the campus is open, and many students and teachers are on campus. However, some teachers and students might be outside of Beijing or China due to government and travel restrictions. Teachers not in Beijing work with a Teacher Partner who supports learning face-to-face in the classroom. This scenario is typically associated with a medium risk of virus transmission (levels 2 & 3).

3. Conventional Learning

When students and teachers are all able to be on campus, we are able to deliver our program in our customary manner or with varying degrees of modification. These modifications are based on the level of risk of virus transmission. Essential elements of Distance Learning are used to support and enhance our program. This scenario is typically associated with lower levels of risk (levels 3 & 4).

HEAD OF PRIMARY SCHOOL

Catherine Copeland

Catherine Copeland hails from Canada where she had a rich multicultural and bilingual upbringing.
ASSISTANT HEAD OF PRIMARY SCHOOL

Beryl Nicholson

Beryl Nicholson has been working in international schools for over 30 years and has substantial teaching, leadership, and management experience.
ASSISTANT HEAD OF PRIMARY SCHOOL

Grace Wang

Ms. Grace Wang joined in Keystone Primary School as a founding staff member in 2014.

SCHOOL REOPENING GUIDE