In 2022, early learning services, schools, kura, and wharekura need plans in place to continue teaching and learning in the event of significant staff and student absences, and if you need to provide both distance learning and onsite teaching.
In this event, principals/leaders will inform their teachers about:
- the plans for learning to continue
- what resources tamariki will be provided with and how they’ll be distributed
- keeping in contact with tamariki
- communicating with parents/whānau/caregivers about how their tamariki will learn from home and what they can to do to help.
Information and guidance for schools, kura and wharekura during a COVID-19 resurgence is on the Ministry of Education's website.
Ministry of Education – Advice for Schools/Kura
Distance learning checklist
A key part to distance learning is planning how teaching and learning can continue in the event where schools/kura/wharekura need to close or where a school needs to provide distance learning. To support this, we have developed a checklist to help you assess your distance learning readiness. The aim is for everyone to be ready so teaching and learning can continue seamlessly. The second page gives an idea of resources available to support distance learning.
Sound of birdsong in the background
Text on screen: Learning from home - getting ready
(Gemma Stewart, facilitator, facing and talking into the camera)
Tēnā koutou katoa.
Learning from home is new for most teachers. It’s not business as usual. It’s a new way of working, and we are all learning together as we go.
In this new learning environment it's important to put hauora above all else, to look after yourself and your students’ wellbeing. And, if you’re looking after your own children at home, then that is your priority.
(Adult and child in kitchen cooking)
We know teaching is all about relationships.
(Adult and two children using tablet)
Students and their whānau will need to feel connected with you to maintain those relationships.
(At school, students and teacher)
In your classroom you’ll have values and expectations that support a learning culture and build positive relationships.
(At home adult with child working on tablet)
You can continue to nurture those when you’re planning for learning at home.
Find out from your students and their whānau what will work best for them.
(Gemma Stewart, facilitator, facing and talking into the camera)
Communication is critical. It’s a key element in building strong relationships, so consider how you will connect with students and whānau.
(Adult talking on phone, using tablet and texting)
It could be by phone, or by email.
You might be using a class website or shared online documents, or a communication app might be best for some. Start with what you know will work for you, your students and their whānau.
(Gemma Stewart, facilitator, facing and talking into the camera)
As you start to use channels of communication you’ve never used before, you’ll need to consider your own and your students’ safety and privacy. It’s important to set expectations with your students and whānau around communication, and to set up routines so they know how and when you will make yourself available. These routines may be helpful for some, but others will have different circumstances at home.
(Child inside at desk writing)
Start by asking your students if they can create a dedicated space for learning at home.
(Children outside)
This may be a shared space with other whānau members.
Learning from home is not going to be the same as classroom learning, so don’t expect parents to be teachers and don’t expect students to be able to do at home what they would be doing at school.
(Adult using computer and talking on phone)
Remember to communicate. Talk with whānau about how they can support their tamariki in their learning.
(Gemma Stewart, facilitator, facing and talking into the camera)
Learning at home should not be confused with online learning.
Technology and the internet provides great opportunities for learning but not all students will have reliable access to devices with good internet.
(Devices being used for online meetings)
So it’s important to provide projects that can be worked on over a period of time with regular check-in points for scaffolding.
Work together with your colleagues so that projects can be as cross-curricular as possible.
(Timetable on Google doc)
That way tamariki won’t be overloaded by work in each subject area.
(Gemma Stewart, facilitator, facing and talking into the camera)
Include activities that are fun, and authentic, and can be done with others.
Provide choice and variety. And give them opportunities to design, make, create and draw as well as to practise skills.
(Child playing, cooking, exploring outdoors and playing music)
Encourage them to play, and rest, and socialise. And of course, give them opportunities to learn about, explore and make use of their home environment or local area and to express their cultural identity.
(Students on devices and teacher typing feedback)
Your students will benefit from clear, detailed instructions and expectations about what you are asking them to do, and the feedback you give them as you check in with them. Providing feedback is crucial. So give them the opportunity to connect with you for support.
Look out for any students who may not be participating and talk with them and their whānau to find out how you can support them.
(Gemma Stewart, facilitator, facing and talking into the camera)
Remember to be flexible and prepared to change your approach.
As I said, we are all learning together as we go, so share your experiences with your colleagues in your school, Kāhui Ako or social networks, and remember to look after yourself!
Mauri ora ki a koutou katoa.
Text on screen: Kia haumaru te noho - Stay Safe, Ministry of Education
Learning from home
Getting ready - teachers | kaiako
