Unprepared for Lockdown
Moekawa Te Rangi said her whānau felt unprepared for the level 4 lockdown because they were unaware of how such a shift would affect their normal daily routines.
Fortunately, the kura their tamariki attended had made plans to provide each tamaiti with devices to ensure they stayed connected with their kaiako. This was done through regular ZOOM calls which were scheduled separately for each year group, and allowed the tamariki to have some kanohi ki te kanohi time with their kaiako. They also received packs of worksheets that were given to each student, as a substitute for the work they would normally receive in the classroom.
“Each tauira was provided with a device (iPad or laptop) including a pack of worksheets to work through and also a schedule on what ZOOMS aka (ZUI) for each reanga to maintain connection with their kaiako and also to ask about their mahi.”
The whānau had to quickly familiarise themselves with the ZOOM app so that the tamariki could participate at the right times. In an effort to make the shift to online learning a little easier, they also dedicated specific areas around the house to the different school activities required of them.
“We then identified areas around the whare and set up stations where they could have their Zuis or have Wananga and Pānui Pukapuka and desk for their pānui tuhituhi”
Moe’s whānau were well aware of the educational resources supplied by the Ministry of Education, as they were frequently promoted on social media platforms, and also on the Television. Moe thought that all of the resources which included activities were very helpful, especially the “Panui Pukapuka” as they encouraged the tamariki to read with confidence.
“The science work books were utilised well, including the Panui Pukapuka, this encouraged the younger girls to read aloud to the whanau.”
The Trotman Whānau believe that having a large variety of interactive games for each subject would also be very helpful and that more online learning platforms where the kaiako can mark and give feedback would be of great use.
In terms of caring for the whānau’s hauora, Moe says that living rural had many advantages during the lockdown. The tamariki were able to play freely without having to worry too much about coming into close contact with others, and they also live in close proximity to their own Marae, Roto, Ngahere and Maunga. Even though the internet connection in Ruato Bay is poor, they were still able to contact their whanau and have regular “Quizes”, thus caring for their taha whānau.
To make learning easier for tamariki, Moe recommends having fun with learning at home by using the natural environment to teach lessons in an exciting manner. She also found that placing rules and guidelines for students studying the NCEA curriculum, effectively reduced distractions and procrastination, while still offering as much support possible.
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