Date
14 October 2024

Support parents and whānau to help their children to learn at home

Suggestion for implementing the strategy ‘Partnering with parents and whānau to support students’ learning and wellbeing’

On this page:

On this page:

Current page section: ​Support learning at home

Go to top of current page: ​Support learning at home

Show list of page sections

Support learning at home

Support learning at home

Strategies to support whānau to support their children’s learning at home.

  • Meet face-to-face to model particular strategies or make a video to model a particular strategy or approach.
  • Create opportunities where students can draw on the expertise and experience of their family/whānau and work together on a project.
  • Maintain a class blog or a weekly email to families/whānau, where you share the class focus and encourage them to share resources and ideas.
  • Avoid setting up situations where you are encouraging whānau to supervise homework.
  • Develop a shared language about learning and achievement with students and their parents and whānau so everyone is on the same page.

Share information using digital tools

Share information using digital tools

John Robinson reflects on the value of sharing information using the school SMS and student e-portfolios.

Build partnerships with families

Build partnerships with families

School-home partnerships that have a clear focus on Pasifika students’ learning, with everyone able to actively contribute, directly benefit Pasifika learners.

Share information with e-portfolios

Share information with e-portfolios

Parents, students, and teachers comment on the impact of sharing e-portfolios.

Useful resources

Useful resources

Website

e-Portfolios

An explanation of what e-portfolios are, why they are used, school stories describing how they are used, resources, research, and readings.

Publisher: Enabling E-Learning

Visit website

Next steps

More suggestions for implementing the strategy “Partner with whānau ”:

Return to the guide “​Partnering with parents, whānau, and communities ”

Top