Greenhithe’s Learning Slides system, which uses Google Slides as a simple, central platform for organising almost all learning activities, has had a positive impact on ākonga wellbeing, kaiako wellbeing, and kaiako-whānau relationships. All seven kaiako involved with the project reported a noticeable increase in ākonga self-confidence, since the tamariki (children) always know where to look for their learning and how to follow the links frommthe slides to self-chosen activities. Kaiako also agreed that because they themselves are spending less time directing learning, they are able to engage more deeply with their ākonga on a pastoral level. 

All seven year 5/6 kaiako also reported that hybrid learning has had a positive impact on kaimahi (staff) wellbeing. Year 5 kaiako Charlotte Pollard-Brown explains, “It takes a lot of the pressure off of me to instantly mark so kids can move on to the next thing.” She adds that being able to access her planning from anywhere means “I have the flexibility of working from home instead of staying at work until 5 every night.” Another year 5 kaiako , Kristie Jacobs, says that planning from home “makes life easier.” Melissa Erceg, year 5 kaiako and Kāhui Ako across schools lead, describes how the whole year 5 and 6 environment has improved: “The children are working independently so there’s less time spent on having to teacher-direct them. This has made the learning environment a more pleasant place to work in. Collaborating with other teachers in my team on creating the weekly learning slides has had a positive impact on our overall collaboration… We have learned from one another about innovative activities that engage our learners.”

Charlotte also mentions that, as a beginning teacher, collaborative planning has had a “massive” impact on her wellbeing. She describes how each teacher gets one curriculum area and does all of the planning (in-class learning, workshop learning, and Learning Slides) for that area for a two-week period. This singular focus makes planning less rushed and more in-depth: “we’re not, you know, doing a half attempt at one area – we’re doing it all really comprehensively, ensuring that learning is differentiated, and that the kids have access to everything they might need in that curriculum area over the two weeks.” The ākonga get a better quality of content, and the kaiako have a more manageable workload. 

Learning Slides have also allowed whānau of year 5-6 ākonga to be more aware of what their tamariki are learning since the slides can be accessed from home. Year 6 kaiako Emma Pierce says, “I have found my parents are more engaged and involved in their child's learning. This is because they can show their parents what we are learning in class, from home. I have had some students complete the math and literacy challenges at home with their parents and often when parents come in they will mention learning we have done in class.” Year 5 kaiako Adele Chichester explains, “The Learning Slides give parents tangible activities to help support their child's learning journey, connecting home and school,” and goes on to mention that parents can support their tamariki to learn while they are absent from school, guided by the slides. Four of the seven kaiako interviewed echoed this sentiment, pointing out the ease with which ākonga can stay engaged while isolating and the pressure that is removed for parents. In the words of Charlotte Pollard-Brown, “if they have to keep their child home for whatever reason, they know that they don't need to provide or seek out things to do.” Year 6 kaiako Natasha Alexander reports “lots of feedback from parents about children taking responsibility” and says that parents have told her that they enjoy being able to see what their tamariki are working on and discuss their learning with them at home. This transparency increases whānau trust in what is happening in the classroom, and the start-of-year seminar for whānau on how to use Google Meet and Google Slides enables parents to access the learning material and provide tautoko outside the classroom. 

Finally, ākonga report that Learning Slides reduce their own stress by giving them an overview of what is coming up in the week and by making learning from easier, especially when they are at home for several days in a row.  Reuben, in year 6, explains that Learning Slides reduce pressure on students in the classroom: “I felt less stressed because I had more opportunity and more time to do stuff, instead of having to do whole-class activities with a teacher.”

Charlotte loves the consistency that Learning Slides provide for her class. She says, “the great thing about hybrid learning is that whether I’m away or the kids are away, it doesn’t matter. It’s not a change in routine for them.”