Education Today Student Voice 2021/2022 Edition

SPRING/SUMMER 2021/2022

BUMPER EDITION

EducationToday.co.nz 1

contents

Georgia Broadbent-Berge illustrated this piece in relation to her article on the next page.

01 Colour clash and splash by Georgia Broadbent-Berge 02 Ways to the brain by Kiara Gill 03 Dare to be different by Scarlett Gyde 04-05 Stem seed needs early planting by Amelia Avery 06 Waves of change by Ruby Murphy 07 Let the canary of the ocean keep singing by Kori

Churchill 08 CARTOON – COVID art by Hana Chajecka and Editorial 09 Pesticide power overflows by Annabel Aitken 10 Double down on digital by Reuben Cooper 11 The real cost of technology by Reuben Cooper 12 Living has a cost by Abby Buckthought 13 Tumbling in twisties torment by Taylor Quedley 13 Educate your endorphins by Taylor Quedley

14-17 CARTOON – Lockdown diaries by Georgia Broadbent-Berge 18 Flag it by Finn Lloyd 19 Matilda gets a name by Taylor Quedley 19 World needs a freeze on fossil fuels by Kori Churchill 20 Scribblers telling tales by Natalia Noone-Jones 21 Pixel fixation by Finn Lloyd 21 The good, the bad and the ugly of those #

####hashtags by Violet Tucker 22 Being brilliant by Ameila Avery 23 The world outside the classroom window by

Finn Lloyd 23 Failure to embrace failure by Violet Tucker 24 The mind matters by Scarlett Gyde 25 Representation at the Olympics by Abby

Buckthought and cartoon by Georgia Broadbent-Berge

for all information contact 027 734 4756

EDUCATIONTODAY.CO.NZ

Colour clash and splash GEORGIA BROADBENTBERGE brushes off the palette others like to apply to her.

Identity, to me, has always been like a paint palette.

When you’re younger, you start off with the basic primary colours. But as you get older and experiment with more things, the palette becomes more colourful.

You start mixing colours, or adding different tubes of paint, or washing the palette clean and creating something entirely different.

Colour has been a big part of my identity.

Most children look a lot like their parents. Some look more like one parent than the other with defining traits from both. Some are an even split between the two.

Typically, you can look at a child and their parents, and be able to pinpoint who gave the child which features.

When most people look at me and my parents, however, the first thing they notice is the colour of my skin, which sparks a lot of questions.

‘Is that your real mum?’

‘Are you adopted?’

‘If you’re white, why is your mum brown?’

Being a biracial teenager in a predominantly white high school is stressful enough. Whatever group of people I’m surrounded by, I never quite feel like I fit in.

I’m not white enough, I’m not dark enough. I’m not smart enough, I’m not sporty enough. I’m not serious enough, I’m not laid-back enough.

It’s an endless tug-of-war in my head, trying to be myself and living up to others’ expectations of who I am supposed to be.

Then there are the people who think they can decide your identity for you.

You’re only white until it benefits them to have a token minority. You’re only white until it benefits them to seem ‘diverse’ and ‘accepting.’ You’re only white until it benefits them, by making them feel better about themselves.

As though my identity is the cure for all their problems but is the core for all of mine.

My identity isn’t about other people. It’s about me.

My identity is my own. It’s mine to tell, and you can’t decide it for me. My identity is a messy, colourful, paint-splattered palette. I get to choose the colours I add, what colours I want to blend, and what I want to get rid of.

I’m not here so you can decide what days I’m white, and what days I’m not. You can’t split me down the middle and decide which part of me suits you best.

My identity comes as a whole. You can either take all of me or none at all.

I am who I say I am. Not who you think I am, or who they think I am. You can’t pick and choose my identity. It’s my identity for a reason. I’m proud to be a messy paint palette, even if it’s confusing for you, or you can’t understand the colours I chose.

It’s not for you to understand. It’s for me. Step back for a moment from whatever picture you painted of me in your head.

Step back and let my own colours do the talking. Let my own colours tell you who I am.

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WAYS TO THE BRAIN Each of us pick up information in three main ways – seeing, hearing, and doing. KIARA GILL takes a closer look at our learning styles.

Don’t you hate it when you are stuck on a question in class because you weren’t listening or didn’t understand?

Every day, students struggle to learn because of how they know it, and how their teacher explains the subject.

The three main styles of learning are visual, auditory, and tactile. Recognizing your learning style will help you with various things, including raising your chances of success and working more efficiently.

Visual learners like to watch things to learn rather than to sit and listen.

For example, they would learn how to fix a car with an instructional video easier than listening to a professional explain the process. These people like drawing, doodling, making posters, diagrams, charts, watching videos, and using colours and symbols instead of words.

Visual learners learn best by using images, pictures, computers, colours and any other visual media to help them learn.

They find it hard to follow spoken directions and often look at things around the classroom and get distracted by noise.

Some strengths of visual learners include remembering maps, great notetaking,

AUDIO

strong organizational skills, and amazing design skills.

Auditory learners are always actively listening. An auditory learner may remember everything said during a work meeting but has difficulty recalling the information outlined in a work report.

Auditory learners enjoy listening to others and love listening to themselves talk. They like telling stories and speaking in front of an audience; they want to sing and enjoy music.

They often read with whispering lip movements, lose concentration easily and prefer spoken directions rather than written directions.

The main strengths of the auditory learner are that they are unafraid to speak up in class, and they are a gifted storyteller, good at explaining things out loud, and they are great at doing oral reports.

They’re good with class presentations and many other things to do with talking and listening to it depends on who you are.

Tactile learners are always doing something physical, moving around. They’re what you would call ‘hands-on learners.’

They tend to work better when there’s

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physical activity involved.

They would learn how to ride a bike easier than others because they get to do something in the process. Tactile learners would rather create things like models and dioramas, play with clay or play dough – all the things you would say are fun rather than reading.

These learners struggle with staying still and find it hard to do nothing, and they will get bored faster than others.

They have great hand-eye coordination, they have good timing, they are enthusiastic and boisterous, easily remember how to do tasks a second time after doing it once, and they enjoy playing games with others.

It’s always best when you can learn the easy way, and knowing your learning style can help to increase your self-confidence, improve studying new concepts, and allow you to communicate your learning needs to people.

Some people are better learners by looking at diagrams, listening or moving their body while studying.

Once you recognize the style of learning you prefer, you can study smarter and not harder.

TACTILE

DARE TO BE DIFFERENT

Minds are wired to work in a variety of ways. SCARLETT GYDE challenges the assumptions of a neurotypical world.

In the late 1990s, sociologist Judy Singer, who is on the autism spectrum, came up with the word ‘neurodiversity’ to describe ADHD, autism, dyslexia, dyspraxia and other similar conditions.

Her hope and objective was to shift the focus of discussion about ways of thinking and learning away from the usual stereotype of deficits, disorders and impairments, towards acknowledging all minds are unique and there are a number of variations on how the mind works.

Neurodiversity is a concept where neurological differences are to be recognized and respected as any other human variation.

Being neurodivergent simply means you think and act differently from the majority of the world, and society expects. Neurodivergent individuals can often struggle with certain skills, especially social interactions.

In a nutshell, neurodiversity means brain differences are just that - differences. Conditions like ADHD and autism aren’t ‘abnormal’, they’re variations of the human brain.

The opposite aspect of neurodivergent is neurotypical. Neurotypical is someone whose brain behaves in the same way as the majority of society.

Neurotypical individuals generally display typical intellectual and cognitive development. Individuals who are described as neurotypical can usually navigate complex social situations, have good communication skills, establish social connections like friendships more easily, and can function in distracting or stimulating settings without becoming overloaded by stimuli.

Significant inroads have been made in understanding how our brains affect our behaviours and for children with learning and thinking differences, the idea of the designation ‘neurodiversity’ can have real benefits.

The term helps children (and their parents) frame their challenges as differences, rather than as deficits. It can also shed light on instructional approaches that might help to highlight particular strengths that these kids have.

One area of neurodivergence is that of ADHD. More specifically, inattentive type ADHD – as it often goes undiagnosed or misdiagnosed.

Inattentive type ADHD can be seen as forgetfulness, disengagement, or distractibility, and can easily be mistaken for anxiety or a mood disorder.

In children, it may resemble a learning disorder. ADHD is among the most common neurodevelopmental disorders in young people, occurring in around 8.4 percent of children.

Inattentive type ADHD is a subtype of attention deficit hyperactivity disorder that often manifests as limited attention span, laziness, or procrastination.

People with inattentive type ADHD can make careless mistakes because they have difficulty sustaining focus, following detailed instructions, and organizing tasks and activities.

They are easily distracted by external stimuli, and often lose things. They may leave projects unfinished and appear not to listen when you speak.

The concept that people are naturally diverse learners is important for kids with learning and thinking differences.

It can reduce stigma and the feeling that something is ‘wrong’ with them. And that can help build confidence, self-esteem, motivation and resilience.

Neurodiversity can also help children view their differences not as impediments but simply as expressions of their uniqueness.

By encouraging kids to identify their brain functionalities as differences to be celebrated, rather than disabilities to be feared, it empowers them.

As these attitudes become more cultivated in children, they become better prepared to handle their neurodivergence in college, in the workplace and throughout their adult lives.

By reframing perceptions and accepting neurodivergence has a positive place in society, we can help educate others on the productive aspects neurodiversity can provide.

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STEM SEED NEEDS EARLY PLANTING {

I love technology.

It was the first thing I found out I was good at, and the first hobby that stuck. It all started when my mum signed me up for a coding class for kids 5 and up. I walked through those doors, no idea what was being thrown at me, but slowly I began to get it.

At the end of the day when my mum picked me up, I proudly announced that I loved it. From there, my love of technology blossomed.

I began to take my dad’s laptop from his desk, log on to scratch and make new coding projects. I went to MOTAT almost every weekend because I was fascinated by how the phones worked.

But as I progressed through primary school, the tech vanished.

At my first primary school, it wasn’t even a subject, and at my next primary school, the class was taught once every few weeks.

Clearly not enough for a tech-savvy girl.

So, what’s so good about STEM? Coding and other computational thinking classes in schools have many benefits for young kids.

One of these is the gift of creativity. When we try new things and learn, we make our brains stronger.

Of course, the road to a finished product isn’t a smooth line, there are many obstacles in between. By using creativity, we can solve those problems effectively, not just in code, but in the real world too.

There is no denying coding is also proven to help in mathematics. Instead of sitting in a classroom solving equations (which many of us dread), coding and other stem activities incorporate maths in a fun way that builds creativity.

But if STEM is proven to boost your brainpower, why isn’t it being taught enough in schools? This was the question I asked

String filename =”STEM seed needs early planting.doc”;

myself in primary school when the tech had vanished.

I decided to ask two teachers from my school, one from senior management and one being my dean, some questions to hopefully find out why the tech had vanished.

These are their answers.

Do you think there is enough STEM education in the New Zealand school system?

‘It seems that there is some inequity across our education system. But the new digital technologies curriculum will be making a difference to ensure all students receive these opportunities.

In some primary schools it is not possible to have specialist teachers like we do – makes it more challenging for schools to develop these skills. A multidisciplinary approach has many benefits, but it is not always easy to create those opportunities in schools when there are so many valuable things to cover.’

Do you think STEM should be taught from an early age as a subject in the system?

‘Yes. But it is also important that education is broad. Starting early helps prevent early stereotypes from developing. It normalizes it.’

How important is it that girls get involved in tech in the future?

‘Extremely important. The job market both now and in the future will require that skill set. It is important in girls’ education that we take the opportunity to break down stereotypes. We are lucky that in our environment there is no pressure for students to feel like they are having to compete with boys in this space or feel they have to justify what they may feel passionate about.’

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<AMELIA AVERY says young minds, and young women, need tech coding skills realised and developed sooner rather than later>

‘When STEM isn’t available in your school and you are passionate, I found out you can still do so many things from home. Even by going to a junkyard, fiddling around with soldering irons and Arduinos, you are strengthening your brain, and most of all, enjoying yourself and learning.‘

I think in question one, they prove an important point which is one of the reasons that in primary school, there is hardly any stem.

There simply isn’t enough teachers with a STEM background to teach in primary (and sometimes even secondary) school.

This is hard, mainly because in two years, there will be 1 million STEM jobs open in the US alone that will go unfilled if the education gap isn’t resolved.

There are many talented children who can strengthen innovation and make incredible breakthroughs.

This cannot happen if there is a lack of teachers.

My teachers also mention that with so many things to cover, it is hard to fit STEM into the curriculum. Another very good reason.

Among all the English, Maths, Social Studies, and other core subjects, STEM is usually pushed to the side.

This is because English and Maths are both part of the curriculum almost everywhere in the world, and it is compulsory to teach.

Both those skills are fundamental to have in life, especially English being the second most spoken language in the world.

When STEM isn’t available in your school and you are passionate, I found out you can still do so many things from home. Even by going to a junkyard, fiddling around with soldering irons and Arduinos, you are strengthening your brain, and most of all, enjoying yourself and learning.

I learnt to code in more coding languages through free online courses on YouTube, and even some on the Harvard University website. Now as a 13 year old I can code in JavaScript, C++, Python and HTML. The great thing about the internet today is that there are so many spaces to learn. Simone Giertz, a popular YouTuber and

great engineer makes projects for fun. She didn’t study engineering at school or college and learnt to do everything she does now through the internet and good old-fashioned experimentation.

This brings me to my next issue, STEM and girls.

Unfortunately, many women in a male-dominated STEM workplace experience discrimination (and worse). Half of the women in STEM jobs said they have experienced discrimination in the workplace. In a lot of tech-related jobs, gender is seen as something to divide people.

This is crazy, considering women started computer science.

During the Second World War women in Britain operated some of the first machines used for decoding messages. In 1960 in the US, more than 1 in 4 programmers were women. Well before their vital role in the Second World War, in 1800, Ada Lovelace created an algorithm for a computing machine. This makes her the world’s first computer programmer.

‘Here’s to the crazy ones, the misfits, the rebels, the troublemakers, the round pegs in the square holes . . . the ones who see things differently. They’re not fond of rules, and they have no respect for the status quo. You can quote them, disagree with them, glorify or vilify them, but the only thing you can’t do is ignore them because they change things. They push the human race forward, and while some may see them as the crazy ones, we see genius, because the people who are crazy enough to think they can change the world, are the ones who do.’

– Steve Jobs.

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Waves of change

‘Sometimes in the waves of change we find our true direction.’

RUBY MURPHY says change should have a chill factor, relax and enjoy it.

Change.

and change around classes for the different subjects. Others said they were looking Q: What do you think the challenges are Everyone experiences change in different forward to the sports. for Year 7 students transitioning from ways throughout their life.

I asked what they think will be the biggest It can have good or bad consequences, but primary to intermediate school? change. eventually, everyone usually benefits from A: I think students worry about making Quite a few of the kids said the biggest change. new friends more than anything. change for them will be the new timetable Some people are afraid of the effects and having to navigate their way around change can have on them, but others thrive Friends were a big part of making me feel the school to their classes. safe and comfortable in my new environoff it.

Also, getting to know the Year 8’s and their ment.

Someone once said, ‘sometimes in the new teacher. waves of change we find our true direcQ: What could a student do if they are In my experience so far as a Year 7 stution.’ feeling unsure or troubled at school? dent, one of the biggest changes is the For me, the change from primary school to diverse subjects I can study.

A: I think students need to feel they have intermediate was easy. I had my friends by an adult at school they can talk to who has I’ve also noticed there is more indepenmy side to give me confidence, and everydence as there is less teacher and parent their best interest at heart. body was friendly. involvement in your learning. There are To gain the perspective of some students Unfortunately, this is not the case for more expectations and deadlines that moving on to intermediate school, I asked must be met. everyone. a group of Year 6’s from Flanshaw Road Self-esteem can have a big effect on kids However, these expectations can get you school how they were feeling about this around my age. Whether it is doubting ready for the years ahead at high school. transition to intermediate school. or not feeling the best about yourself, For most people, the transition from self-esteem can ruin the chances of having Most of the students were excited, and the primary to intermediate is a positive expemain reason was that they will get to know rience. Being worried and nervous is comfun at school. a new environment and make new friends. pletely normal – in the end, you will build Some kids may feel insecure, or like they Some felt nervous, even scared because don’t fit in. Maybe kids are worried about resilience and benefit from the changes. they don’t know what the new learning what others think of them.

And remember – there are people who environment is like and worry it will be There are more pressures for youth in tocan help you along the way if you need harder than primary school. day’s society than in the past. It’s importsomeone to talk to.

Feeling like this is totally normal. ant people acknowledge these pressures.

Also, be confident and always try your A couple felt sad because they will leave If you are or know someone who has best. Success is not about perfection. It’s troubles with self-esteem or other mental behind so many amazing experiences at about progress. Give yourself time to settle primary school. health issues, talk to someone. There are into intermediate. You might find someI also asked what they were looking support agencies that can help. thing you are passionate about, and if you forward to. Lots of the students said they I asked my teacher, Whaea Sarah Richkeep your head held high, you’ll have a were excited to meet new and old friends ardson, her thoughts about transitioning great experience at intermediate school. students.

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LET THE CANARY OF THE OCEAN KEEP SINGING

KORI CHURCHILL wants the awesome creatures hiding on our planet to be safe.

There are many beautiful, phenomenal, adorable creatures we need to do everything we can to save.

High on this list is the beluga whale. They can measure up to 4.2 metres long and at an adult age are usually about 3.5 in width.

Their lifespan is from 35-50 years. The beluga whale is also known as the white whale and it weighs up to 1400kg, its scientific name is Delphinapterus Leucas.

Belugas are sometimes called the Canary of the Ocean for their harmonious voice. Its cousin is the Narwhal, the unicorn of the ocean. Now, you can probably tell I really like belugas, but what if I told you . . . they’re being killed.

That’s right, belugas are dying, often because of oil spills. Oil spills usually happen in the ocean and it makes it hard for the belugas to breathe.

The beluga is also dying because of climate change and losing its home because of this. But it’s not only those two causes, it’s also

noise pollution.

Noise pollution happens for belugas when oil or gas ships travel across the ocean to sell their products and, of course, create noise. While this may seem fine at first, it is actually a huge threat to whales like the beluga. As whales use sound to move around, most of the time, the noise disrupts things like finding food or mating and lots more.

Some readers may think belugas are dumb animals, just simple whales. Well, they aren’t. Belugas are at the top of the food chain and do not have that many predators, and also have a very important role in the ocean.

I think we should save these amazing creatures, but it doesn’t just have to be belugas, it can be other animals like the orangutan or the tiger or the panda, there are just so many.

We need to save these creatures.

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Publisher – Education Today Limited ISSN 1175 9240

This magazine exists to help nurture a love of language and its use by young writers. They are encouraged to explore and comment on the world around them. We are not expecting them to specialise in investigative, news, reviews, columns and feature writing, and they tend to develop a style combining several of these, mixing their own opinions with questions asked of teachers and peers.

AGENTS FOR CHANGE

Education Today’s Student Voice are conducted away from the classroom with the students expected to work with editorial and design practitioners, discuss and choose story ideas as an editorial board, and produce against deadlines. Their scrutiny of the world around them includes an acumen highlighting social maturity beyond their years. They are quickly and equally critical of alarmist headlines and the FOMO security blanket of social media.

EDITORIAL EDUCATION TODAY – established 1989 Student Voice BUMPER EDITION Spring – Summer 2021/2022

Many of the younger writers barely use those mediums, developing their world view from adults around them, teachers, and peers. They question, they have few preconceived notions, and no fear.

The objective is developing their language survival kit and the ability to conceptualise and describe the world around them to others, and to themselves.

The dynamics in the world they are about to inherit underlines the vital need for their ability to think for themselves, and to share their thoughts to others. We explore diverse concept-building words as part of our sessions – intimidation, ethics, irony and others as we encounter them – in a context of journalism, history, sport, art, politics, personal responsibility and more.

Readers of this edition will see the links these students make between their academic world and the world they face outside the school gate. They will ask the questions and those who go on as journalists will bring a new integrity to the vocation.

The questions are waiting to be asked. There are significant gaps in news and feature coverage of the important events of the day, and perhaps a greater need for free-thinking journalists than ever before.

We are grateful for our partnership with COMET Education and AUT, and the support we have from BNZ with its conference facilities, and the schools involved in each edition.

Education Today has been in schools in hard copy for more than 30 years, and for the past 10 years we have put the education writers to one side in favour of student writing and to help them become agents for change in their education and the society they share.

Education Today and COMET Auckland thank designers Shannen Randell and Leila Bailey-Moore for their invaluable contribution.

We also acknowledge the sponsorship of AUT.

COVID art

by Wellington Y4 student Hana Chajecka

‘Bees are dying at an alarming rate, and pesticides are the main reason behind this.’

PESTICIDE POWER OVERFLOWS ANNABEL AITKEN wants dangerous chemicals controlled to save the hardworking bees, and humans.

I

magine you´re a little bee, minding your own business.

The setting, a small farm with small crops. Your wings feel weak, and the crops are irresistible. So you take a small break and decide to pollinate some of the crops.

Suddenly, your stomach churns with discomfort and your legs wobble. Dismissively, you begin to flap your wings again to continue on your journey, but within a couple of minutes, your wings stop, and no matter how hard you try, your wings are ignoring your command. As you fall, your legs cripple and you’re dead on the grass.

You just ate the pesticides that were sprayed all over the crops in order to protect it, and now you´re dead.

More than 4,500 years ago, Sumerians used sulfur compounds as pesticides.

3,200 years ago, the Chinese used mercury and arsenical compounds as pesticides.

Since then, pesticides have revolutionised what we have today. Even now many companies in the United States are creating new and improved pesticides.

You may believe pesticides are helpful, and they are. They help keep food crisp and assassinate pests.

But what are pesticides?

Pesticides are poisons that, if touched or ingested, will kill their targets. There are six main types of pesticides.

Insecticides kill insects, herbicides kill plants, fungicides kill fungi, larvicides kill larvae, rodenticides kill rodents, and bactericides kill bacteria.

Pesticides eradicate their targets in different ways. For example, fungicides hurt the fungi´s cell membranes, disabling proteins, or interrupting energy production. Herbicides prevent the plants from growing by stopping important processes like photosynthesis.

Most of the world´s food production depends on bees. Bees pollinate most plants

producing 90 percent of the world´s food.

So bees are vital to this Earth.

Insecticides that are sprayed onto the plants can also kill non-targeted groups.

Like bees.

Unintentionally, pesticides kill bees when the helpless insect tries to pollinate the flower or crop. Pesticides are responsible for 75 percent of bee deaths every year.

Pesticides have a high chance of affecting the Earth in many damaging ways. When released into the air, pesticides gravitate towards the ground and rest on the soil.

They then break down by the sun rays to then evaporate and float into the air.

When this occurs, humans breathe the pesticides in, which can cause health issues in the future.

Another common circumstance occurs after the pesticides have been sprayed on the crops. It can flow down the crop´s stem and submerge through the ground, hitting deep groundwater. In this way pesticides contaminate the water, threatening aqua life and making resources unreliable for humans.

Pesticides affect humans in many damaging and harmful ways. Imagine biting into an apple. It tastes funny, but you shrug it off. Probably nothing anyways. You go to bed that day and hope for a dreamless sleep. But you are awoken with an itchy sensation. Your head is pounding aggressively and for the rest of the night you puke your guts out. Not a pretty picture.

Pesticides have a risk of causing illness, injury, diarrhoea, itchiness and sometimes even death. Approximately 200,000 people die from contact with pesticides.

This means the chemicals we have created can carry to humans and kill thousands each year. Pesticides are extremely toxic and threatening to human life.

Although pesticides have many negative traits, there are also many benefits of keeping these liquid

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substances.

Pesticides protect our plants from diseases carried by insects and pests. It’s also really easy for farmers to spray onto the crops without as much effort of performing this activity manually. Sprinkling pesticides mean no diseases from the pests will infect the humans eating it.

This liquid chemical also lowers food prices, because if the farmers are doing less work, the prices are lower too.

Pesticides not only attempt to save us, but they make sure the plants don´t die either. When insects eat the plants, the plants slowly perish. Around 26 percent to 40 percent of crop production is lost to pests. Pesticides prevent more crops from perishing.

New Zealand still uses pesticides many countries have banned due to their toxicity. These chemicals have a higher risk of getting into New Zealand´s fruits and vegetables.

New Zealand uses many tons of pesticides every year, more than 5000 tons of these chemicals. China uses more than 1.7 million tons of pesticides and uses the most pesticides of any country.

If we get rid of pesticides, many humans will perish. If we continue to spray pesticides over growing crops, bees, humans, and the Earth will die drastically.

We need to create a safe method of killing pests that also means farmers won’t overwork themselves.

Bees are dying at an alarming rate, and pesticides are the main reason behind this. I agree it’s better to preserve pesticides than to exclude them, as we never want diseases to be spread.

But exterminating bees, even if unintentional, will also kill us.

We must find a way to control pesticides, and find a way to save the Earth.

Double down on digital REUBEN COOPER takes a byte on digital challenges in our schools.

‘The more digital things the better because it is way easier than doing everything on paper.’

Technology is everything.

Forms, tests, games, work, entertainment, and much more.

And yet only a small percentage of people are fully capable of using computers.

There needs to be more digital technology taught in school.

What are the requirements for digital education in the New Zealand Curriculum and how do we get more?

Dr. Cherie Taylor Patel, Flanshaw Road School’s Principal, outlined the requirements for digital education in New Zealand primary schools.

‘In New Zealand, a Digital Curriculum was developed for schools to implement just a few years ago,’ Dr. Patel said.

‘There were two challenges with implementing it – the first challenge was upskilling teachers in how to use and incorporate digital devices into teaching and learning, in ways that enhance learning.

‘For instance, replacing a pencil with a computer to type a story is using digital technology, but it’s not necessarily enhancing learning,’ she said.

‘The second challenge was around resourcing and finding funds to have different types of digital devices and technology available to use, as well as experts to help teachers improve their knowledge and skills in this area.’

Michael Richards, our school’s Digital Curriculum expert, said to first look at the vision of the New Zealand Curriculum, which included (among other things) the vision for young people to be ‘creative, energetic, and enterprising’ and ‘seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural, economic, and environmental future for our country.’

Mr. Richards said one of the ways to achieve this vision was through digital technologies.

He said digital technologies required schools to provide learning experiences that develop digital thinking and teach digital skills.

‘What is important is that all students get access to opportunities to create digital content, and to use a variety of tools to do this.’

‘Schools in Aotearoa can choose how they do this . . . so it looks different in different schools.’

The more digital things the better because it is way easier than doing everything on paper.

Homework is also way easier digitally, so schools need to up their game in technology education so students can do it all online.

This also results in less paper usage (added environmental bonus), and over time this will save the schools money which they can use to purchase more of the things that matter such as musical instruments, art tools or more tech.

This way we can learn to become more innovative and use our newly found creativity to produce digital music and digital art, both of which are becoming increasingly popular by the year – and this will benefit our future career opportunities.

My friend, who I will call Johnny, said there needed to be more balance in the New Zealand digital education system, for example, the people who are smarter should learn harder, more advanced stuff so it is challenging for them and they are not sitting there on games when they are done, and the people who are not so smart could be learning stuff that is challenging for them, whatever that may be.

I agree. Every time I go to DigiTech, I get so bored so easily. All the tasks are so easy so I am not learning anything, resulting in a waste of a block where I could be learning something new which would serve me better in the future – such as creating a website, YouTube Channel or composing a new digital track.

I think most schools still have a big opportunity to improve in the digital technology space, and more funding should be provided so they can purchase more tech devices and further upskill the teachers.

Technology is changing all the time, it’s going to be hard to keep up, but with more resources and a greater emphasis on digital learning in schools, this will go a long way to shaping a better future for us kids.

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The real cost of technology

It can be a short journey from the shop shelf to the rubbish heap.

REUBEN COOPER says we need to take a hard look at what we buy, and what we throw away.

Most people think they know what waste is.

It’s the plastic bag your grapes come in. It’s the cardboard box your brand-new phone comes in, and the phone itself once it has no use to you.

In New Zealand we discard 15.5 million tonnes of waste each year. 80,000 of those tonnes are e-waste, with lots of that containing toxic elements.

E-waste, or electronic waste, is the common name for electronic devices at the end of their user life.

Someone might discard their old phone that doesn’t receive updates anymore, or their old laptop when it’s too slow and takes a long time to boot up.

Of the 80,000 tonnes of e-waste we produce in New Zealand, the best estimates suggest only 1600 tonnes, or less than two percent, is properly recycled.

The only e-waste recycling initiative from the New Zealand government was in 2006 when the government put $750,000 towards the eDay event held in 40 different locations across the country. eDay abandoned

eDay was a nationwide collection program for electronic waste which ran from 2006 to 2010. A total of 54 tonnes of e-waste was collected in the first year of operation and by 2009 this had risen to 946 tonnes.

The event didn’t run in 2011 or any other years since, because the government stopped the funding.

Organisations such as ewaste.org.nz offer e-waste recycling facilities.

Ewaste.org.nz hosts many events around New Zealand where we can take our e-waste through a drive-through and their staff will remove the e-waste from your vehicle, and you can drive off. It’s simple and effective.

Rich resource Electronic waste contains rich sources of raw materials that can be recovered and reused.

The amount of precious metals contained within an electronic device’s waste is much richer than ores mined from the earth.

For one thing, it is already mined and processed.

As much as it contains precious metals, electronic waste also

contains toxic materials such as lead, mercury, chromium, etc... Improper handling can not only pollute the environment but harm human health.

Elimination strategy

There are some strategies we can adopt to help reduce the amount of e-waste we produce.

Follow these and make your carbon footprint smaller.

1. Be a good consumer. Do some research when you’re ready to purchase a new electronic device. Make sure it will do what you need it to now and in the future. Buy the best quality you can afford, ensuring it won’t break easily or become damaged shortly after you purchase it. Look for products likely to have a much longer lifespan so you won’t need to replace it within a few months, or even years. Companies like to manufacture products that don’t last very long so consumers must keep buying them which generates more revenue. Don’t get sucked in.

2. Repair and reuse as often as possible. If you just have some parts that are damaged or not working, like a broken screen or poor battery, try repairing or replacing these parts before buying a new device. If the device is beyond the point of being repaired, take it to an e-waste event or recycling center to properly recycle it.

3. If your device is still in good working order but no longer meeting your needs, consider giving it away or selling it.

Websites such as TradeMe, Facebook Marketplace or SellMyCell are great places to list your unwanted products. You get to make some money while helping save the planet.

E-waste is a problem that won’t go away anytime soon. It’s the fastest-growing waste stream on the planet.

It may look better to have the newest phone, but all of us need to be conscious of our purchases and the disposal of electronic devices. It would also be great if the government came up with a new e-waste initiative sooner rather than later.

‘Never doubt that a small group of thoughtful committed citizens can change the world. Indeed, it’s the only thing that ever has.’ – Margaret Mead.

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LIVING HAS A COST ABBY BUCKTHOUGHT does a stocktake for her version of Gen Z.

At 21 years old, three years into my fouryear undergraduate conjoint degree, I’m $44,492.20 in debt. This is despite my course fees only costing around $7000 per year, the first of which was free.

My student loan living costs, $230 per week I have been withdrawing for the past three years, make up most of this amount. This pays for my rent and power each week, but nothing else. I’ve been working part-time throughout my entire degree, at least 15 hours a week, but this can extend to as many as 30 hours.

I don’t often get a day off throughout the week – and if I do, it’s generally spent catching up on assignments and study, or doing extra work for my part-time or internship roles.

Despite having a grade average between an A- and an A (touch wood it stays there), scholarships that would minimise the damage of my loan are out of reach – either my grades are not quite good enough or I fall short in needing to have leadership experience in the community, both of which can be largely attributed to having to work.

I’m also not eligible for a student allowance, as my parents earn just over the margin. They send me $60 a week for my mental health, which I spend on my gym membership, saving the rest for medical expenses – I’m extremely grateful for this, but I still need to work to afford to live.

I’m financially literate and in control, disciplined, and in a secure retail job where I’m treated well, after years of being abused and taken advantage of in hospitality.

This is not the case for many students. I work to a budget, putting expenses aside every payday, accounting for upcoming costs such as gas, insurance, food for my cat, and groceries.

I try to save money too – though technically, I could work less and not save, but then I would have no security for emergencies.

How are we supposed to go out into a world that doesn’t exist?

This is not a generation’s pity party. This is an evidence-supported concession to a near-inevitable fate. In this late-stage

capitalist hellscape, it seems there is little to do but watch the world burn with wide eyes.

The light-hearted phrase, ‘if you can’t beat ‘em, join ‘em’ seems more ironic than ever – it mocks us with the illusion we have a choice.

We shouldn’t have to be martyrs. Tales of our parents’ upbringings and coming of age seem to almost mock us as we live (hopefully) through a pandemic, the climate crisis, political inaction, war, and the rise of technology, all of which we are hyper-aware. Generation Z reported the highest levels of stress compared to other generations and were the most likely age group to report symptoms of depression, according to a recent study by the American psychological association.

We’re also on track to becoming the most educated generation.

We’re condemned to a world we didn’t create, and there’s no escaping this fact in such an interconnected, technologically advanced society.

The news cycle is an emotionally exhausting one, social media a mind-numbing escape mechanism cluttered with influencers and performative activism, where our attention is contorted into a product.

Ignorance would be bliss, but we are increasingly forced to participate in and interact with media as the west evolves into an information society.

Being constantly confronted with our mortality numbs us to it, instead, exhausted and subdued, Generation Z copes with dark humour, self-aware but just too young and largely powerless to exercise much control over our futures.

There seems to be a new humanitarian crisis, climate catastrophe, social issue, or political conflict to worry about every other day – think police brutality, the Palestine-Israel conflict, wildfires across the globe, the overthrowing of Afghanistan by the Taliban, the genocide of Uyghur Muslims – it is a lot to even comprehend in the context of one’s everyday life, much less act on.

The 2017 carbon majors report attributed 71 percent of global emissions to 100

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companies. Capitalism keeps us interdependent with the systems and industries that hurt us, shifting the blame to the individual. Virtue signalling is rife, the wealth divide grows, and people are broadly pitted against one another.

At a more personal level, having been raised in the standard nuclear family, where the life path dictated unto and expected of you is ‘go to university, get married, buy a house, have children, work until you retire, and die,’ even this, in all its conventionality, seems luxurious. This, in and of itself, is a privileged view – I know it’s the dream of many.

The thought of bringing children into this world seems selfish, ever owning a house seems laughable, even making it to the age of 70 seems like wishful thinking.

It would be easy to say the world created for this generation is not a reflection of us, but perhaps it is – who else is better equipped to deal with and resolve the challenges facing us when we are the ones who so intimately sit with them?

Generation Z identifies with the issues we grew up in, despite not having caused them, because we intrinsically, natively understand them – young enough to remember the rise of the technology, with minds lateral and elastic enough to comprehend and use it.

We exist in a transformative social era – applying this lens of awe over the lens of fear does help ease the existential dread.

Indeed, we didn’t create the issues we face, but perhaps we’re self-aware and educated enough to manage them. We know nobody is coming to our rescue – it won’t benefit them.

Rather than wallowing, we must appreciate we are armed with hope, education, and collectivism – power will come with this.

We see the value and opportunity in connection because it’s been thrust upon us.

We know, or at least want to believe, that people are inherently good.

‘Never doubt that a small group of thoughtful committed citizens can change the world. Indeed, it’s the only thing that ever has.’ – Margaret Mead.

TUMBLING IN TWISTIES TORMENT It’s a tough life for gymnasts who want to reach the top, as TAYLOR QUEDLEY records.

Have you ever watched men’s or women’s artistic gymnastics and wondered how they make it look so easy?

Especially gymnasts like Simone Biles, Mikayla Skinner, Suni Lee, and many more. As a gymnast, I wonder about that a lot, but behind the scenes there is a lot of stress, anxiety and mental health issues.

Simone Biles of the USA is one of the best women’s artistic gymnasts in the world. But this year at the Tokyo Olympics Simone got the ‘twisties’ which made her stressed, and her anxiety and mental health issues were much worse.

The twisties are when you lose the ability to know where you are when you’re twisting and flipping in the air. The twisties caused Simone Biles to withdraw from most of the Tokyo Olympics. It all started when she didn’t land her Amanar vault properly.

This vault consists of a Yurchenko with two and a half twists.

She then decided she would withdraw from the rest of the competition.

A few days later she announced she had decided to withdraw from the team final. She also withdrew from the vault floor and bar and only competed the beam where she came bronze at the individual apparatus finals.

The Russia Olympics Committee (ROC) team says Simone Biles broke down in tears as she explained her decision.

Simone Biles’ stress, anxiety and mental health problems aren’t only due to her mindset and the twisties problem.

It can also be from fans and haters. Biles says people claim she is the GOAT (Greatest Of All Time). She goes to a competition

and acknowledges she is the GOAT and gets hated on.

Biles put a goat on her leotard to mess with people.

She also says what makes her anxiety start is when everyone stops what they are doing to watch, and she fears what will happen if she mucks up.

Biles says it is not only the haters, it can be her fans, especially when people ask how many gold medals she will win – rather than will she win – which puts her under a lot of pressure.

Simone Biles is such a talented gymnast and says her skills are not valued as high as they should be.

She has four skills named after her and usually competes these skills at most of her competitions. The four skills known as the Biles are performed on vault, beam and two on floor.

The Biles on vault is the Yurchenko with a half twist on and two twists off. The Biles on beam is a dismount and consists of a double-twisting double tuck which is when a gymnast does two back tucks in the air and does two full twists as well.

The floor skills consist of a double layout with a half twist – a layout is a back tuck with your body straight, with two of those with a half a twist at the end.

The second is a triple twisting double tuck – two back tucks in a row – with three twists.

Biles says if any other gymnast was to do the Biles on the beam they would have valued it higher but because she is excelling so much, she says, they don’t score it properly.

It is hard to be a gymnast with the stress, anxiety and mental health, and the haters, and even the fans.

EDUCATE YOUR ENDORPHINS TAYLOR QUEDLEY reminds students the body needs exercise with the brain.

What’s your favourite part of Physical Education?

Is it cross country, team sports or something else? Whatever it is, these activities have heaps of great benefits.

Some students wonder why we do Physical Education (PE) at all. It helps keep us fit and helps all areas of wellbeing.

It can also help build communication skills and socializing skills.

Doing regular physical activity when you’re younger provides immediate health benefits such as strengthening your cardiovascular system. That’s your heart and its job is to pump blood and therefore oxygen through your body. Our muscles need oxygen to work and move, so keeping our hearts strong supports this.

PE helps our muscles get stronger. When we exercise our muscles tighten and relax to move our body. By doing this more often and during PE our muscles strengthen. Another benefit is the amount of air our lungs can hold is improved. This means we may be able to run around for longer, it could also help to

improve some health problems like asthma.

There are mental and emotional benefits as well. Sometimes students, even teachers, may be having a stressful day at school. Stress increases our adrenaline, so if we go outside and play some games or go for a run it will reduce our adrenaline and make us less stressed.

Another benefit is that PE releases endorphins. Endorphins are a chemical our body releases and this triggers a positive feeling in our body making us feel positive and happier.

All of this allows us to tackle our day better.

Another benefit is in building our communication and socializing skills. When we’re playing games, we must work as a team and communicate so we know what is happening and we can play to our best.

We learn how to be supportive. If someone isn’t as good at throwing, for example, we learn ways to help encourage them and build them up rather than being mean to them and tearing them down. All these benefits can help us in the future.

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FLAG IT

FINN LLOYD traces the history of the New Zealand flag.

‘This is an emblem the whole of New Zealand can be proud of, so all eyes up.’

Many cold, rainy mornings may have passed since you bothered to look at New Zealand’s national symbol.

Many afternoons may have passed since you looked up. The symbol of our nation has been calling to you from above.

This symbol of new Zealand’s constitutional monarchy has been above Government House, on embassies in faraway places, and even at the battle of Gallipoli.

It was chosen over a hundred years ago, in 1902, and has been in use in some capacity ever since. The origins of this flag are older than 1902. The need for a flag arose in 1830, when the kiwi ship, Sir George Murray, was detained in the port of Sydney for sailing without a flag, this being illegal at this time of British rule.

The ship was carrying two high-ranking Māori chiefs at the time. After several years of incidents like these, the united Maori tribes (United Tribes) met to decide on a new flag.

New Zealand was a part of the colony of New South Wales at the time and had to either chose it’s own flag or use the flag of NSW. Three flags were proposed, all designed by missionary Henry Williams who, six years later, would be instrumental in the translation of the Treaty of Waitangi and one needed to be chosen.

Tribes Flag, and was flown as a New Zealand symbol alongside the Union Jack for many years.

In 1869 Royal Navy First Lieutenant Albert Hastings Markham submitted a design for a new flag for the colony to Governor Sir George Bowen, after being asked to do so by the governor, who was in turn asked by the colonial office.

Markham’s design was accepted for use on government ships on October 23, 1869.

The Government, to end confusion between the two flags, passed the New Zealand Ensign Act 1901, which favoured Markham’s design over the United Tribes’ version.

This was approved by King Edward VII in March 1902.

The three flags were:

That’s how we got here. But what happens now? There are only two flags that fly above the New Zealand flag, and they are the Queen’s personal flag and the Governor-General’s standard.

1 – Not used. Lacked sufficient red, a colour Māori preferred to be used in flags.

Her Majesty, the Queen’s flag:

2 – Not used The Governor-General’s flag:

3 – Initial design used

The design the chiefs agreed on would be known as the United

The current design of New Zealand’s flag is the classic British blue ensign maritime flag, which can be seen in use in other commonwealth realms and BOTs (British Overseas Territories).

The Union Jack is a symbol of New Zealand’s heritage as a British colony and also respecting the Māori people with the addition of the Mahutonga – the Southern Cross depicted by the stars. The flag cannot be damaged or disrespected in a public place and there are rules in place around its use and display.

This is an emblem the whole of New Zealand can be proud of, so all eyes up.

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MATILDA GETS A NAME TAYLOR QUEDLEY received permission from her friend and her friend’s parents to write this story about anxiety. For the safety of her friend Taylor has called her Hayley.

The first time I met Hayley was at a friend’s party.

She looked like a friendly, kind person and she looked a bit shy, but this was before I knew about her anxiety.

Later, my mum told me she would be in my class for the upcoming year, and I thought this was pretty cool.

Although I don’t remember when I first found out about her anxiety, these are the moments I remember.

One of my first memories of Hayley’s anxiety was when she told me about her trips to the therapist and they told her to imagine there’s a monster in her head and to give it a name.

She chose Matilda so she could blame her worries on Matilda.

I recall the first day of school each year and how hard it was for Hayley to get used to the new teacher and classmates.

I also remember a sleepover we once had, and we decided to sleep in the tepee – we were both super excited about it.

But it was all too different for her. We tried speaking to her dad, but she couldn’t do it.

This didn’t stop us from being friends, and although we don’t have sleepovers at my house, we still have them at her house Hayley’s anxiety has caused her to worry about activities, mainly outside activities at school like cross country, kapa haka, and anything to do with fitness.

She has also been anxious about netball training after school and

the games themselves. I think one thing that has helped her be more confident about these activities is the teachers letting her know they are aware of her anxiety and understand how she feels and giving her the options to do these activities.

But something that stands out to me is that she never gives up and always gives it a go even if she doesn’t play the full game.

Hayley’s anxiety affects her ability to play a full game, for example, I know she wants to play but her mindset and fears of something bad happening gets in the way. Ever since I found out Hayley had anxiety I have wanted to her know I was there for her and that I knew what she was going through.

I want her to know I would try to help with anything she needed.

We are also aware when she comes over, we will need to stay at home and that some things can make her worry or upset her, so we try to keep things calm.

I have asked her about her anxiety: What are the best ways people help with her anxiety?

‘It helps a lot when people show their support and say they know what I’m going through.’

How does it feel when her anxiety takes over?

‘I feel like I’m weird and babyish when I cry and that I’m not strong enough to battle back at it.’

Five years down the road we are still friends.

WORLD NEEDS A FREEZE ON FOSSIL FUELS KORI CHURCHILL makes a case for the frozen continent.

Antarctica, at the bottom of the planet, may seem it has no life in its frozen wasteland. There is more activity than you think.

Many things happen in Antarctica, from penguins diving to whales hunting to the life of a seal, but this cold continent is fading rapidly because of fossil fuels like oil, natural gas, and coal. When things like these get burnt, it releases carbon dioxide, warms up the world and makes the ice melt. But that’s not all.

My teacher Mr. Patel says the sparks from fires warms the world and again, makes the ice melt.

Antarctica is going through some tough changes, but it’s not only Antarctica, it’s also the animals there. They usually have lots of space, but because of climate change their land is running out. Seals in Antarctica are also going through changes. Normally mother seals would build a den inside the ridge of the ice, but now the sea ice freezes so late that it is flat EDUCATIONTODAY.CO.NZ 19

and they have to leave their pup alone.

We may think this doesn’t affect us, but it does, a lot. The ice locks up water so the sea level stays balanced, so if Antarctica disappeared, the sea levels would rise and flood some of the coastal regions.

The ice in Antarctica reflects the sun’s light so the world doesn’t overheat.

To save this fascinating frozen world, mankind needs to change its habits and stop using fossil fuels to save Antarctica and the world.

SCRIBBLERS TELLING TALES NATALIA NOONE-JONES finds food for thought at the Auckland Writers’ Festival.

Auckland’s festival spans six days sparking joy and interest in kiwis with a passion for literature.

Aotea Centre is busy with people milling around, purchasing tickets, browsing books, and waiting to get their new tomes signed. The writers’ festival attracts many kiwis wanting to learn more about how writers write. It brings authors from around New Zealand and the world. We can learn about writing from a new perspective, seeing it from the point of view of the writer, and it excites us.

The writers’ festival provides a variety of events to cater for people with interests in all different genres and styles of writing.

Whether you are a student, professional writer wanting inspiration or someone just looking for a story, the writers’ festival has something.

The festival is an overall magical experience, especially when it’s dark and cool, and the lights around Aotea Square are twinkling around you.

It is a time to meet up with friends and family and enjoy going along to events, having a meal out and just getting out of the house.

People can eat at restaurants or the real fruit ice cream stall and explore the shops while they are in the city. The writers’ festival is a good thing for nearby businesses too, with many people brought to the area, close-by shops have more customers.

There could be more food trucks with wafting smells and sparkly displays, and quick, delicious foods to keep people going throughout the day, especially those participating in multiple events.

A – Yes, as the author of 10 books I have been asked to speak at writers’ festivals throughout New Zealand, and in Australia and England, for many years. In Melbourne, for instance, I was on a panel of travel writers from around the world, such as an English author who wrote a book about travelling across desert lands in Russia on horseback. At that same festival, I chaired a session where I interviewed a woman who had written about sailing around the world in a very small boat – she had to stay awake at night-times to keep alert for giant trading ships, which could easily have crushed her boat and killed her. In London, I was asked to perform in a play written by a well-known author and appeared alongside poets and novelists in a session devoted to New Zealand writing. Writer friends of mine have appeared at festivals in Argentina, the US, Hong Kong, Germany and Spain, among other places. Festivals have become a regular and important part of literature in the past 20 years. I was scheduled to appear at festivals in Napier, New Plymouth, Nelson, and Tauranga, in the second half of 2021.

Q – What is your favourite part of participating in the 2021 writers’ festival?

A- I appeared alongside forensic pathologist Judy Malinek, an American who moved to New Zealand to get away from the COVID pandemic, and it was fascinating hearing her talk about her work. My latest book is a collection of true-crime stories, and many of those stories are about homicides, which is something that Judy is often called on to investigate. While I was onstage with Judy, I asked her several questions about whether it’s possible to commit a murder and make it look like suicide by hanging. I asked her these questions because of a case the police are investigating now.

Q – What would you say to someone considering going along and would you recommend it?

A – Writer’s festivals are usually very packed and sometimes sold-out, like the session I appeared in with Judy, at the Auckland Writers Festival, so that’s an indication that they are popular events and attractive for people who read books and want to hear from the authors of those Q – Do you go along to other events? books. When a writer appears onstage, A- Yes, the festivals are usually held over and talks about their book, it’s an excellent 2-3 days, and so there’s plenty of time and opportunity for the audience to see how opportunity to sit in on events featuring the mind of a writer works, and how it is other writers. Many writers work by themthey came to write their books and what selves. Writing is a solitary occupation. A kinds of things influenced their writing. festival provides a welcome opportunity I’d recommend it to anyone who likes to for writers to meet other writers socially, read and wants to know more about their and to listen to them talk about their work favourite authors. onstage. Close and important friendships The writers’ festival is an amazing ophave been formed at writers’ festivals, portunity and experience for everyone. and it’s also common that writers will On a chill Autumn evening, my friend MinNew Zealand is lucky to be able to put on make valuable contacts with publishers ka and I bussed into the city to enjoy what festivals like these with COVID-19 raging and editors. Over the years I’ve enjoyed the writers’ festival had to offer. through the rest of the world. meeting authors who have travelled to I was absorbed into a discussion on The festival provides a distraction, someNew Zealand for writers’ festivals such as pathologies and crime writing with Steve Andrew O’Hagan, an English author who is thing to look forward to and a way to Braunias and Judy Melinek. considered one of the best essayists in the expand your knowledge.

Steve Braunias, a friendly local journalist, world, and Helen Macdonald, whose book I would recommend the festival to others and someone I look up to as a writer, tells to go to, even if you aren’t into writing or H Is For Hawk has been a best-seller ever me about his experience in this year’s reading, there are many different interestsince it was published. I chaired Helen festival. ing topics that writers talk about that may at a writers’ festival in Christchurch, and Q – Have you been a part of a writers’ festi- interviewed Andrew for several hours at a interest you such as pathologies, politics and culture. val before, and would you do it again? writer’s festival in Wellington.

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L E X PI A X FI N O I T

ime s it’s t ng. y a s D ki LLOY reen is FINN lise the sc to rea

Our eyes prefer blue light. And pixels.

They are more important than the people around us.

This tiny torch could be the single greatest invention in the modern age.

This handheld, music-generating, alienating, pocket-calling screen is now king.

Prime ministers, presidents, even Her Majesty the Queen, and more than 6 billion people in the world now pay a smartphone subscription. This is more than those who have a TV, or computer.

According to Pew Research, almost 95 percent of teenagers have a phone or access to a phone, and in New Zealand teens spend more time on the internet than every country bar Denmark, Sweden, and Chile, spending 42 hours on a device in an average week according to OECD children’s internet usage research.

Now is the time for the government to put their collective brains (or whatever their equivalent is) to work and realize this could be their biggest opportunity yet.

This could be a potential gold mine for successive ministers of education – most kids have a phone. Most would have access

to a device.

Most secondary schools require all students to have a BYOD device. Most students have unlimited access to the World Wide Web. The WWW may be another version of the greatest tool ever invented by the human hand. It absolutely blows books, scrolls, and even people out of the water.

Want the entire collection of the British library right here, right now? They have a website. Want the treaty of Waitangi? .govt it. Want the presidential primary life in your home, but don’t have a TV? YouTube.

If the government began to move the entire curriculum into technology, (obviously keeping tools such as a pen and paper for those ‘situations’) students will continue to learn, but in a more productive way.

While Instagramming a student could switch into their math homework or have a read of the Magna Carta.

Schoolwork would be easy, and, most importantly, fun. If work is perceived to be in the form of a game, or there was some computer reward at the end, students would be more interested in getting there,

The good, the bad and the ugly of those ####hashtags Not long after the formation of social media, internet users took to disseminating their thoughts and views on various popular platforms through the means of hashtags.

They were largely used as a way to emphasise particular beliefs. #myviewcounts. #listentome. #mypointisnowrealevantwithahashtag. A campaign has not been a campaign without a matching #hashtag. Social issues can’t trend without one. Why wouldn’t we use such a simple device to further popularise our point? It’s convenient. Social media itself works as a perfect area to host our opinions on widespread campaigns. Hashtags provided emphasis.

But do they still?

Unfortunately, the hashtag has been seriously compromised by the practicality and simplicity of it. I believe the beloved hashtag symbol doesn’t work anymore for today’s society.

If the goal is just to bring awareness to popular movements, a hashtag is great.

That’s the entire problem. Having such an easy means of communication denotes actual activism, especially when it really matters to invest in a view.

It’s easy to post something with a hashtag, but it’s quite another thing to act on a hashtag and do something meaningful. I’m not denigrating the dozens of reasons the hashtag is useful in today’s society, nor am I denying that posting a phrase accompanied with a hashtag can stimulate further awareness by allowing a message to trend.

Activism isn’t only passing on or signing onto what’s trending, it’s executing social change, popular or not. You are contributing to the awareness of an ethical issue by the use of the hashtag, in no way am I denying that, but once everyone is aware, what next? We’ve contributed on a minuscule scale. Does that mean that it EDUCATIONTODAY.CO.NZ 21

Your screen time is up to 34 hours per day but you insist your headaches are caused by the 5G tower up the road.

rather than having to struggle through, leaving behind a plethora of grammatical errors and miscalculations of Pythagoras’ law.

It’s simple. If the government started to fund initiatives such as SCIPad or Education perfect which provide bookwork and accompanying computer, or even AR work, they should be prepared to see vast improvements in the education system in those subjects, especially in the public or semi-public schools.

Even allowing more technological freedoms in classrooms like listening to music or being allowed a ’Reset’ period in which students can have time, if only short, to take a quick break and get focused on the target. My thanks to Mr. O’Neil, Year 9 Maths for that.

It’s about improving the student’s achievement. That’s the whole purpose of the education system. To educate.

So do it and do it well into the future ‘smart world/Iworld to see NZ succeed with her leaders, doctors, lawyers, musicians, teachers, and more.’

Simple.

hy a ders w ER won ame K c l C o U T b VIOLET rd sym ctivism. a o b y a ke simple e real-world lac p e r o t

no longer concerns us to take the next step? Why leave the comfort of our screens to do something if we have already taken our views to social media? Hashtags being used so commonly and instead of a more thoughtful contribution makes it impossible to separate genuine social injustice or institutional change from a façade of caring.

Where do we go from here? We need to go. To leave our screens, jump into real life and practice what we preach on the coveted platforms of social media.

We can use hashtags for those phrases that need them. We use them to publicize the movement, but we don’t stop there. We take another step. Without acting on actual issues and injustices, nothing is going to change. Change has never been more important for a generation like ours. #stand up, #getactive.

BEING BRILLIANT Teachers need to know how to recognise the bright sparks, says AMELIA AVERY. I doubt teachers have heard a lot about how to identify gifted children in their classroom.

It isn’t talked about enough in teacher training. I am not an all-around gifted kid, in fact, I’m barely gifted at all.

However, I was moved up a year in school a term ago for an extra challenge, and I can visualise the whole day in my head.

‘Are you gifted? Are you one of those child geniuses who can do complex equations in their head? What’s your IQ? Are you like, Matilda or something?’

As an introvert, I haven’t had so much attention as I had that day in my life. The assumption floating around the school was that I was a gifted child, and it made me think; ‘What if I was gifted?’

There are four types of giftedness. The most common is Type One, the one most people are familiar with.

It’s the type that is portrayed the most in the media too, and who can blame them.

Type Ones make up 90 percent of the kids enrolled in gifted programmes.

Through the many films and books developed using Type One as an exemplar, people have a certain idea about how type one’s act.

Type Ones know what ‘sells’ at home and at school. They know exactly how to act to win people over. They excel in assignments and intelligence tests, explaining why many have an outstanding IQ of around 130.

As a result of the visible high achievement, they are identified as gifted and usually placed in programs for gifted kids. They almost never get on teachers’ or parents’ bad sides because they are always seeking approval.

But here’s the trouble. Type One’s almost never learn what a challenge is. They’ve never had one before. They fly through the

school system with ease, and as a result, often become bored.

Next are Type Twos – the challenging. The big problem with being a type two is that they are hardly ever identified, meaning their gifts and talents are often wasted.

Type Twos are extremely creative and wonderfully sarcastic, often with a deadpan sense of humour. They don’t fit in with the school system. Their behaviour in class is sometimes the opposite to Type Ones.

Their conversations usually involve fighting in the end, and they usually challenge the teacher in front of the class.

Because of this, few Type Twos excel with honours or get any awards at end of year prizegiving. Lots of Type Twos are frustrated, and it’s easy to see why.

The school system doesn’t identify their gifts and special abilities, and it can just feel so hard to get by when no one knows what you can really do.

Type Threes are known as the ‘underdogs.’

These are the kids who hide their abilities to fit in socially at school. Unfortunately, there’s a stigma that being smart isn’t cool.

I get this a lot.

Suddenly when you get into high school, reading becomes uncool, liking math is weird, and being brilliant is a crime.

Because of the damaging stigma, many Type Three’s will ditch their past passions at a drop of a hat, if it means they can fit in with a non-gifted friend group.

Type Fours are angry, specifically with the adults in their life. The school system has made them feel extremely rejected due to it not meeting what they require.

Many Type Fours exude their anger by acting depressed or acting defensively towards teachers.

A lot of them are identified extremely late, in Year 12 or 13 when they really should have been identified in primary school.

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They feel so neglected by the system they can become bitter, and often aren’t liked by many people as a result. Their self-esteem tends to be extremely low.

Next is Type Five. Type Fives are gifted, but they have a physical disability or intellectual disability.

Because of their disability, they’re almost never put into gifted and talented programs at school and are often teachers’ last thought for students to be gifted.

Schools usually focus on their weaknesses rather than their gifts. This makes these students feel powerless and frustrated, and in some cases, angry.

They have low self-esteem due to how the education system treats them, and in a lot of cases they are often called weird or stupid by their peers.

The last type is Type Six, aka the autonomous learner. These students are most like type one’s, as they also know how to win people over.

However, different from all the other types, they use the school system to unleash new opportunities for growth.

Since their needs are being met, they’re happy and have high self-esteem. They’re extremely independent and teachers love them. They happily take up leadership positions in school.

Teachers need to know there is more to the word, ‘gifted.’ In the word comes six types, and there’s a chance one of them could be sitting in your classroom.

Gifted is more than the stereotypical brainbox. It is more than memorising the entire periodic table at age five before reciting the first 100 digits of pi from memory.

I hope that if there’s a student coming to mind as you read this, you talk to them about it.

It could be a step to make their lives so much better.

The world outside the classroom window FINN LLOYD wants more everyday practitioners to spend time in schools with students talking about their jobs and life.

School is a place of learning, for all students that may attend.

Although it’s only the first part of life, it’s the part preparing you for the rest of it.

There is a need to be educated on what is going to happen. To put what is learnt in school to real use education needs to be done outside the classroom. This can be achieved with more EOTC, real-world experiences, and actual people coming in to share what can be expected from the world outside the classroom window. Students in NZ will not be students forever. This is a fact. Schools exist to prepare students for this situation.

Whether students will get a job, or enter into a place of higher learning, it’s a completely new environment.

Although there are programs in place to help with deciding about a future career, students would be better off to hear it from the people themselves.

There are many programs that engage students after university, this needs to be done at an earlier stage. To bring average people, not trained teachers, to share their experiences could set students on a career path that could get them hooked from the start.

Having further education on subjects that could help with a student’s chosen career path means when the time comes to go to university or to enter a job, the knowledge that has been acquired can be used in testing time at a new job.

People need to volunteer to engage tomorrow’s leaders, doctors, journal-

FAILURE TO EMBRACE FAILURE Throughout my primary and secondary school years, I’ve seen many stereotypical posters focused around one idea. Many of them were cleverly worded and turned into slogans, acronyms and catchphrases.

‘Failure is the first attempt at learning.’ Even little kids know that’s a patronising attempt at glossing over the fact people do care about success.

While school administrators can try and disguise the true nature of assessments, kids generally know what’s under the cloak.

There’s a stigma associated with failing.

When everyone is being judged on their ability to do things correctly, to answer questions fluently and intelligently, the idea there is room for failure and, indeed, that it might be a good thing, simply sounds hollow.

Failure is not normalised. We don’t discuss why doing something wrong can be positive. Do people expect kids to absorb the idea failure is an important part of their educational journey simply by repeating it? If we, as a society, were really serious about popularising this concept with kids, adults would have to put in place a second chance system.

This would require a system where kids who are taking chances, undertaking a riskier task or doing something entirely new are able to be assessed after they have made mistakes, seen what failure looks like and reflected on what they might do differently.

But we don’t do that. We talk the talk but definitely don’t walk the talk. My peers tend to take the safer options. The options reflecting a tried and true formula. Options minimising risk.

Albert Einstein, one of the greatest minds of all time, said, ‘Fail-

ists, and even captains of industry.

This cannot be achieved through being spoon-fed about the world from people who care for you, and think the cold, hard truth can be damaging.

This leaves no room for aspirations in life to grow in children. The real experiences of real people who have been in the workforce can give students an unaltered version of what it’s really like out there, and how you can play this to your advantage.

I implore schools and student leadership to take hold of their future, to be the people that will really make future change in this world, and never regret asking the tough questions to the people that, for the moment, can make the change.

VIOLET TUCKER wants a way to recognise, accept, value and celebrate the inevitable failures we all find.

ure is success in progress.’ Why do we still cower at the fear of not achieving a great mark on the math test? Or being rejected from the job we wanted? Why do we put so much emphasis on the letters on the piece of paper every student receives at the end of the year? Probably because they didn’t perfectly add up to our failsafe ideals.

Why do we feel like this? Because failure is simply not normalised. ‘There are no wrong answers’ or so we’re told. But there are.

In primary school, we were told to quieten down, to make sure we weren’t distracting ourselves or our peers.

Now, we are afraid to contribute if it leads us to be incorrect.

There is no room for operating outside prescribed boxes when society has made everything an expectation.

If we really want to embrace failure we’ve got to be more honest about it. We can’t pay lip-service to the important role of failure if we don’t invite it into our classrooms, to the dinner table and into the conversations we have with our friends.

Not only should we share our mistakes, but we should welcome the thought of sharing the process that got us there. No one is the picture-perfect poster child for success, and no matter how hard we try to be, part of the reason feeling rewarded is such an impactful feeling is the journey behind it. Yet we still shun the elements of the journey that did not look so good.

Everyone has thought processes, learning curves and goals. I’m sure a full story of ups and downs is far more helpful to others than a glorified and fabricated fiction of an ideal person in a perfect world.

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The mind matters Every teen has the right to good mental health.

The burden of poor mental health is tremendous, especially during adolescence, and yet our mental health remains highly neglected.

Declining mental health in teens is a serious problem. It is not something we should be ignoring – it’s real, and it’s hurting us. The World Health Organisation estimated among the world’s 1.2 billion adolescents (aged 10-19 years), 10-20 percent will experience mental illness to some extent.

Since 1999, the suicide rates in teens has increased every year and is in third place for the leading cause of death in young people aged 15 to 24.

Around 20 percent of all teens experience depression before they reach adulthood, and only 30 percent are treated for it. The lack of awareness about the benefits of receiving treatment, the prejudice associated with mental illness, and the concern around confidentiality means more teens are prevented from seeking help, even if they desperately need it.

Many teens try to rely on friends, family, and others around them to recognise there is a problem, rather than bringing it up themselves.

SCARLETT GYDE’s article discusses mental illness, such as depression and anxiety and mentions suicide and selfharm. Read with caution.

‘Ignoring mental illness won’t help it go away – it will do more harm than good.’

A parent will often think their child is being a ‘normal moody teenager.’

It is common for teens to go through ups and downs - they can feel sad for several days, have trouble sleeping, eating, – depression and other mental illnesses are much more than this They are not just sadness or moodiness, they are serious mental health disorders, and need to be acknowledged mental illness in adolescents has become more common, and we can’t afford to ignore it any longer. ADHD, anxiety, and depression are some of the most common mental illnesses in adolescents.

More than six million children aged 2-17 years have received an ADHD diagnosis. Around 4.5 million children aged 3-17 years have been diagnosed with anxiety, 1.9 million aged 3-17 have been diagnosed with depression.

It’s also common to experience more than one mental illness at a time.

Having another disorder is most common in children with depression: about 3 in 4 adolescents (aged 3-17 years) with depression also have anxiety and almost 1 in 2 also have

behavioural problems.

For adolescents (aged 3-17 years) with anxiety, more than 1 in 3 also have behavioural problems and about 1 in 3 also have depression. When it comes to an adolescent’s mental health, it is important to be patient and understanding. Being passive-aggressive, infantilising, or even villainising someone with a mental illness is never the right thing to do.

This includes not believing them, blaming them, or refusing to let them get help. This will make teens feel even more alone, invalidated, and unheard, which can lead to worse symptoms, self-harm or even suicide.This doesn’t mean you have to tiptoe around them or always worry about saying the wrong thing, but being conscious of what is harmful and trying to avoid it will help you help your loved one a whole lot more with what they are going through.

By spreading awareness and speaking up, we can learn to destigmatize mental illness and help our fellow adolescents who are struggling.

Ignoring mental illness won’t help it go away – it will do more harm than good.

WHAT YOU CAN DO TO SUPPORT SOMEONE WITH A MENTAL ILLNESS 1. Talk about it

3. Educate

Discussions on mental health are often avoided because of fear, stigma or just simply not knowing what to say - though this could make matters worse. Talking with your loved ones is one of the best things you can do to help them. Even though they may not want to discuss their mental health issues with you, it is still important that they know that they don’t have to avoid talking about it. Make sure you choose a good time and place to talk and try to be sensitive, positive, and encouraging. Let them know that you are there for them and want to listen. Acknowledge what they’re feeling and ask them if there’s anything you can do to help. It’s particularly important not to be dismissive of their mental health issues – this can make them feel worse. Try to not blame, get angry, or get frustrated at them.

Educating yourself and others around you about mental illness will make a significant difference in the way that you can support your loved one. By making sure you are informed – this could mean reading quality, evidence-based information and/or becoming familiar with the signs and symptoms of their mental health issues – you will be able to be more proactive and work out the first steps to take.

2. Offer support Make sure they are looking after their health. Encourage them to get enough sleep, and make sure that they’re eating enough and staying hydrated. Discourage them from the use of alcohol or drugs. If they aren’t already, you can encourage them to seek help from a professional by providing them with helpful information. The best support you can give is to listen to them, try to understand, and educate yourself on their struggles so you can help them better.

4. Be cautious While being educated on what to do is good, you should also make sure you are educating yourself on what not to do.

Check yourself and what you are saying because you could be doing more harm than good. Here are some examples: – Don’t say you ‘know how they feel’ if you don’t

because this can invalidate their experience.

– Don’t point out that others are worse off – this is dismissive.

– Don’t blame your loved one for changes in their be

haviour, or for their mental illness in general.

– Don’t avoid the person.

– Don’t make fun of their mental illness.

– Don’t pressure them to go out, or to discuss their issues with you if they don’t want to.

– Don’t use words that stigmatise like ‘psycho’ or ‘crazy.’

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REPRESENTATION AT THE OLYMPICS

I came out when I was 15. My mum was scared for me; she thought being queer would ruin my opportunities in life, that I would be discriminated against.

I have been. But I am also privileged – I am still white, cisgender, and able-bodied. I also don’t ‘look’ like the stereotype of a queer person.

Even other queer people presume I’m straight.

My identity is mine – it is a truth, a fact, not a performance.

I know that showing up as me, and living my truth, helps other people to be more themselves and contributes to

dismantling those stereotypes. Growing up, it didn’t even cross my mind that anything except heterosexuality existed, because there was simply no representation. Thank goodness for the internet.

The patriarchal binaries that are so deeply ingrained in our society disregard our humanness. They exist to serve the (very flawed) system, instilling fear for lack of familiarity. When people who don’t fit in these binaries are brave enough to step forward and say, ‘this is who I am,’ the world

becomes a better, kinder place. This generation is cultivating a culture of empathy through representation of diversity. – Abby Buckthought.

artwork by Georgia Broadbent-Berge

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Julian Braatvedt has always been fascinated by wildlife and has loved wildlife documentaries since he was five years old. He came to AUT after receiving a scholarship to study communications, but at first he wasn’t entirely sure where his degree would take him. All he knew was that he wanted to do something meaningful with his life.

When his lecturer encouraged him to try everything, Julian did exactly that; studying journalism, social sciences and video. Today, he is using all of these skills in his work as a wildlife cinematographer, fulfilling his childhood dream of filming animals all over Africa.

FIND

Julian Braatvedt Wildlife Cinematographer

GREATNESS Find out more about communication studies at AUT

www.aut.ac.nz/communications EducationToday.co.nz 28