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Issue #91 Term 3 | 2011

Lessons from

Enviroschools’ Heidi Mardon is on a mission to make sustainability a mainstream subject

You’ve got hate mail

Battling cyberbullying

The road to recovery

Helping sick kids get back on their feet Surviving in an emergency

! Wien titions

Comp ge 7 on pa

Christchurch earthquake tales are a sober reminder for us all EOTC

Why getting out and about is so valuable ISSN 1170-4071 HAVE THE FOLLOWING PEOPLE SEEN THIS?

Principal Administration Dept Board of Trustees Property Manager Outdoor Ed Dept Careers Advisor

What schools around NZ asked for … and received for free An inquiry-based approach to embedding a smokefree culture into their school. Our Smokefree School/He Kura Auahi Kore: A Practical Guide to Being a Smokefree Community has just been sent to over 2,700 schools in response to principals and Boards of Trustees asking for guidance and tools to help their school communities be truly smokefree/auahi kore. The guide offers practical advice on how to plan your school’s smokefree/auahi kore journey – whether it be small steps or major change towards embedding a smokefree/auahi kore kaupapa. Our Smokefree School/He Kura Auahi Kore provides you with a flexible, evidence-based approach using an inquiry cycle that takes you through an assessment of where your school community is at with regard to smokefree beliefs and behaviours. It includes suggested survey questions and templates, as well as ideas for holding hui or focus group discussions. Using the information gathered, the guide helps you identify priorities and plan goals for your school. There are also suggestions for implementing your plan. Our Smokefree School/He Kura Auahi Kore recommends ways to evaluate progress so you know how your school community is doing and what parts of the plan are working especially well. It offers ideas on how to sustain positive change so the smokefree/auahi kore culture becomes a core part of your school community. Our Smokefree School/He Kura Auahi Kore includes planning tools, templates of letters and surveys to

help get you started, and tips for working with community groups and families. There is also a DVD showing members of school communities participating in interviews, discussions and learning activities about being smokefree/auahi kore. In addition to setting the New Zealand context for you, the DVD highlights the the importance of leadership, community partnerships and student voice. A free copy of this guide has been sent to all schools. If you would like another free copy, email Our Smokefree School/He Kura Auahi Kore was developed in close consultation with people working in the health and education sectors throughout New Zealand. The generous contribution of these individuals and groups has meant that the guide benefits from insights and practical solutions offered by people working in the school environment. It has been produced by Learning Media Ltd for the Health Sponsorship Council, with funding support from the Ministry of Health. Ehara taku toa i te toa takitahi, engari he toa takitini. My strength is not that of a single warrior but that of many.    Term 3, 2011 | 3

Issue #91 Term 3 | 2011

Lessons from

Enviroschools’ Heidi Mardon is on a mission to make sustainability a mainstream subject

You’ve got hate mail


Simple and easy ways you can win

Battling cyberbullying

You’ve got hate mail

Battling cyberbullying

the road to recoverY

8 DEALING WITH THE MEDIA IN A CRISIS What to do when the spotlight’s on you

Helping sick kids get back on their feet Surviving in an emergencY


itions Compet e 7 on pag


Why getting out and about is so valuable ISSN 1170-4071 HAVE THE FOLLOWING PEOPLE SEEN THIS?

Principal Administration Dept Board of Trustees Property Manager Outdoor Ed Dept Careers Advisor

Principals Today

ABC circulation as at 30/06/10 Head office Academy House 47B Birmingham Drive Middleton PO Box 1879 Christchurch

10 UNDERSTANDING AOTEAROA Auckland Zoo’s interactive education


A national poetry award winner, the inaugural winner of the Prime Minister’s Award for Academic Excellence and stories for all ages written by Kiwis, about Kiwi themes

The road to recovery Helping sick kids get back on their feet

managing director Gary Collins

Attending school while battling serious injury or illnesses makes long division look easy, but for many it’s a daily reality

General manager Rebecca Harris administration Kylie Moore Kelly Clarke Kimberley Wells Judy Slater Tayla Brown

Helping disadvantaged students stay educationally engaged


Issue 91



Ignoring cyberbullying can create a fertile ground for other forms of bullying

Christchurch earthquake tales are a sober reminder for us all


admin manager

Surviving an emergency

Cover story

The Enviroschools initiative is constantly evolving as it brings sustainability to the fore


Accelerating literary achievement

Supplements 16 THE FINAL ROAR

Walking with dinosaurs’ staggering success


Saving power and perfect playgrounds


sales & advertising Bill Thew         sales executives Verne Williams newsroom Jonathon Taylor        Bridget Gourlay Marie Sherry


The right kit to get you through Lessons learned by Christchurch schools are a sober reminder for everyone


Phone:  03 961 5050 Fax:   0800 555 054 Email:

production Hannah Walters        assistants Carolynne Brown Melanie Stanbury       designers CJ McKay Ian Knott Kirsty Opie Vanessa Bingham Jarred Shakespeare Sarah Betman



Be in to

This publication is printed on papers supplied by All wood originates from sustainably managed forests or waste sources. All mills utilise the Chain of Custody

All mills are ISO 14001 certified

4 | Term 3, 2011


Small changes that make a difference


christian CAMPING

Places to embrace the great outdoors

30 PERFORMING ARTS Setting the stage


Tourism and sports turf management

In this increasingly digital age, it’s important to stop and smell the roses

End product is recyclable.

Wading into electronic waste


Why getting out and about is so valuable

system to verify fibre source


Getting the hang of school art

Phone:  03 961 5050 Fax:   0800 555 054 Email:

Disclaimer: This publication is provided on the basis that A-Mark Publishing is not responsible for the results of any actions taken on the basis of information in these articles, nor for any error or omission from these articles and that the firm is not hereby engaged in rendering advice or services. A-Mark Publishing expressly disclaim all and any liability and responsibility to any person in respect of anything and of the consequences of anything done, or omitted to be done, by any such a person in reliance, whether wholly or partially upon the whole or any part of the contents of this publication. Advertising feature articles are classified as advertising content and as such, information contained in them is subject to the Advertising Standards Authority Codes of Practice. Contents Copyright 2011 by A-Mark Publishing (NZ) Ltd. All rights reserved. No article or advertisement may be reproduced without written permission.

A healthy way to make some money

34 ICT

Getting a better wireless price


In this increasingly digital age, it’s important to stop and smell the roses


The spring sun packs quite a punch




RWC 2011 is ready to kick off in the classroom

See page 7 for competition details

* CONDITIONS OF ENTRY: One entry only per person and must be sent on the official entry form or as otherwise stated. Entry is free and open to all residents of New Zealand. All entrants must be over the age of 18, proof of identity and date of birth may be requested. Employees and their immediate families of Academy Publishing, the promoter and agencies associated with any promotion in this publication are ineligible to enter. Winner(s) will be notified by e-mail/phone. The judges’ decision is final, no correspondence will be entered into. No responsibility is accepted for late, lost or misdirected mail. Prizes are not transferable or redeemable for cash. Academy Publishing, the promoter and agencies associated with any promotion in this publication shall not be liable for any loss or damage whatsoever suffered (including but not limited to direct or consequential loss) or personal injury suffered or sustained, during the course of prize winning travel or in connection with any other prizes won. Academy Publishing, the promoter and agencies associated with any promotion in this publication accept no responsibility for health, luggage, insurances, travel, personal expenses and transfers other than specified. Entries remain the property of Academy Publishing, the promoter and agencies associated with any promotion in this publication and cannot be returned. Academy Publishing, the promoter and agencies associated with any promotion in this publication reserves the right to photograph and publish winners. Entries may be used for further marketing purposes by Academy Publishing, the promoter and agencies associated with any promotion in this publication but are not made available to any third party.    Term 3, 2011 | 5

News | Keeping Safe

You’ve got

hate   mail Cyberbullying occurs, most often, outside the school gates, but ignoring it is preparing a fertile ground for other forms of bullying inside the school gates. Happening mostly via mobile phone and the internet, cyberbullying is an increasingly distressing form of covert bullying and, according to NetSafe’s John Fenaughty and Sean Lyons, ignoring its existence often sees it escalate to overt and physically harmful bullying. Presenting at four recent CORE Education seminars in Dunedin, Christchurch, Wellington and Hamilton, they said evidence shows schools which deal strongly with overt bullying, but not covert bullying, are laying fertile grounds for cyberbullying to grow.

Resources “If you know you will be dealt with strongly if you hit someone, students might think twice, but where you know you can send harmful texts and nothing happens, the problem grows,” Lyons says.

Distressing issue veloped www.m de s ha fe sa et N d teachers. ce for schools an ur so re al tic ac le resource as a pr is also a valuab te si eb w fe Sa et The N www.netsafe.o Netsafe ce advocated by Another resour ild e Ch ren’s the Office of th is a 2009 from rroll-Lind: by Dr Janice Ca fety of Commissioner quiry into the sa en n A — ty fe School Sa ol. students at scho ion website the Core Educat Read more on lying on mbat cyberbul co to w ho t ou ab rg/core-news www.core-ed.o




NetSafe’s research now indicates that cyberbullying is one of the most commonly distressing challenges faced by New Zealand young people, making it a critical issue for educators to understand. Research shows phone bullying is more distressing than internet bullying, although it appears internet bullying is more prevalent than text abuse. “The solution has to involve everybody — it needs a community multi-stacked approach. This involves the school, teachers, parents and children.”

Defining the problem

The first step is for schools to develop a definition of what cyberbullying is and what it means, Lyons says. “Parents and students have their role in this too – what does it look like and mean to them.” Once everyone knows what the problem looks like, it is no longer anonymous and everyone can begin to recognise the issues. The next step is a clear policy and process around what will happen when cyberbullying occurs. 6 | Term 3, 2011

As a teacher, how can you help protect your students? Cyberbullying requires a whole school approach — as a teacher you can advocate for this Talk to your students, survey them or use a honesty drop box system to find out what the issues really are Talk to your class about group dynamics and how they relate to each other about what is actually happening Teach them the importance of the bystander in bullying situations. The actions taken by bystanders can be huge and students need to understand that social control can change what happens Understand the issues from the perspective of the student Help them understand exactly what is happening and why Clearly talk to them about the next step. What will happen in the process and what their part in that is Talk about strategies they can use to help manage the problem.

News | Competitions

Cleaning up your act The push to foster more environmentally friendly homes, societies and schools is a cause worth pursuing — and now you can win free goodies doing so. Email before October 1 with a brief outline of ‘What your school done to become more sustainable this year’ and go in the draw to win one of three Ecostore healthy home buckets. Each bucket includes a wide range of home cleaning and body care products.

Be in to win! Peel off a picture Sometimes it’s the little things that make a big difference; like having the right tool for a little job. Well, the Ezi Peeler is a little gem that can make a world of difference in your staff room. So if you want to win one, just send us your best picture of kids eating fruit at your school before October 1 and be in to win an Ezi Peeler. Email images to and be in to win. The best photos and competition winner will be run in the Term 4 issue with the focus on Food & Nutrition – watch this space.

Plan2Surv ive

If you wa nt to survival k win a classroom it valued including enough fo at $850, od, wate shelter fo r an r 25–30 s tudents a d a portab nd le toilet, th en turn to page 21 a n article an d see the feature d compe tition deta on Plan2 ils Survive.

Here’s one for the staff… Where’s the principal?

In conjunction with Yealands Estate, Principals Today is delighted to offer one school staffroom the opportunity to win a case (12 bottles) of wine. All you have to do is find our principal character somewhere within this issue, then email the page number and your details before October 1 and you’re in the prize draw.

This is what you’re looking for:

Find out more about sustainability at Yealands on    Term 3, 2011 | 7

“I love NZ. So does my UK pension.”

News | Outcomes

Brendan Johnson

Britannia did a stonking good job of my UK-NZ p pension transfer.

If you want my advice, get their free assessment. You might have access to your money now.

0800 857 367 A Disclosure Statement is available upon request and free of charge.


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Lifting outcomes While Aotearoa might be a slice of paradise for some, it’s not all beer and skittles for our disadvantaged youth.

The New Zealand Institute’s first social wellbeing discussion paper ‘More Ladders, Fewer Snakes: Two Proposals to Reduce Youth Disadvantage’ investigates the plight of our youth. We have the lowest median age of leaving initial education among OECD countries; far too many youth are leaving school early and not successfully transitioning to work. And, according to the Ministry of Education, New Zealand has one of the highest proportions of disengaged 14 to 18 year old students in the OECD. The paper proposes two interventions to improve outcomes for New Zealand’s youth: accelerating the roll-out of e-learning to low decile schools and improving school-to-work transition.

Grass Retention Matting or

New Zealand’s school-to-work transition is not working well. Many young people are leaving school but not finding their way into permanent work successfully. One third of students commencing higher education courses fail to complete their first year or do not continue into the following year. The majority of trade apprentices do not complete their training.

Four initiatives are proposed to improve the school-to-work transition: Establish vocational and technical pathways to work that begin at a younger age and are positively encouraged and recognised as leading to employment success Develop a national view of future workforce requirements and adjust education capacity to more closely match the supply of workers that will be needed Strengthen the connections between employers and educational institutions so employers have more input into the content of education and earlier links with potential employees Require active career planning and tracking for all students, not simply those at risk or those who are headed for academic success. New Zealand Institute publications can be found at or

Dealing with the media in a crisis By Pete Burdon, Media Training NZ While all organisations are at risk of a crisis that leads to intense media scrutiny, schools are in constant danger. It could be bullying accusations, an accidental injury or death of a pupil, or any number of scenarios. The inability of the principal to deal with the media effectively in such a situation can have serious ramifications for a school’s reputation. Regardless of the cause, it is the way it is communicated through the media by school management that generally determines how badly it is affected.


Successful scaling will require: Provision of a turn-key technology solution to the schools Development and communication of the principles to guide school improvement and to deploy e-learning Resources at a district level to ensure professional support is available where and when it is needed Effective mechanisms for identification and transfer of best practice.

for our youth

That’s because if the local community and future parents are not convinced you are in control, they are less likely to talk favourably about your school or consider sending their own children there. The key is knowing how to handle approaches from the media before anything happens. As an example, what would you do if a TV reporter and a cameraman arrived at your school gate as you were arriving in the morning with the news they had been

8 | Term 3, 2011

approached by a parent complaining about bullying by one of your pupils? The last thing you should do is run, look angry, try to push the camera away or say ‘no comment’. These things all make you look guilty and are great pictures for the TV news. This is probably what the news crew is looking for. What you should do is confidently say you will look straight into it and you’ll be available for an interview at your office in two hours (or whenever is convenient). That way there is no publishable footage for the news, you look relaxed and when you do see the reporter in two hours, you will be ready with your response. Those who have been media trained will then know how to control the interview, getting their points across, rather than defensively answering the questions thrown at them. It’s important that you do front up to the media. You need to appear in control. You also need to clarify the situation; otherwise it could get blown out of proportion. You need to be available 24/7 so the media is not forced to look for other,

probably less sympathetic sources. You will also need to quash any rumours and misinformation. Research shows that your input is vital. It shows that a crisis itself rarely affects an organisation negatively. What does cause problems is how the crisis is handled. While no principal can eliminate the possibility of a crisis, by being prepared, taking control and responding professionally, the school is unlikely to suffer any long term reputational damage. For these reasons, all schools should have someone trained to communicate with the media. In most cases, this should be the Principal. It should always be done before a crisis hits, rather than in the aftermath when the damage has already been done.

Pete Burdon is managing director of Media Training NZ which specialises in media training for principals and other niche groups. Contact him on email, or through the website

News | Beating the Odds

recovery The road to

and Both the Cullen ed at ay Wyatt families st ouse H d Ronald McDonal iving ce re while they were e or m r treatment. Fo t si vi information,


# Getting blood tests. # Undergoing chemo    or dialysis.

# Spending hour on hour    with a physio learning    how to walk again.

Not the typical routine of a school student in New Zealand, but for some children and young people across the country it’s a daily reality. For them, classes — let alone sports practices and theatre rehearsals — would be a privilege to attend normally. Going to school while battling serious injuries and illnesses makes long division look easy. Bridget Gourlay spoke to two families who have been doing just that.

Jacqueline with mum Paulette and her brothers Josh, Connor and Kaleb.

Survival against the odds Healthy, energetic Year 8 student Jacqueline Wyatt was cycling to school last November when her life changed forever. She was hit by a truck. The accident broke her pelvis and caused serious internal injuries but against the odds she survived. She was airlifted to Auckland where she spent a month in Starship recovering. After that, she went down to Christchurch for a further few months in hospital. Not only did Jacqueline spend half a year away from home recovering, but she and her mother were further traumatised when the February 22

Kicking cancer Dwyane Cullen was diagnosed with every parent’s nightmare — cancer — in June last year. The Timaru teenager has had an entire year of intensive chemotherapy. The first part was spent in Christchurch, but then he was moved up to Auckland after the earthquake. While Dwayne was able to spend the occasional day at school throughout this time, he started back properly in May this year. His mother Thersea says her son’s school has been fantastic throughout the whole ordeal. “The principal gave me his cellphone number and has been up to Christchurch to see him. The school kept in touch the whole time and worked with his correspondence school teacher in Christchurch. She was really fantastic.” A letter was sent to all of the students and parents in Dwyane’s form class when he first got sick so they would understand what was happening to him. Friends from high school and primary school also went up to Christchurch to visit him.

earthquake struck while they were out shopping in Christchurch.

of normal shoes. The teachers have been fantastic.”

Despite an extremely rough few months, Jaqueline started attending the local girls’ high in Blenheim part-time earlier this year. Her mother Paulette says because Jaqueline is in a wheelchair she can’t attend all her classes as some are upstairs, so she is doing some subjects by correspondence. However, the Ministry of Education is doing an assessment on putting in a lift so Jacqueline can attend full-time from next year.

Jaqueline’s form class was addressed about her accident, although Paulette says because Blenheim is a small place, everyone already knew about her.

Paulette says the school and the teachers have been great. “They’ve adapted to her, helped her out. She didn’t have a uniform, so they gave her one. She wears special built-up shoes because of the accident and she’s allowed to wear them instead

Most people have been very supportive, especially Jaqueline’s closest friends — although one girl did tease her, calling her ‘retarded.’ Paulette is thankful that her daughter is at school, even though it’s only parttime. Jaqueline was upset at missing the end of the 2010 year and the start of high school this year because of the accident. Being able to get a sense of normalcy back into her life has made all the difference. “If we didn’t have routine she would have just gone into depression,” Paulette says.

Now Dwyane is over the worst of it and he is back at high school full-time. At first, he finished his correspondence work in school instead of following the class because he had to finish the models he had already started. Theresa says the school was very lenient while he did that, respectful of the fact that it was important Dwyane was back at school socialising with his friends. Dwyane is recovering fairly well but he is still not quite as energetic as he used to be and can’t always participate in PE, or play rugby which he used to love. However, Dwyane says he is glad to be back at school, because “it’s good to see all my friends.” His advice for teachers with kids with cancer in their class is simple. “Let them take it easy and get back into school at their own rate.” Theresa says teachers should try to treat young people with cancer the same as the other students, while being compassionate. That’s what Dwyane’s school did with him. “There’s nothing worse than feeling like ‘the kid with cancer’ —although he is!”    Term 3, 2011 | 9

News | Auckland Zoo: Te Wao Nui

Understanding Aotearoa Imagine your pupils walking through dense New Zealand forest, exploring the different habitats that exist across the country, from the coast to the highlands. You can picture their delight as they see a kiwi scuffling around at night, or as seals splash in the water. With the Auckland Zoo’s new $16m New Zealand precinct, all this is possible in one location. Te Wao Nui, due to open to the public this September, is the largest and most significant project in Auckland Zoo’s 88 year history. It has been funded by Auckland Council ($9.4m) and through funds raised by the Auckland Zoo Charitable Trust. Encompassing almost a quarter of the zoo’s 17ha footprint, Te Wao Nui will offer both locals and tourists a truly unique experience of New Zealand’s animals, plants and culture in a way that has never been done before, anywhere – all in one location. Te Wao Nui will offer an immersive journey through six distinct habitats; The Coast, The Islands, The Wetlands, The Night, The Forest, and the High Country. This means students will be able to see a diverse range of New Zealand, from the schist rock and tussock of a South Island high country

farm to the conservation havens that are our tiny coastline islands. Te Wao Nui will be home to more than 100 native plant species and around 60 different animal species. Some will be old favourites such as tuatara and weta, while many others will be new to the zoo. For many years Auckland Zoo’s work conserving native species has taken place behind the scenes. Te Wao Nui opens the door on this work — onsite and out in the wild — and will bring to the fore many important conservation partnerships. Te Wao Nui will also see the zoo increasing its efforts (both practical and financial) for native species. A portion of each adult ticket sale goes towards helping wild native animals. Te Wao Nui explores the past, showcases the present, and focuses on the future — inviting us all to play a role as kaitiaki (guardians) for our unique wildlife and wild places. Through informative guides, hands-on experiences and inspiring exhibits of New Zealand habitats, learning for students of all ages will happen in a fun and organic way. The Auckland Zoo’s education staff members are all qualified teachers, who teach from primary to tertiary levels. The ethos at the zoo is to inspire, engage,


and empower children to take positive action for wildlife in the wild. There are a number of programmes organised for 2011, for students of all ages, with excellent discounts for school groups.

The Auckland Zoo’s education programme:   Caters for over 50,000    education visitors a year   Delivers a LEOTC contract with the Ministry of Education   Has subsidised rates for   education groups   Has new programmes specifically for NZ biodiversity   Offers direct experiences which cannot easily be obtained elsewhere Has qualified teachers as staff, who teach from primary through to tertiary levels. For further information visit

your school a

Digital Camera!

Your school could be represented on the front cover of Principals Today The winning photograph, judged by staff at Academy Publishing, will be used as the cover photo on our Term 4, 2011 edition of Principals Today! The theme is ‘a moment in time that captures the spirit or essence of your school’. What this means exactly is something we’ll leave up to you. It could be a person or people doing what they do every day, or they might be in the middle of something extraordinary.

Entry Form Photographers name: Student:


(please indicate)

School name: Written parental permission must be provided for all photos inclusive of children. Include a brief description of each photograph including the names of any subjects, who need to be aware a photograph of them is being submitted in the competition and could potentially be published on the cover. Specifications and conditions • Portrait or vertical image as opposed to a landscape shot • Hard copy and digital images will be accepted • Digital photographs must be 29cm wide and 41cm high at a resolution of 300dpi in either TIF or JPEG format • Hard copies need to be originals (not scanned copies), in A4 size or larger • Images that have been digitally enhanced will not be considered • This competition is open to students and staff • The winning photograph will be printed on the front cover of term 4 of Principals Today, the camera will be presented to the school • Winners details may be used for further publicity purposes. • Entries close 4pm, October 1, 2011.

10 | Term 3, 2011

Contact details:

Photo description:

2010 photo competition winner: Judy Wagg, Rathkeale/St Matthews

Post or *email (9mb maximum) details to: Principals Today, Photography Competition | PO Box 1879 Christchurch. Ph: 03 940 4724 | Fax: 0800 555 054 | Email:

News | Student Interests

■  Super Students

■  Book Club

Poetry prizewinner Auckland teenager Eden Tautali has won the National Schools Poetry Award for 2011 for her poem Nan, which addresses the death of her grandmother and the experience of speaking at her funeral.


At the funeral we sang beneath high-beamed ceilings in yellow light filtered through a stained glass jesus. I whispered to a bent microphone of fish bones and sick days of hot cocoa rice and early morning mutterings of prayer and of you. But when I stood above you eyes cast down fixed on your cold cheek I couldn’t bring myself to touch you.

A little bit Kiwi… Judge and current New Zealand Poet Laureate, Cilla McQueen says while the poem confronts loss and regret, it also has the comfort of warm memories. “Nan is a difficult, honest admission of grief, written in restrained, effective language,” McQueen says.

“I looked for imagination, a glimpse of a world beyond the poem, some engagement with contemporary life, and especially for that original spark at the heart of the finished work. “Eden’s poem was a stand-out, with its haunting image of grief whispering to a bent microphone.” Eden, in Year 13 at St Cuthbert’s College, is also a talented singer and songwriter who in May won the inaugural Matariki songwriting competition for Auckland secondary school students.

High-level achiever Christ’s College student David Bellamy is the inaugural winner of the Prime Minister’s Award for Academic Excellence. This prestigious award recognises the highest-achieving student in annual Scholarship exams. Prime Minister John Key presented the award at the Top Scholar Award ceremony at Government House. David achieved six Outstanding Scholarships in English, Biology, Chemistry, Mathematics with Calculus, Statistics and Modelling, and Physics.

But David is far from just being an academic, during his time at Christ’s College he was heavily involved in sporting and artistic activities. For example, he played trumpet for the National Jazz Youth Orchestra and the Christchurch Symphony Orchestra. On stage he played a lead role in the school production of Rent in 2009, was a member of the theatre sports team and debating team. He had personal sporting success in fencing, gaining first place in the Christchurch Schools’ Championship in 2008. David is currently studying health sciences at the University of Otago.

By Bridget Gourlay

We’re a small country and it’s only natural that a lot of the books we read are from overseas. But despite our tiny population, world class New Zealand authors are plentiful. More and more books for all ages are being written by Kiwis, about Kiwi themes. Here’s a look at new stories filled with taniwhas, whitebait and pohutukawa. The Kiwi Kid’s ABC Author: Rebekah Holguin Publisher: HarperCollins RRP: $19.99 A truly beautiful book which gives Kiwi words for each letter. Some are expected — ‘A’ is ‘aroha’ and ‘J’ is ‘Jandals’, but others are classically Kiwi in a more understated way. ‘I’ shows a hokey-pokey ice-cream, complete with a bit a newspaper wrapped around the cone, dripping in the sun. Jade and the Hunters Author: Amy Brown Publisher: HarperCollins RRP: $19.99 Horse stories aimed at pre-teen girls are plentiful, but Jade and the Hunters has a Kiwi taste to it. It follows the story of 12 year old Jade, too nervous to mount her horse Taniwha after being thrown by him and getting concussion. This is the third book in the Pony Tales series, written by Amy Brown. A particularly humorous part is when Jade and her friend, having just read Jane Eyre, hear noises from the attic and immediately believe there’s someone in there. A hilarious twist follows. That familiar rapid moment, when you wish you could change your last few actions but know that a fall is inevitable; that was a step back. The green, surprisingly hard, ground zooming towards you on an angle, and that unnerving view of your pony’s stomach as he canters over you: more steps back. The worst step back, as Jade remembered it, was closing her eyes instead of getting up straight away. Cody’s Unexpected Catch Author: Des Hunt Publisher: HarperCollins RRP: $14.99 This fun fast-paced book follows the story of Cody and Wiri, two boys who are tracking whitebait for the Government. But there’s a mystery in the air — why are animals like sharks and seagulls getting hurt on the fishing lines? Why is their dog always barking in the middle of the night? What’s wrong with their new friend Caitlyn, and her mean father? The book is also informative for those without much exposure to the Maori language as the character Marama often uses Maori expressions. My favourite is kutukutu-ahi — meaning nonsense!

David Bellamy and Christ College’s Charles List, the Head of Chemistry, who attended the awards to support David.

Sometime during the night Sox woke them with a long bout of barking, loud enough to wake everybody on the riverbank. He stopped only when Wiri called to him. “What was he barking at?” asked Cody. “Probably a possum. They’re all over the place around here.” Cody pulled back the curtain beside his bunk. The moon was lighting the black shapes of trees and caravans. Then he saw that one of the black shapes was moving, walking towards the sea… It seemed there might have been more for Sox to bark at than a passing possum.    Term 3, 2011 | 11

News | Cover Story

Lessons from

   land By Bridget Gourlay Carew Peel Forest School, in conjunction with the Department of Conservation, took on a project to create a habitat for skinks and geckos in their school grounds. The project was inspired by a camp in Peel Forest.

Super storms, mega floods, wild fires, disastrous drought and holes in the ozone layer. Once considered the paranoid belief of left-wing nutbars and ostracised scientists, New Zealand children are witnessing climate change unfold before their eyes. Then there’s increasing concern about chemicals in our food, the effects of dairying on our water and just for good measure, the fast approaching perfect economic storm called peak oil. It seems as if everything environment-related is bad. But there is good news. The desire for change is real and now permeating daily life. Serious money is being spent on sustainable R&D. Environmentally-friendly buildings and green business schemes are becoming commonplace. At grassroots, one of these actions is taking place among our children. Enviroschools, a nationwide programme with 800 school members aims to empower students and their communities to learn about the environment in a myriad of ways.

Idea initiative

In 2010 Enviroschools held an Eco Hut challenge, which invited students to design and build an ecological habitat on their school grounds that would enhance all living things around it. Challenge rules included a cap of $100 on building costs and a maximum size for the structure. This was an example of a project that gave students a real life opportunity to use foundation skills such as numeracy, and also linked in to other parts of the curriculum such as technology and science. Tangowahine School students (above) are shown in their eco-hut.

It started as the brainchild of the Hamilton City Council in the late 90s. Enviroschools national director Heidi Mardon, who has been with the organisation since day one, never imagined herself working in education. Trained as an architect, Mardon developed her own business, designing sustainable homes. When she moved home to Hamilton in the late 1990s, she got a job at the city council. “One of the things in the job was to coordinate this thing called Enviroschools.

12 | Term 3, 2011

This was a bit tricky as there wasn’t anything to co-ordinate, it was just an idea to develop.” But everything was ‘just an idea’ once upon a time. And this one inspired a lot of people. Soon a competent team assembled around Mardon and the first Enviroschools programme, at Hamilton East Primary, was born. “What we were designing was quite different from what was already out there, which was single issue focus programmes mainly,” Mardon explains of Enviorschool’s 10 years’ of success. “What this was, was a whole school community programme. It was based on empowering young people to know how to look at the environment and make decisions and work together, how to plan and follow through and take action. So it was empowering the whole process. Education hadn’t focused on that before.” Because Enviroschools isn’t a set programme, it differs from school to school depending on each school’s values, communities and environment. A rural school near the sea might study the human impact on the environment of local seals and dolphins. An inner city school’s approach may be to build an edible garden or plant trees. On a small scale, for example, the children at one school might decide they want to do something about the school’s rubbish. They would investigate the different options they can take to minimise it — for example, they might create a worm farm to eat organic leftovers, or one class might educate everyone in assembly about what can go in the recycling instead of the rubbish bin. Mardon says she knows of a school where ‘student waste managers’ were created from the older pupils. They designed their own badges and were in charge of making sure people were putting things in the right bins. When they left they then trained the younger children, who then get to wear the badge — a good system as the children took ownership of the scheme and it wasn’t left to a couple of adults to enforce. On a larger scale, Mardon says one particularly impressive project took place at a school in the far north. A teacher and her students decided to do a project on the local river. After a site visit revealed it to be very polluted, the children were disgusted. “The teacher thought maybe they’d want to go and clear out the rubbish but the kids had bigger ideas,” Mardon remembers.

News | Cover Story

“They said that they couldn’t do it themselves and they needed to get the whole community involved. So they went on the radio, they hired a helicopter and flew the length of the river to see where it started and where it finished and how it deteriorated.

Children show Heidi Mardon their folders of Enviroschool projects.

“They found stories from their elders about what the river used to be like and then they set about getting communities to clean it up. “They set up tree planting — they’ve got a community nursery and they planted 30,000 trees. It’s just been a whole river restoration project, starting with one class.” This was back in 2003 and the project is now an integral part of the community. Mardon says one of the pupils who was heavily involved in the project is now doing an environmental degree at Waikato University.

The three Rs

Some will argue that school is not the place to learn about the environment and children should instead be doing reading, writing and ‘rithmatic. Mardon has come across this argument before and says it doesn’t make sense. “If you look at a child who has investigated the environment, seen some things they want to change, made some decisions and then designed, planned and implemented those decisions — I would defy anybody to tell me there was no maths, English, social studies or science in that. “They’re measuring things, quantifying things — there’s heaps of maths in it. Literacy is all the way thorough. It’s all about communication, doing these projects. They’re looking at concepts, describing them, talking about them, they’re debating them. There’s so much literacy in it I wouldn’t even do literacy any other way!”

Future foundations

Like many education projects, Enviroschools struggles for funding. It doesn’t receive any from the Ministry of Education but schools are signing up in a growing rate regardless — proof to Mardon that there is a need and want for environmental education. Now the programme is ten years old, she’s seeing students come out of secondary schools with a passion for a more sustainable world. “The imperative is getting more strong, more and more

Children planting for the future, as they take part in an Enviroschools programme.

pressing to do something about having a green economy. There are a lot of business people getting on track and the thing we’re trying to raise is, what kind of education system do we need to have a green economy? Where are the green designers, decision-makers, collaborators going to come from? “Education continually gets left out of the picture. We talk about green industry, green politics, green economy, but where’s the education system that we need to create that?” In spite of this, Mardon believes we have a huge head-start in New Zealand to face the coming effects of environmental degradation. “We have the opportunity in this country — we haven’t wrecked it beyond recognition. But we need to take those opportunities now because they won’t always be around if we don’t do it now.”    Term 3, 2011 | 13

News | Literacy

Accelerating literary achievement No matter what a child will or wants to become, comprehension, vocabulary and fluency are key ingredients to learning, understanding and finding success. With this in mind, the recently launched Literacy to You programme provides professional learning for teachers of middle years’ students (ages 8 to 13). It helps teachers accelerate literacy achievement for their students by providing practical classroom support. Teachers work flexibly, in the time of their choosing, to master the theory and practice of middle years literacy designed to accelerate their students’ progress, and then reflect online in a learning community with their colleagues. Literacy to You also

offers two live webinars and a range of interactive opportunities on the Moodle platform — the latest in online professional development in literacy. Leading online teacher educator, Core Education, has partnered with South Pacific Press to develop the online professional development programme. Core built the website and provided instructional design to complement SPPs literacy content. A Pilot was carried out in late 2010 in the Tawa Literacy cluster to test and refine the Literacy to You concept into an online professional development course for teachers, lasting 20 weeks.

online environment, and apply this to create a platform for maximum results. Literacy to You provides: Online professional learning and development Evidence-based overview of how to teach comprehension strategies 84 short texts for classroom use and formative assessment Proven pedagogy in an easy-to-use format Learning community of participants. Find out more from www.literacyto

Core Curriculum project leader Mary Anne Mills, says Literacy to You provides the company with an opportunity to take its research based understanding of how professional learning works in an

BUSINESS/JOB OPPORTUNITY CHILDREN’S SPORTS COACHING FRANCHISES AVAILABLE ‘Giving Kids a Sporting Chance’ There aren’t many jobs where you can earn a full-time income working in an area you love – sport. Kelly Sports is offering you an opportunity to own your own business and make a real difference to children’s lives helping develop their skills and confidence through sport.

For further details contact: Paul Jamieson on (09) 4279377 or Email:


Kids Voting is back for the 2011 General Election and Referendum on the Voting System. Help create a future generation of active, engaged citizens through participation in the Kids Voting programme for 2011. This year’s election is more important than ever. Not only are we choosing the politicians and political parties who will lead us for the next three years, we’re voting on the system we’ll use to choose them in the future - a future where today’s students will be the ones making the decisions. Aimed at Years 9 and 10, the sequence of learning activities is aligned with the vision, principles, values and key competencies of the New Zealand Curriculum and relates strongly to the social sciences learning area. The Kids Voting resource engages students in a social inquiry exploration of the relationship between voting, New Zealand’s system of Government, and issues that face learners’ local communities. Kids Voting provides students with an opportunity to consider ideas and perspectives about New Zealand’s electoral and democratic processes and to apply their understanding to an authentic voting experience. “Kids Voting is an opportunity for students to vote for real candidates, on a real ballot paper, and compare the results of their classrooms’ election with the results of the real election” says Chief Electoral Officer, Robert Peden. Kids Voting is designed to work with the level 4 and 5 social studies curriculum so teachers can choose activities that are appropriate to their classes and requirements. “With Kids Voting, teachers choose the amount of preparation and classroom time allocated to Kids Voting. How much teachers cover will depend on how much time they have available” says Mr Peden. It is widely recognised that building first-hand experience of active participation by young people will increase their personal understanding, belief and confidence in electoral participation. The Kids Voting model is based on the premise that in order to increase political participation and voter turnout, improving knowledge, motivation and behaviour are necessary. Kids Voting therefore encourages students to learn about the political and electoral system in class and consolidate their learning through participating in an authentic voting experience. Election Day is Saturday, 26 November. Kids Voting elections will run from Wednesday, 9 November until Tuesday 22 November.

Register online at or email and receive instant confirmation. The resource is free of charge to schools and resources will be sent at the beginning of term four.

14 | Term 3, 2011

fresh, clean or potentially


The effects of plastic on the environment are already well documented… but what about the effects of plastic on our bodies? Research is showing that under special circumstances, certain chemicals from plastic bottles and containers are able to leach into the water (or food) held within. One such culprit is a toxic chemical known as Bisphenol A (BPA), a chemical with estrogen mimicking effects that is linked to obesity, diabetes, breast cancer and hyperactivity. Another two common toxic chemicals present in plastic bottles are antimony and phthalates. Make a change for the better. Buy stainless steel BPA-free SafeBottles and reduce the impact of plastic on the environment and our bodies.

For more information and to see the full range of SafeBottles, please visit or call our friendly team on 0800 777 444.    Term 3, 2011 | 15

Science | Learning Experiences

roar Th e f i n a l

If ever the expression ‘gone, but not forgotten’ was apt, it has to be for dinosaurs. Ever since Stephen Spielberg’s celluloid incarnation of Michael Crighton’s novel Jurassic Park, a worldwide infatuation with the reptilian lost giants has grown and grown… and grown. This love affair perhaps reached its zenith back in July when the Walking with Dinosaurs world tour ended here. In its four year journey, Walking with Dinosaurs broke worldwide box office records, being seen by seven million people and generating in excess of $500 million in ticket sales, to become the biggest arena touring show in history. The New Zealand leg opened at Auckland’s Vector Arena on June 29 and unprecedented demand saw a further and final six shows presented.

dinosaurs were big, bad and ancient — but when confronted with the true extent of just how big they actually were, then a little appreciation begins to set in and this, is probably the key to the global tour’s success.

The show featured 20 life-sized dinosaurs, including a seven metre tall Tyrannosaurus Rex. Perhaps the most striking element was the delivery of a sense of scale. Yes, we all know

Based on the multi award-winning BBC television series, internationally renowned designers worked with scientists to create the arena spectacle, a journey through the evolution of the

Is your school incubator 20-30 years old? Then contact us today to order this fantastic new effortless model and watch your students develop a new awareness of the wonders of nature.... Dinosaurs are not too unrelated to chickens according to Don Bethune Director of Dominion Incubators. A project his Minilabs incubator assisted Otago University with in the 60’s led to a full filming of several Tuatara actually hatching. Via this incubator method Otago also well established the environmental and dietary needs of captive Tuatara which has contributed towards their subsequent survival rate. The new Forced Air Circulation model enables eggs to tolerate cold nights and very hot days without any ill affects. It also has built-in Auto-Turning, so the classroom can be locked up for the weekend, without causing any problems over lack of egg turning. The New Transparent Model SI-12TA

giant beasts. In short it was fascinating, educational and simply impressive. Twenty dinosaurs were part of the show, representing 10 separate species: Plateosaurus — 3m tall x 9m long Stegosaurus — 6m tall x 11m long Allosaurus — 4m tall x 13m long Brachiosaurus — adult 11m tall x 22m long, young 9m tall x 15m long Ornithocheirus — wing span 11.6m

Contact Details Showroom:11 Prospect Place, Hamilton, New Zealand Email: Telephone: 00 64 7 846 5569 Primary Fax: 00 64 7 846 5401 Backup Fax: : 00 64 7 846 0571

The benefits of tactile learning are well documented. Situations that allow students to immerse themselves in a learning experience using all their senses, opposed to being limited to only the cognitive, can work wonders. The bottom line is if they can touch, taste, smell, feel and hear, then the subject at hand generally makes more sense. So when it comes to understanding the wonders of mother nature, then a hands-on approach seems the best bet.

In fact, the safest and most educational little classroom incubator, the Minilab, that first went into production was designed by a schoolteacher. The Minilab has a transparent, round top and can hold up to 18 hen eggs (or equivalent), and only draws 50 watts of power while heating. It is still-air; runs on 12 volt power so is safe for children to use and economical to buy. Its operator’s manual has been extended to tie in with primary school curricula at an eight-plus year reading level. Another small incubator ideal for school use is the Turn-X.

16 | Term 3, 2011

Each large dinosaur weighed 1.6 tonnes, around the same as the standard family car, and ran on six roller blade wheels

Incubating nature

It is here where Dominion Incubators can help. The company can provide cost effective incubators that can be used for a wide variety of classroom purposes.

PRICE DISCOUNT: Normally $620 NOW “when supplied to a School Address” Free Delivery, Including a Free 230 volt EGG TESTER Light worth $50, for only $595.

Ankylosaurus — 4m tall x 10m long Torosaurus (2) — 4m tall x 9m long Tyrannosaurus Rex — adult 7m tall x 13m long, baby 2m tall x 4m long Six suit dinosaurs Utahraptors (3) — 2m tall x 4m long Liliensternus — 2m tall x 5m long

It’s about the same size as the Minilab and in general, is purchased predominantly by schools and family homes. It has a higher power consumption and initial outlay, but with its ‘forced air’ delivers good temperature stability. It comes with auto-turning, although a manual turning model can be supplied on request. The combination of autoturning and running directly on 110 or 230 volt electricity makes it a very convenient model for older students, rather than children. Consequently the involvement of pupils turning the eggs twice daily in the Minilab by hand, which the low voltage allows them to do safely, creates a higher interest level and is a wonderful, interactive learning experience.

Tied up in ■  Playground People


Property | Safe Play

Have you ever wondered where those new climbing rope pyramids you see in your local parks come from? Chances are what you have seen is one of the more than 60 Corocord Spacenets that Playground People has installed around New Zealand since 2002. These Spacenets were invented by Corocord’s founder, German architect Conrad Roland in 1970. He constructed the first of these revolutionary structures in Berlin in 1971. Since then Corocord has gone on to install thousands of nets in 50 countries world-wide, annually constructing more than 800 nets at its headquarters in Berlin. Products range from the classic Spacenet to large-scale customised architectural structures. Safety and quality are paramount with Spacenets. Corocord uses a patented induction manufacturing technique where the coloured polyamide coating is melted onto the steel core of the rope.

This adds to the longevity of the rope and protects it against vandalism. Playground People introduced the Spacenet concept to New Zealand in 2002 installing the first Spacenet

in Wellington in 2003. Since then Corocord has become the firm favourite of New Zealand councils due to uncompromising high quality and proven popularity with all

Stand-out surface ■  Burgess Matting

Why choose the Burgess Wetpour system? The reasons and benefits are almost endless. This great playground surface enables your matting to be installed as a continuous installation, flowing around equipment and poles, leaving no gaps, rolling over mounds and following contoured surfaces. Sage and terracotta are two of the fabulous colour options available and join this with a pattern or design of your choice and you

have your own unique playground. You also help the environment by using BMS products which are manufactured from 100 percent recycled rubber. Impact pads for areas where a softer landing is needed, scuff pads, DIY modular long run and tiles, deck and ramp matting are also BMS specialties. Make it non slip and safe. The BMS Wetpour system avoids tile joins which can work apart, allowing rubbish and weeds to take hold. These are hard to remove and may compromise safety and appearance. Wetpour surfaces require minimal maintenance — forget the days of topping up bark which then becomes wet and muddy.

year warranty. A sales representative can meet with you to discuss which systems are suitable. A free, no obligation measure and quote and a list of potential funding organisations will be sent to you to assist in making your final decision. Burgess Matting T  0800 80 85 70 E

age groups. Spacenets have put the thrill of towering heights back into playgrounds. Playground People have a direct agency with Corocord in Germany which means it does not have to purchase through an Australian master distributor, keeping costs down. Last year Sir Barry Curtis Park in Manukau and Olympic Park in New Lynn were named Auckland’s two best parks by the NZ Herald. Both parks feature Corocord Spacenets as centrepieces. The Otago Daily Times named Wanaka’s dinosaur park — which features a Midi Spacenet — the number one children’s attraction in Otago. This confirms that Corocord is truly the proven climbingnet leader in New Zealand. Playground People T  (09) 294 8742 F  (09) 294 8712

BMS has many years of experience and knowledge and works to provide a quality playground which will last for many years. Base preparation prior to the matting installation is of the utmost importance and can add years to your surface. The completed playground is NZS5828:2004 compliant and comes with a five    Term 3, 2011 | 17

Property | Expenditure within budget. “Sadly, the only budgets we can really control are those connected with teaching and learning — our core business, and the very budgets we should not reduce.” Manurewa Intermediate and Auckland Primary Principals Association past president Iain Taylor says his school was about to re-sign an existing contract, then decided to talk with a power broker. “We didn’t sign the old contract. We negotiated through Powerswap and saved around 12 percent on our annual power costs.”

The power of


IF WE CANNOT SAVE YOU MONEY, YOU PAY US NO FEES* Email: Contact: David 021 535 000 *Visit for details

Farm Cove Intermediate renegotiated both power and gas rates, providing savings which are now channelled back into learning outcomes.

■  Powerswap

an independent powerbroker that specialises in schools.

Power and gas charges are considerable expenses which climb every year, so it makes sense to get the best deal you can. Saving money here means more dollars to spend elsewhere.

This is where Powerswap, an independent powerbroker, can assist.

One way schools can control and potentially reduce their expenditure is by operating a tender through

Former principal of Farm Cove Intermediate Madeleine East says schools frequently struggle to keep

18 | Term 3, 2011

Powerswap specialist David Parkinson sees switching for schools as a great way to save funds — without involving the school staff trying to work out who can offer the best deal. “In the last 12 months we have negotiated over $15m in power, and have provided average savings of 15-17 percent. Our open tender process is designed to provide our schools with better choice and value than they currently get. Plus with a big negotiation weight behind us, we can get a higher discount and pass this directly back to the schools.”

e Case studies hdawv here been documenndteswitching negotiation a suppliers of power enefits. has provided ebbsite See the w www.powerswa

With endorsement by various principal associations and leading schools throughout New Zealand, Powerswap places the power back into the school’s hands, creating a marketplace where energy suppliers compete on price and brand values.

Schools should talk to each other about the savings available and the best process to follow. “Visit our website or give us a call,” Parkinson says. Powerswap T  021 535 000 E

Property | Rebuilding


strategies By Chris Callaghan, St Paul’s School principal

It would be fair to say no one expected the earthquake that hit Christchurch on September 4, 2010. We certainly didn’t expect to wake up and find areas of the city in ruins and our school and church so badly damaged. The ground literally opened up and the mud and silt bubbled to the surface. Buildings were ripped off foundations. It was heartbreaking watching our school buildings slowly deteriorate as the aftershocks continued. In the weeks before the earthquake that we had buried our beloved priest, Father Miles O’Malley, who died suddenly. We were a community in crisis, mourning our priest and the loss of our school and church. Many families also faced uncertain futures as they waited to find out the fates of their homes. Re-housing an entire school of 300 pupils was a challenge but we were determined to stay together. The school community showed amazing resilience and strength. The last week of the third term 2010 was spent at an abandoned special education site in Champion St. From there, we prepared to move to a second temporary site in the shadow of the Catholic Cathedral, sharing the grounds with Catholic Cathedral College. Four unused classrooms were given an upgrade. The abandoned hall was transformed into shared classrooms for the

junior school. Three portacoms and a toilet block were placed on site. Parents and teachers rallied together to unpack resources and furniture rescued from the damaged school. School buses were organised to transport children from Dallington to their new school. Infrastructure such as internet access, a phone system, fire alarms and change bells was quickly put in place. During term 4, 2010, three junior classes moved from the hall into classrooms. At the beginning of 2011 we had managed to establish 12 classroom spaces and a library in a corner of the hall. We were able to use the reminder of the hall and gather again as a whole school. Three weeks later, the February 22 earthquake caused severe damage

to our site at the Cathedral. It was a very traumatic day as we watched the Cathedral fall on one side of us and the bus company fall on the other side. Another move was required. Fortunately, St Paul’s School has been able to return to Champion St where the 12 classrooms and administration area has been re-established. We are now settled and hope to stay here till our new school is rebuilt in the Dallington area. Our community remain committed to their school. We have received amazing support and best wishes from schools throughout New Zealand. Although we have faced and will continue to face challenges, we remain positive and look forward to moving back into Dallington and a new school.    Term 3, 2011 | 19


Helping those in need As an education professional you know that education equals opportunity. Unfortunately in New Zealand more than 200,000 children live their lives in poverty.




They go without the basics most of us take for granted. This has a major impact on their ability to learn and therefore their ability to reach their full potential. So what is daily life really like for the more than 200,000 New Zealand children living in poverty?

Tired of the typical chocolate bars as a fundraising tool and looking for something original and healthy?

These are New Zealand’s forgotten children who exist in a world where they cannot be sure of having three meals a day, suitable clothing or heating in their home in winter. It means getting unwell more often, shortened life expectancy, poor nutritional status and not achieving age-appropriate developmental milestones. KidsCan deliver real help, supplying free food, raincoats, beanies, shoes and socks to more than 41,000 children in 201 low decile schools across New Zealand. For many children these may be the first items of new clothing they have ever owned, and become much treasured possessions.

It means missing out on school excursions and not being able to participate fully in classroom activities; which leads to social isolation, feelings of worthlessness, loneliness and alienation. Without direct intervention, children living in poverty rarely catch up as their ability to access opportunities usually available to more fortunate children is reduced and so the cycle of poverty is perpetuated.

Brighter future

KidsCan Charitable Trust is a national charity dedicated to ensuring Kiwi kids affected by poverty can look forward to a brighter future.

Sporty Hi-Vis There’s fun to be had out there but you need to keep safe regardless of how you get your kicks, so our sporty hi-vis caps can be used for a range of outdoor pursuits. The Oi Sports Cap can be used for water sports such as water skiing, ski biscuits, kayaking, or kids paddling at the water’s edge, or on land while you are out walking or running, or for the kids to scooter to school.

Fundraising Opportunity for Schools & Clubs We work with you to design an order form using your logo or crest, the price you’d like to charge, etc. There is no risk involved as we supply to demand. As a Christchurch business, we will deliver free of charge to schools and clubs in the Christchurch area. Register online for more details.

For more information go to: |

There are 21,000 children in 107 schools across New Zealand on the waiting list. KidsCan need more funds to offer help to those disadvantaged children on that waiting list. KidsCan is the only charity in New Zealand which offers you the chance to directly sponsor a Kiwi kid. Why send your money off shore when help is needed at home? The unique “In your own back yard” scheme offers you the chance to make a real difference. For just $15 per month you can send a child to school in a better position to learn. KidsCan guarantee that 100 percent of what you donate goes to those who need the help. KidsCan wants the same as you, to improve the education of as many New Zealand children as possible, and with your support in the classroom and through direct donations, that can be achieved. For more information visit

One of New Zealand’s many natural gifts is our fresh, pure water. And the cream of the crop can be found in Canterbury. Waimak Mineral Water, established in 1977, was the first bottled water marketed in New Zealand. Its water is drawn from a natural aquifer deep below the Canterbury Plains which trickled in from the vast, crystal clear, unpolluted Antarctic Continent and, subsequently, the snow capped mountains of the Southern Alps. Waimak Mineral Water is offering schools the chance to use its water as a fundraising tool or a creative branding option. The bottle can have the school’s label applied then sold. Schools either create the artwork for the label (perhaps as an art competition) or use Waimak’s inhouse designer. So far, it has been used successfully by schools and sports groups as a way to fundraise for team trips and purchasing new gear. It could also be sold in the tuck shop, used at conferences, inhouse meetings and at school open days. Its options include a 350ml Promo bottle, a 500ml Multi bottle, a 500ml Sipper bottle, a 750ml Sipper bottle and its stylish glass bottles, which include 300ml and 750ml options. Waimak Mineral Water T  (03) 341 8442 E

Looking for a

Unique and Refreshing way

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New Zealand’s Finest Alpine Mineral Water | | 0800 WAIWATER (942 948) 20 | Term 3, 2011

Emergency Measures | Being Prepared

right kit The

to get you through

Schools that want to heed Civil Defence messages to ‘be prepared’ but have no idea where to start will welcome the launch of Plan2Survive. This New Zealand company provides ready-made survival kits for home, work and school with enough food, water and shelter to get through at least three days in a disaster. Founder Brent Agnew, an ex-army serviceman, keen hunter and tramper, started Plan2Survive when it became clear that while he knew how to get equipped for a Civil Defence emergency, not many others did. “It really struck me how there are all these campaigns aimed at motivating people to get ready for when disaster strikes, yet very few actually have an emergency survival kit in their home, office or school,” Agnew says.

“The reality is that many of us won’t be at home when disaster strikes and we are very likely to be separated from our family. Parents want to know that schools are equipped in a Civil Defence emergency to look after their children until the family can get to them.

Agnew and his son Anton have developed classroom survival kits that include enough food, water and shelter for 25–30 students. They also include a portable toilet. Schools are encouraged to ask parents to contribute to paying for the kits, to help ensure the school is fully equipped in an emergency. As well as the classroom kits, Plan2Survive also provides one to four-person 72hr Backpack Survival Kits for home evacuation situations, two-person or four-person mega-kits with tools through to luxury items, and 10-person office kits that include two portable toilets and a pry bar. Agnew says that with the frequency that natural disasters seem to be occurring at the moment, he and his team are doing everything they can to raise awareness of the kits so that Kiwis can be properly equipped. “There has never been a better time to get prepared for that natural disaster that might occur ‘some day’, because for many people, some day is here.”

Plan 2 Survive 18 Petrel Place Massey East Auckland “I have been appalled by a lot of the T  0800 787 848 existing emergency survival kits that F  (09) 832 1947 are on the market — so using skills E I developed in the army and time spent ‘out bush’ on hunting and tramping trips, I formulated what I believe are the ultimate survival kits.”

Be in to win!

Inner city loss By Carla Munro

School life for the students of Discovery 1 will never be the same after February’s destructive earthquake. The grim reality of the devastation hit home for the five to 13 year olds as they walked from their high rise building in the heart of Cashel Mall to Cathedral Square and on through the broken city to Hagley Park. Staff did their best to distract from the devastation surrounding them, but despite the incredible support from teachers, parents and each other, the heartbreaking trek has left many Discovery 1 children traumatised. To the children of this unique character school the city was their playground, their community, their home. They played dodge ball in Cathedral Square, strolled to the Central Library almost every day, knew Dumplings in Shades Arcade intimately, exchanged cheerful greetings with the ‘donut man’ and walked to Armagh St to swim at Centennial Pool. D1 kids knew the city better than most and they miss it. As the city smashed down around them, the children bravely supported each other, demonstrating incredible self management and resilience as they waited for their Learning Advisors to reach them and lead them to safety. Staff, children and parents at school on the day of the quake left everything in the building. Handbags, laptops, cellphones, school bags, favourite toys,

A classroom survival kit valued at $850 is free to one Principals Today reader. It includes enough food, water, shelter and warmth for 25–30 students. It also includes a portable toilet. Email (remember to put Principals Today in the subject line) before October 1 to go into the draw.

art works and treasured projects and more have been lost. All this has been hard enough for these kids. Add the displacement, possibly for years, loss of friends as they opt to escape Christchurch and having to see the city they used on a daily basis in tatters — the D1 kids have a long road to recovery. Now temporarily housed at Halswell Residential College, Discovery 1 director Daniel Birch says the kids miss their space in the city heart. “Part of our character is about being active in the community, working with local businesses to provide relevant and exciting learning experiences. “Our kids were able to use their initiative, get out and about and learn from their metropolitan environment. There’s nothing quite like the buzz of the city. We are looking forward to going back and are confident the rebuild will bring vibrancy and energy to match what remains at the heart of our D1 community.” Plans to create a more permanent temporary site on the grounds of Halswell Residential College mean the school must forgo its open-plan unitybased learning composition. “It’s so great that we still have a space to be together and learn because that’s what is most important to us as a community. We are grateful to have survived and we are grateful to have a space to continue on with our special character education,” one parent says. “But without our beautiful city playground it’s going to be hard.”

We supply survival kits for schools, the workplace and home. • School kits – either standard or customised for your school • Classroom kits can contain individually packed kits for each child • Evacuation kits • Emergency food and water solutions • Water containers and tanks for emergency water storage

Kids kit with fluro vest Child evacuation pack

Survivor Kit

We offer a free evaluation of your school’s emergency preparedness.

When disaster strikes will you and your family be prepared to survive at least three days without access to food, water, shelter or warmth? If not, get prepared with Plan2Survive. We have a range of emergency survival kits that will help you and your loved ones to get through in a disaster. Visit to order your survival kit today! Or call 0800 SURVIVE (0800 787 848)

For more information please go to our website Or call 0800 4 survival (0800 4 78 78 4) Survivor 4-person office kit    Term 3, 2011 | 21

Sustainability | Conservation Week

i n g   a r a e W

green roof A New Zealand green roof company has put a Queenstown primary school on the international map by becoming the first school here to wear a ‘green roof’. Remarkables Primary School, a newlybuilt enviro school, is one of a handful of schools worldwide boasting a green roof. The roof, which doubles as an outdoor classroom, was planted and designed by Auckland-based Greenroofs Ltd. It was included in the school construction by architect Babbage Consultants. Greenroofs Ltd designed the roof with multiple functions in mind. As well as reducing stormwater run-off and providing insulation, the roof provides much-needed outdoor space. The school site is approximately half the size of a typical primary school site so the need to utilise space to the best potential was paramount. The roof serves as an outdoor learning and playing space. The school entranceway is via the roof. The school is set in a valley and overlooked by neighbouring houses so its roof is not only aesthetically

pleasing but helps merge the building into the landscape and helps absorb noise from the nearby airport. Greenroofs director Will Thorne is thrilled with the finished roof. “Not only is this school the first of its kind here in New Zealand, but I am proud of how it will be used to educate future generations on sustainability. I hope this green roof is the first of many here in our clean, green country.” Principal Deborah Dickson is proud of the roof. “Not only will our green roof enable our children to have a further outdoor learning space but, as an enviro school, we plan to use the roof as a tool to educate and promote sustainable practice through the Paper 4 Trees Programme, composting, gardens and worm farm.” Green roofs have grown hugely in popularity in recent years and are seen as having significant effects on minimising pollution, reducing infrastructure requirements (especially stormwater), encouraging wildlife and providing energy cost savings. Some of the more famous green roofs include the Vancouver Trade Centre and the California Academy of Sciences. They are now starting to become more popular in New Zealand as our country realises the benefits.

Wading into

electronic waste As the information age powers on, what to do with obsolete hardware is becoming ever-more problematic. The real issue is, because of the half-life of electronic components, you don’t want them ending up in dumps. Technology leasing specialist Equico has collected more than 25 tonnes of electronic waste from schools around the Auckland region as part of its Equico Eco initiative. Under the scheme, electronic waste, including PCs and monitors, was collected directly from participating schools, before being disposed of using the latest recycling technology.

Te Kauri-Waikuku-Trust Save on travel expenses - we can come to you and deliver free Environmental Educational Programmes for Waikato schools, with experienced educators at or near your school. Or stay at Te Kauri Lodge Residential Camp

In the two week long programme, in excess of 650 desktop computers, 500 monitors, 120 laptops and 130 printers were collected from the region. Overall, more than 60 schools in the Auckland region participated in the free scheme, which was devised by Equico to help improve the sustainability of New Zealand schools.

Equico managing director Paul Beattie says the response by Auckland schools to this year’s Equico Eco initiative demonstrates the desire from our schools for a safe, inexpensive and sustainable way to dispose of old technology equipment. ”As a key supplier of technology equipment to educational institutions throughout New Zealand, Equico is committed to helping our schools achieve this,” he says.

Rolled out to others

Due to the success of the programme in Auckland, Equico Eco was also launched in Wellington, and rolled out in Christchurch during July. Richmond Road School principal Stephanie Anich says Equico Eco is a positive step in enabling New Zealand schools to be more sustainable. “Schools are acutely aware of the need to look after the interests of future generations and Equico Eco is an important step in the helping achieve this goal.” More information about Equico Eco is available at

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22 | Term 3, 2011    Term 3, 2011 | 23

Sustainability | Environmentally Friendly

Discovering our

dolphins At the launch of the World Wildlife Fund’s (WWF) latest resource for teachers it’s timely to reflect on why, for more than 10 years, WWF has been supporting schools to take on the kaupapa of Maui’s and Hector’s dolphin conservation. We all know that children learn best when the topic is important to them. From WWF’s experience, it has found that children love dolphins. The “oohs” and “ahhs” heard during presentations, the volume of letters and donations received from students and feedback from teachers, consistently show the organisation that investigating New Zealand’s endemic endangered dolphins leads to great learning outcomes. It is especially rewarding for students when they discover they can contribute to protection for the dolphins. Action projects by students have included writing letters to politicians; presenting petitions to parliament; creating art installations for museums; creating short films and murals; and raising awareness amongst their community about how to improve marine habitats.

With only just over 100 Maui’s dolphins left… they stand a better chance if the children of New Zealand understand their plight and are given the chance to help. Why are they special?

What’s really exciting is that all of this action was an important part of the public pressure that led to government regulations to protect dolphins from being accidentally killed in fishing nets.

Hector’s dolphins are New Zealand’s only endemic dolphin species — that means they are not found anywhere else on the planet. The North Island subspecies, also known as Maui’s dolphin, is the rarest marine dolphin in the world with an estimated population of 111 individuals. They are on the brink of functional extinction as a species.

With the current pressure on schools to meet government requirements, WWF hopes teachers are still able to engage their students in topics that capture their imagination and really matter to them.

Put simply, while individual dolphins may still be around for a few decades, the species itself could die out within a generation. They are listed by the World Conservation Union (IUCN) as ‘critically endangered.’

It’s more important than ever for children to have strong connections with the natural world, to know they are part of the bigger picture of life on earth, and that they can play an integral part in making the world a better place for both nature and people. WWF’s new resource, Maui’s Dolphin —An Inquiry to Action is designed for mid-level primary schools. It supports teachers to use inquiry approaches to learn about and essentially take action for Maui’s dolphin. With only just over 100 Maui’s dolphins left, they are not out of danger yet. But they do stand a better chance if the

The Hector’s population is estimated at 7270 animals — which also puts it among the world’s most rare dolphin species. The IUCN ranks Hector’s as ‘endangered.’ children of New Zealand understand their plight and are given the chance to help. WWF encourages principals and teachers to take the opportunity to engage their students in this meaningful, engaging and urgent topic.

WWF P0 Box 6237 Marion Square Wellington T  (04) 499 2930 F  (04) 499 2954

Pottsbury Farm Seedy Fundraisers for Schools!

• Buy our retail packets at a discounted price for resale! Pre-sell our Top Sellers at their standard retail price, place your order with us and we’ll supply just what you have sold. No leftovers! You pay the discounted price and make a healthy profit! • Buy bulk seed at a discounted wholesale price to grow seedlings for sale. Tap the green-fingered ones amongst your school community to put their sowing and growing skills to good use. • Run competitions to grow giant pumpkins, gourmet vegetables or sunflowers. Great for School Fairs! • Buy seed on a small scale for projects in your school garden: Even if you just wish to buy retail seed packets for small gardening projects at your school, we will always supply these to you at a discounted rate

Want to find out more? Give us a call today! PO Box 283, Katikati 3166 • •

24 | Term 3, 2011

Maui’s Dolphin – An Inquiry to Action! s! St arte r pa ck of wor m

We stock two types of domestic worm bins:

Can O Worms $140 Worm A Round $170 $15.00 within North island and $22.00 to South Island

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This exciting new resource: •

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includes cross-curricula activities for levels 2–4 of the NZC

supports teachers with inquiry learning. Download for FREE at or contact

Sustainability | Environmentally Friendly

“Thank you for a fan tastic product and prompt fri endly service… my four child ren have been using the wr aps for a week now and the y love them!! They are easy to use even for little hands, keep the food fresh and are easy to clean. Have shown all my friends and they also think they are great.” Vanessa

oduct. “What a wonderful pr iser for ra nd This was a great fu since had ve our centre and we ha to purchase ing nt wa many families out. more af ter trying themlp and Thank you for your hery hassle ve support in making thiseat gif t and gr free. They make a ildren to use.” are so easy for the ch Kim, Wanaka

Marcia McWhirter, a Central Otago entrepreneur, worked out a rough equation on how much plastic wrap a child uses in their lunch bag each day for a year. Based on a sandwich, muffin and nuts/sultanas, it turned out to be 105 metres. And that 105 metres would be dumped into our ever increasing landfills. When this was multiplied by a small school of 450 students it came to a massive 47,250 metres per year. That’s why Marcia McWhirter started 4MyEarthNZ, a company that sells eco-wrapped snack and sandwich size

make a difference There are eco-friendly alternatives to many of the hygiene products and cleaning chemicals found in schools today and that doesn’t mean compromising on quality or your budget. Insinc Products offers toilet paper (rolls, jumbo rolls and interleaf), paper towels, tissues and serviettes made from 100 percent recycled paper, cleaning products for commercial use made from all natural ingredients, biodegradable rubbish bags and disposable sanitary units. New to its range are disposable and compostable plates and cups for your functions. Saving money is an important part of a school’s budget and spending too much on toilet paper that gets flushed away is unnecessary. While you are saving money you can also help save the environment.

Rapt with wrap-free initiative Are your bins filled with plastic wrap after every lunchtime?

Small changes

pockets and wraps. Ethically made in India by sources free of child labour, the pouches are free of coatings that contain PVC, Vinyl, PUL, EVA, Phthalate and preservatives 320 & 321 (found on commonly used plastic wrap). The pouches keep food fresh and conform to FDA standards. Easily hand washed or popped in the washing machine, many schools have already embraced the new eco-friendly product and are seeing a noticeable reduction in plastic wrap. 4MyEarth T  027 333 5702

Recycled paper saves trees, oil, water and power, it saves thousands of tonnes of waste paper going into landfills as well as reducing greenhouse gas emissions. As an added advantage for old school pipes, recycled paper breaks down faster so causes fewer blockages. Aside from the potential damage to the environment, the health of staff and students must also be taken into consideration. Toxic chemicals pollute indoor work space and can cause allergic reactions and other potential health side effects for cleaners and staff. Sick staff and students cost you money. Children are more susceptible to toxic chemical poisoning than adults because their bodies are still growing and

developing. During school age years, the nervous, immune, reproductive and respiratory systems of children are all going through significant changes. Commercial grade, natural cleaning products come in a concentrated formula which is more economically viable than ready to use products. There is less packaging required which is great for waste disposal as well as your wallet. Concentrated cleaning products often dilute at 20:1, which means one litre of concentrate will give you 20 litres of product at a fraction of the cost. Sanitary units necessary from primary school level up usually require expensive contracts and servicing. The waste is often wrapped in plastic and taken to landfill. Insinc Products offers an economical and environmentally friendly alternative. Disbin sanitary units are made from 80 percent recycled materials, are covered in a water repellent made from natural plant sources, and are compostable. Disbins come complete with a natural sanitising sachet that kills germs and odours. There is no need for expensive contracts (that empty bins only partially used) as you simply throw the bin out (or compost it) when the bin is full. Most of Insinc’s products have the Environmental Choice certification so you know they are independently verified as being eco-friendly. Buy online or contact Insinc directly and the team will put a quote together fw Insinc Products Ltd T  0508 INSINC (467 462) E


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Marcia McWhirter - Ph: 027 333 5702 Shop Online:    Term 3, 2011 | 25

Christian Camping

Where  memories are made

■  Blue Mountain On a cool, damp morning on the side of a ridge overlooking the Whakapapa River, a dozen teenagers from South Auckland dismantle the makeshift camp where they have just spent a rain-soaked night. A couple of kilometres away, another group takes turns abseiling down a 35-metre rock face overlooking the foothills of Mt Ruapehu. A third group is watching a team mate negotiate steel cables suspended five metres up in a stand of pines. This is Winter Peak Adventure; a week-long crash course of team work, confidence-building and problem solving, hosted and run by The Salvation Army Blue Mountain Adventure Centre (BMAC). Nestled between the banks of the Piopiotea Stream and the village of Raurimu, the centre is one of The Salvation Army’s lesser-known masterworks. With Mt Ruapehu and its ski fields at its backdoor and dozens of caving, hiking, camping, rock climbing, canoeing and kayaking sites close by, BMAC has, for the past 21

years, provided an outdoor education experience for thousands of people, from pre-schoolers upwards. While it may sound like a good excuse to go thundering down rapids on a raft or squirm through the Okupata limestone caves, BMAC is primarily about education and changing lives. BMAC has a family feel to it. Its instructors seem to have perfected a relaxed, yet no-nonsense approach to teaching, coaching and managing people of all ages. The instructors have an array of skills from specialist instructor qualifications for the full spectrum of adventure activities through to training in social and youth work, counselling and tertiary biblical studies. This broad skill set and a well-grounded team are critical to fulfilling BMAC’s aims of developing the physical, emotional, social and spiritual facets of their charges’ lives. Blue Mountain Adventure Centre The Salvation Army RD1 Owhango T  (07) 892 2630 F  (07) 892 2630 E

■  Bethany Park Right next to the golden sands of Kaiteriteri beach and a stone’s throw from Abel Tasman National Park, Bethany Park is the ideal place for a school camp. The peaceful park-like grounds with their established trees and native birds will beckon to the children hungry for nature’s playground. For more directional outings, Bethany offers glow worm walks, kayaking opportunities, rock climbing, abseiling and more EOTC learning. “Most of our school groups explore Kaiteriteri beach,” director Al Belcher says. “But there are also acres of land next door to use with horse rides or tramps as well as a fully developed Kaiteriteri mountain bike park. The children love the huge amounts of space available, and the teachers seem to enjoy tired kids at the end of the day too. We have plenty of birds and creek life for them to observe and enjoy along the way.” While Bethany Park is ideal for school camps, it is also suited to wider opportunities for the education sector.

26 | Term 3, 2011

“We are gearing up to host professional development retreats for teachers and host teacher only days for annual planning. We also run a cost effective package that includes a school camp and a relaxed teacher only day.” Bethany Park also develops and operates holiday camps, father/son camps and family camps, to name a few. These camps aim to build healthy relationships and stronger families particularly where families are struggling to connect. “Our mission here at Bethany Park embodies community development. We want to create a space where kids are allowed to be well developed kids, raised in healthy families supported by loving, intentional communities.” Bethany Park offers: A diverse natural setting Kayaking Abseiling Rock climbing Cave trips Swimming Walking tracks Mountain biking Glow worms. Bethany Park Christian Camp 88 Martin Farm Road RD2 Kaiteriteri Tasman T  (03) 527 8014 F  (03) 527 8280

Christian Camping

■  Camp Raglan The beautiful 14 acre campsite is pleasantly situated on the slopes of Mt Karioi overlooking the panoramic view of Raglan and the Tasman Sea. Camp Raglan offers a fully catered camp for a total of 150 children and adults in dormitory style accommodation which is particularly suited to primary and intermediate school children. All the main facilities are under one roof. The resident chef cooks excellent meals and special dietary needs can be catered for. Camp Raglan is known for its good food and excellent hospitality. Your host Roger Humphris will offer you a very warm welcome and is also happy to discuss your individual needs. Bethel House is an independent building available for hire separately from the main camp buildings. It has five twin share rooms and one double room as well as a kitchen, lounge room and two separate showers and toilets. It overlooks the breathtaking view of the Tasman Sea. An information pack to help with planning is available and gives full details of facilities, accommodation and what you need to know to make your booking. Camp Raglan provides these facilities and activities: Flying fox BMX Track Gymnasium

Playground Huge beach Volleyball Swimming pool Sports field Archery Air rifles Confidence course Low ropes course Orienteering course Team building challenges

The gymnasium has equipment for basketball, volleyball, badminton, and hockey and is a great space to use for many activities if the weather is not at

its best. The main hall has a stage area with a large screen at the back which is excellent for showing movies at night. Camp Raglan is also ideal for studies on native bush, beach and stream as well as small town studies. The fee structure is: Adults and secondary students — $45 per day Primary and intermediate students — $42 per day Children 3-5 years — $22 per day Children under three — No charge

Bethel House per person — $35per day Minimum charge for Bethel House uncatered — $300 per day. All prices include GST and are subject to change without notice. Please contact the hosts for current pricing. Camp Raglan 578 Wainui Road Raglan T  (07) 825 8068 F  (07) 825 7091 E

■  Kauaeranga Valley Christian Camp Being ideally situated at the bottom of the Coromandel Peninsula and only five kilometres from all the conveniences of Thames, Kauaeranga Valley Christian Camp is an ideal base for school field trips or adventure holidays. Within 10 kms is the trailhead that leads to the Pinnacles and many other bush walks. Overnight tramps are easily coordinated, and meals are provided for the students once they reach their destination, if required. For hardier students, a tent city can be erected on a DOC site which allows the students more opportunities to explore the natural habitat and enjoy swimming in the clear river waters. This is camping at its best, as the camp is all ready for you when you arrive and a camp menu is available if you book the Valley Experience. For those preferring to sleep in a bunk, the camp has a range of indoor

and outdoor activities available and works closely with local providers to offer off-site activities, such as mountain biking and horse trekking. The camp has spacious playing fields and a gym equipped for basketball, volleyball, netball and indoor soccer and is suitable for training camps for school teams or as accommodation when coming to the area for tournaments and competitions. All groups get the benefit of a menu tailored to suit the group’s needs. Special diets are catered for, although a small additional charge may be levied. The staff is available and keen to help make the camp experience a good one, not only for the students, but for the teachers and parents that accompany them, too. Kauaeranga Valley Christian Camp T  (07) 868 8348 F  (07) 868 5047 E

Phone: 64 7 868 8348 Fax: 64 7 868 5047 Email:    Term 3, 2011 | 27



WE LOOK FORWARD TO WELCOMING SCHOOLS WHO WISH TO VISIT THE WELLINGTON AREA. to visit Te Papa and other Wellington attractions, know that Camp Elsdon provides a quiet night’s sleep after a long day.

The Camp can provide 94 beds and a kitchen, dining room and a hall for meetings or other activities.

SCHOOLS PAY $10 PER PERSON PER NIGHT ON A SELF-CATERING BASIS. Transport to and from Camp Elsdon can be fun. Try long distance trains stopping at Porirua Station. Take a train to Wellington to visit Te Papa, Parliament, National Libraries, Archives, Katherine Mansfield’s Birthplace, Botanical Gardens, Carter Observatory and Karori Park Sanctuary. These are a few suggestions of places one may visit in Wellington.

Aquatic Centre, with a Hydroslide and Wave Machine, Go Karts, Ten Pin Bowling and Adventure Golf at Pirates Cove. The Police museum is well worth a visit. A visit to will provide you with an overview of what is on offer and access to booking forms, and terms and conditions of hire.

Porirua provides a range of amazing attractions. These include the

For lots of other ideas, send for an information pack or check us out on the web: The Manager, 18 Raiha Street, Elsdon | Porirua City. 5022 Phone 04 237 8987 | Fax 04 04 237 8977 Email

28 | Term 3, 2011

Christian Camping

■   Taurewa Outdoor    Education Camp If you are looking for the ideal venue in the Central Plateau region, Taurewa Camp is the place. Throughout both summer and winter, the activities on offer are vast and all within close proximity to camp. The various tramps, both long and short, the use of DOC huts within the Tongariro National Park for the overnight tramps, taking on the Tongariro Crossing, rafting or kayaking Tongariro River, cycling the 42 Traverse, skiing at Whakapapa or Turoa, exploring the Okupata Caving system, soaking in the Tokaanu Thermal Pools, it’s all here! Taurewa Camp was originally a forestry camp run by NZ Forest Services. Milling took place in the surrounding forests up until around 1962, when most of the native trees had been removed the workers who had occupied the camp were then moved to other forests and replaced by Italian tunnel workers. These men were brought over from Italy to construct the Tongariro Power Scheme and much of the surrounding area shows evidence of their tunnelling skills.

■  Tongariro National Park Tongariro National Park, established in 1887, was the first national park in New Zealand and the fourth in the world. It is also a dual World Heritage area because of its important Maori cultural and spiritual associations as well as its rare volcanic features. The perfect place for a science or geography field trip, it has hot springs and active craters.

Taurewa Camp closed in 1970 and lay vacant until 1972 when Avondale College was given the option of taking up the lease. Since those early days thousands of Avondale students have taken up the opportunity to spend a week in this fantastic and beautiful part of the world. It offers a week in the great outdoors to all Avondale students in Year 10, 12 and 13 with the programme varying according to level and season. This is a very popular and successful experience for everyone who goes.

Taurewa Camp showcases the Central Plateau. Summer or winter, the range of activities on offer is vast — tramping, river crossings, rafting, kayaking, cycling, skiing, caving and soaking in hot pools.

kitchen, hall, dining and other facilities. For a taste of the fun-filled adventures Avondale College pupils have been having for years, rent Taurewa Camp. Taurewa Camp activities: Overnight tramps Rafting

When Avondale College is not in residence, the camp is rented out to other groups such as schools, church groups, scouts, mountain safety, businesses and the like.


This means other schools and students are able to participate in a great variety of outdoor activities including tramping, caving, rafting on the Tongariro River, rock-climbing, kayaking, ropes course and many others depending on their age.

Rope course

Accommodation is in heated two to six bedroom cabins, with excellent

Cycling Skiing Caving Taurewa Camp C/O Avondale College Victor Street Avondale Auckland T  (09) 820 1075 F  (09) 820 1075 E

Tongariro is also home to many native animals, including the short and long tailed bats, New Zealand’s only native mammals. The park is also dripping in birds such as North Island robins, fantails, parakeets and kereru (native pigeons).

Tongariro National Park Avondale College has a well-maintained camp suited for school groups and organisations. Situated on Highway 47, in the heart of the Central Plateau adventure area, the camp is only 30 minutes to Turangi and 15 minutes to the Chateau and the Tongariro National Park Visitor Centre.Taurewa has total accommodation for 60 people. 16 huts ranging from two to ten beds and a separate self-contained cottage which sleeps seven. The camp’s facilities include: • large lounge and dining areas • kitchen, cool store, freezer, fridge and industrial-sized gas stove • separate male, female and staff bathrooms and drying rooms • Project Adventure Low Ropes Course (use limited to qualified instructors) • nature trails close to camp

Taurewa Outdoor Education

The camp is ideally suited as a base for all the Central Plateau activities and is in close proximity to the Ruapehu Ski Fields, the Tongariro Alpine Crossing and the 42 Traverse. For further details and cost of hireage, contact: Avondale College Victor Street, Avondale, Auckland 1026 Telephone: (09) 820 1719 Fax: (09) 820 1075 E-Mail:    Term 3, 2011 | 29

The Arts | Performance / Visual Applications

■  Stronglite Staging Stronglite Staging is a specialist in the design, manufacture and hire of premium staging equipment that is ideal for schools, universities, theatres, community centres and multi-use sports venues. The Stronglite range is ideal for school halls, auditoriums, drama suites, gymnasiums, sports fields and swimming pools. All products are manufactured to exacting standards. Strength: Stronglite Stage and Seating products are designed and manufactured to be strong and durable and are tested to make sure they meet our high standards of performance under live and static load conditions. Lightness: Innovative design and use of material creates equipment that is light and easy to handle, saving time and possible injury. Safety: Engineer’s design certification, documented test results, qualified trades-people, monitoring of

■  Stage Sections These are portable, safe and easy to handle and store. They’re ideal for stages, catwalks, tiered audience seating, seated choir/orchestra risers, display/ work tables, ramps and more. No tools are required as there are no folding or moving parts to trap fingers etc. Sections can be stacked on castor wheels for storage and moved as a stack.

product in the workplace, established safe working loads, and products conform to or exceed industry regulations and guidelines. You can be sure the premium quality products meet exacting safety standards. Simplicity: Superior design ensures our products are quick, simple and easy to transport and assemble, saving you time and effort. Versatility: Particular attention has been paid to designing stage/ seating systems that are multi-use wherever possible, including indoor and outdoor use. Sections can form stage platforms, catwalks or be tiered for audience seating or seated choir/ orchestra use, stage extensions and pit infills. Portability: Designed for easy handling, transporting and storage. Choir risers fold up and wheel away, grandstands disassemble for transport and storage. Wheels and trolleys also available for increased manoeuvrability. Stronglite Staging Ltd is committed to finding a solution that works for the individual client and guarantees its products. It can also provide a comprehensive range of equipment for hire to support occasions where a larger or more complex staging/seating set up is required. Full sound and lighting services are available for hire to support and enhance any event. Just call and a member of the team will be happy to discuss your specific requirements (sales and/or hires) and can provide references from many satisfied customers.

the hang o f sc hoo l ar t       Ge t ting


Artistic endeavour has always been recognised as a direct pathway to unlocking creativity. Sometimes natural talent reveals itself without the need for any prompting whatsoever — sometimes it needs to be pointed in the right direction.

The stage extension over the orchestra pit with removeable solid infill safety barriers.

■  Grandstands

■  Choir Risers Two, three and four-level, folding choir risers with safety rails and carpeted decks are quiet, stable, easy to handle, transport and store. Stronglite Staging Limited 

These all aluminium grandstands can be demountable or fixed. Wheels can be fitted for manoeuvrability making them ideal for the gym, around pools and the sports field.

196 Finlayson Rd 

RD10, Hamilton 

■  Pit Infills & Stage Extensions These can be custom designed and are ideal for either new venues or refits.

T (07) 825 2933 





We value creativity! Stage Rostra, Choir Risers, Grandstands, Audience Seating, Drama Suite Modules, Steps, Lecterns, Trolleys, Ramps etc.

Tolka Frames are great for Artworks, Certificates & Photos

Top quality, NZ made products, designed to be easy to handle and store. Guaranteed to perform. Currently installed in many schools, universities & performance venues.

Children feel ‘valued’ when they see their WORKS OF ART proudly displayed in a frame!

Choir.Chorus Risers

Stage, Steps & Lectern

Design • Manufacture • Sales • Hire Services Email: Phone 07 825 2933. Mobile 027 473 4443

30 | Term 3, 2011

But the combination of learning specific skills, such as painting techniques, design, drawing or photography, and infusing this with healthy dollops of intuition creates a powerful process. It’s a process where results deserve to be displayed. Like all endeavour and achievement, artistic paths need to be encouraged and nurtured and a big part of this, particularly regarding the visual arts, is the simple task of hanging it up. And art exhibitions are the ideal spot. During the years Tolka Frames has been used for many school art exhibitions. Sometimes a class set has been ordered and other times an entire school can have its artwork framed — this being the case with Discovery School in Whitby. The school runs an art exhibition which involves each class having a specific theme and each child creating a piece of art for display. The event is sponsored by the Home and School as a fundraiser and it is a whole team effort by parents, pupils and teachers. Tickets are sold to parents to attend the evening, view children’s artwork and purchase their own masterpiece. The events have been running for a few years now and one parent spoken to at the last exhibition said they have a collection of their children’s artwork. Of course there’s plenty of variety on offer and one favourite is coloured frames. These can really enhance the artwork and if someone wishes to frame them in a more permanent manner, then the picture can have a frame made to go around it as the mat-board is already present. Frames are usually ordered one to two months in advance and as the majority of the frames are large, A3 size, Tolka Frames can supply some straight away. However, a certain number will usually have to be manufactured to order. The frames are a pre-cut mat-board and come in various sizes; A3 being the largest size with A3, A4 and a photo frame the most popular — but there are a variety of other sizes available. The frames are a great way of presenting children’s artwork for display in school foyers and they can be reused many times over.

Tolka Frames 92 Owen Street Belmont Domain Lower Hutt T  (04) 565 3534 F  (04) 565 3533 E    Term 3, 2011 | 31

The job of being an Air Traffic Controller (ATC) has taken on an almost-mythical status thanks to Hollywood hype, confusion around what the job actually entails and what qualifications you need to do it. It’s a situation that makes recruiting difficult and means a whole lot of young people are missing out on a career that offers them great rewards, a great lifestyle and an internationallyrecognised qualification to boot. So what is ATC and what kind of young people would excel in this career? ATCs manage New Zealand’s 30 million square km of airspace, ensuring safe passage for more than 1 million flights into and around the country’s 18 international, regional and military airports. It’s their job to talk to pilots, ground staff, weather experts and other ATCs to deliver information to pilots to ensure they reach their destination safely and efficiently. It’s a job at the heart of NZ’s growing aviation industry and because it’s an internationally-recognised qualification, it opens up a world of opportunity for ATCs to travel and work overseas, as well as unlimited potential to grow their career here in New Zealand. Training to become an ATC takes around

32 | Term 3, 2011

6½ months at Airways Training Centre in Christchurch, followed by a further 4-9 months on-the-job-training at one of NZ’s regional airports. Class sizes are small and training is focused on handson, practical learning opportunities, rather than book-based learning. Training costs around $12,500 (students are eligible for a student loan) and because the training

is comparatively short-term, they aren’t burdened with a huge student debt. Successful ab initios walk straight into a total salary package of around $75,000, working 4 days on and 2 days off – this is work/life balance in action! Many people think you have to be a maths or physics whizz to even contemplate ATC as a career, but the reality is, ATC is more about attitude than

it is about academics, though you do need to have NCEA level 3 qualifications as a minimum. To be a great ATC, you need to be able to make good decisions fast; to think and visualize in 3-dimensions; to think strategically and plan ahead; to be confident and able to get on well with people. Basically – confident but not arrogant, decisive, quick thinkers and good problem-solvers. On the personal front, qualities like selfconfidence and maturity are important. Because Airways deals with pilots from all over the world, and work closely with the aviation industry right around the Pacific Rim, patience and cultural awareness are also important. As well as employing around 350 ATCs NZ-wide, Airways also employs technicians, software developers, designers, trainers and global marketers, all of who deliver cutting-edge aviation products and services to NZ and the world. Airways has helped hundreds of young people develop vibrant, dynamic and successful careers. Check us out at:

Career Choices | Training Options

Protecting your turf In recent years sand carpet sports fields have moved from stadia, to council fields and now appear in increasing numbers at schools at all levels, from primary to high school.

Students work alongside Te Hana staff to prepare a hangi for guests.

A taste for tourism An innovative new partnership is helping school students from Auckland and Northland gain hands-on experience in the tourism industry. The industry training organisation for aviation, travel and tourism (ATTTO) has worked with new Maori tourism venture Te Hana Te Ao Marama to launch New Zealand’s first Tourism Gateway Camps. Forty Year 12 students and 40 Year 13 students from 18 Auckland and Northland schools participated in the project’s first week-long camp in July, with a powhiri at Te Hana, just north of Wellsford. As an extension of ATTTO’s Tourism Gateway programme, the camps gave students a taste of what it’s like to be on a working marae with a Maori tourism focus, while they complete NZQA tourism unit standards. ATTTO chief executive Elizabeth Valentine says this is an exciting partnership that will help students gain a real understanding of tourism in a rich Maori culture setting. During the camps the students experienced a working marae and took part in activities such as carving, weaving and visits to Tane Mahuta and Waitangi. “This is a model we plan to role out into other selected regions, working with marae and Maori tourism operators to help them shape and support the next generation of tourism employees,” Valentine says. “As well as providing a unique learning experience for students, this programme will help businesses like Te Hana upskill their own staff and build capability.” Valentine says ATTTO will work with the host organisations to mentor their staff so they are well equipped to run future

camps independently and gain skills that will help them train and up-skill their own teams. Gateway programmes are funded by the Tertiary Education Commission and designed to provide structured vocational learning in a real workplace, while students continue to study usual school subjects at school. ATTTO works with schools nationwide to offer Gateway programmes for tourism, travel and aviation. “It can be a challenge for schools to find suitable work placements for Gateway students. These camps are an ideal solution.” The scope of ATTTO’s workplace training for its sectors includes: Aviation — aeronautical engineering, pilots and air crew, control of aircraft operation, commercial operations, airport operations, air traffic control and aviation ground support services. Tourism — attractions, adventure tourism providers, event and conference organisers, retailers, regional tourism organisations, marketing boards, visitor information centres, casinos, and tourism-related activities including transport and infrastructure. Travel — travel agents, reservation services, tour wholesalers, inbound and outbound travel operators, principal and booking offices. Museums — governance, management and planning, care and management of collections and taonga, public programmes including exhibitions, customer service including visitor and market research, and relationships with iwi and communities.

This is partly driven by rising player and parent expectations of high quality surfaces, and by the increased use on the limited areas available within urban areas for sports fields. The increased popularity in utilising sand carpet sports fields in schools raises some important issues: Is the school planning and budgeting for appropriate maintenance of the field? Does the facilities manager at the school know the consequences of underinvestment in maintenance? Do the grounds staff understand the maintenance inputs required and have the skills to effectively manage a sand carpet sports field? In many instances organisations install sand carpet fields and then little attention is paid to on-going maintenance. The carpet rapidly declines in performance to the point where it is no longer an asset. This is astounding when you consider the investment in an installation can range from $150,000 to $300,000. What other assets do organisations invest in to this level and then leave without a clear management plan until replacement is required? It is important to realise sand carpet sports fields are dynamic living systems that undergo significant changes from the day the construction is completed, throughout the asset lifespan to eventual renewal.

Factors affecting sand carpet performance and lifespan include: Site Materials /construction Amount of use Pest activity Rainfall/irrigation Renovation Turfgrass species Maintenance. It is important that employees responsible for maintenance are fully conversant with the requirements of a sand carpet sports field for the species of grass utilised. Incorrect practices can greatly accelerate the decline in performance of your investment. The New Zealand Sports Turf Industry Training Organisation (NZSTITO) offers an ‘Introductory to Sports Turf Management’ Level 3 National Certificate ideal for school grounds staff, providing sports turf knowledge on pests, diseases, soil water management, weeds, soil properties, mowing practices and fertilisers. The NZSTITO accesses government subsidies from the Tertiary Education Commission which substantially reduces the cost of this training. This means schools get better performance and longer life from their sand carpet investment, and good grounds staff, who tend to stay longer when investment is made in their development. For more information visit the New Zealand Sports Turf Industry Training Organisation website

For further information visit

AG CHALLENGE LTD NZQA Accredited Trade Training Centre Agriculture, Auto/Engineering, Carpentry Veterinary Nursing and Animal Care GATEWAY and STARS

248 St Hill Street (PO Box 674) Wanganui 06 3488215 / 0800 348 8215    Term 3, 2011 | 33

ICT | Innovation

Driving wireless pricing down Cyclone Computers and Ruckus Wireless are excited to introduce a national cluster purchasing scheme for any school considering wireless.

The goal is to work to the school’s ability and the philosophy is to empower the school to manage its own solution, while always being there to support and guide schools as required.

Cyclone has committed to some substantial volumes and will be introducing a group purchasing scheme which is referred to as Cluster Pricing; grouping schools together so they can get better discounts, but still buy or receive quotes independently.

Cyclone is New Zealand’s largest locally owned supplier of IT equipment to the education marketplace. The company’s strength lies in its flexibility and desire to ‘think outside of the square’ to deliver the product and service requirements tailored to each customer’s specific needs.

A school that is interested in cluster pricing simply needs to approach Cyclone and register their interest. By registering interest there is no commitment to purchase, but when you do register you help drive the price down. Once schools have registered with Cyclone they will be given access to the special pricing. Cyclone can offer extensive wireless network support, advice and training.

Ruckus is considered a leader in the schools market and has been successfully implemented in over 100 schools throughout New Zealand. To register interest in this scheme, receive a quote, site survey or upgrade an existing Ruckus Wireless network contact Cyclone, phone 0800 686 686, or email

Keeping your website

up with the pace The online education revolution is well upon us. Quick and simple access to information, resources and people has changed the way we all interact and especially now, learn. So it comes as no surprise that the internet is now an important learning tool in the classrooms of today. However, as wonderful as all this interconnectivity is, it does require maintenance. For instance, if your school’s website is now looking a bit dated, or if ongoing management of the site is proving problematic, then SchoolWeb may be the answer you’ve been looking for. Your school website is designed by a professional graphic designer, who goes to great lengths to ensure the design reflects the unique culture of the school. Then free training is provided to get you started and there are no expensive yearly licensing fees. Now of course you’ll want to update, improve and adapt your site as time goes on, so all the editing is done through a web based system that is easy enough for even the most technophobic classroom teachers and admin staff to use. SchoolWeb has spent considerable time working with schools to create a website content management system that allows for daily upkeep of website content without needing to wait for the work to be done by a web designer. And each time an improvement is made for one school, it becomes available for them

34 | Term 3, 2011

all. The result has made the web viable for staff new to IT and has allowed technology-oriented schools to really take flight. As well as a general website media, SchoolWeb features ways for staff to collaborate, parents to participate, children to communicate and the whole community to share in the activities of schools in a safe way moderated by the schools. Newsletters, calendars, homework downloads, classroom projects with visitor and parent comments, forums, rosters, resource bookings, calendars, blogs and surveys are among the many abilities of the SchoolWeb system. The schools are in control and anything is possible. Another focus is the growing trend towards integrating content from external websites. Schoolweb allows content from Youtube, Teachertube, Slideshare, Twitter, Blogger, Google Apps and numerous other style sites to be easily embedded into the system. Schools can obtain more information from either or by calling 0800 48 48 43

Teaching SnapShoTS: Supporting Technology teachers with inspiring ideas Techlink provides curriculum support and encouragement for Technology teachers in their ongoing planning and implementation of classroom programmes. one way Techlink can help Technology teachers is with sharing inspiring ideas through the website’s ‘Teaching Snapshots’ section. Teaching Snapshots is a knowledge base for Technology teachers that can be adopted or adapted, and used as a point of inspiration for the continued development of their own practice. We encourage teachers to share any ideas, activities, or approaches that they have found useful in their own practice so that others can continue to develop their professional skills. As a sample of the some of the innovative and dynamic Technology teaching going on around New Zealand here are two Teaching Snapshots.

Blogs as a learning tool

power to the people The unit ‘Power to the people: An inquiry into the nature of power generation and usage, encompassing the necessity of electricity to life in 21st century New Zealand’ was developed collaboratively by the teachers of the Year 5 and 6 at Goodwood School. The unit asks students to identify and design a ‘necessary’ electronic device, gather the resources and the knowledge to build a model, and produce a working model of their design. The primary purpose of the unit was to help students understand the elements of the graphic design/technological process. Students were able to gain hands on experience with real electronic components and learn how to make real devices for an identified purpose. For teachers the unit provided a way to explore the nature and language of the Technology in New Zealand curriculum. “The idea was to overcome and surpass the notion that electronics in primary school is just an AA battery, wire and a light bulb. Students were introduced to many variations of simple components” says Adviser Mike Rogers from Waikato School Support Services who worked with teachers on the unit. Students were so involved in the unit that they started to go well beyond teacher expectations. Every child produced a working model of their design, (Technological Modelling) built entirely by themselves, from the arrangement of components to the soldering and mounting on frameworks.

Wellington High School Technology teacher Terry Hawkings explains that in order to get his students to show their technological process throughout the development of their ICT portfolios they take photos of what they have completed at every stageand andpost postthem themononthe a blog. stage blog.

The models produced were imaginative and varied, from control mechanisms for helicopter designs to quiz boards, and student success was celebrated at the end of the unit with an ‘Expo’ to which parents were invited.

Terry has noticed that writing the final evaluation is now far easier for the students. “There are many benefits to blogging for Technology students in skill development across all academic areas, and many students greatly improve their general ICT skills”. Terry sees huge advantages to the students interested in making the transition from high school Technology to university-level engineering and design programmes. ”At universities, they are designing and building stuff and blogging the process. So it’s about a smooth transition to tertiary study, and my kids that have gone on to design and engineering school have found this pretty easy because they’re used to that technology and that process.” Terry feels that blogging student work also creates significant advantages for both teachers and students. “The blog also ends up being an instruction manual for how to build what has been made. So if anybody else wanted to make up a student’s design, they could, and it’s easier because you’re not flicking pages but just scrolling down and seeing the whole process. The other thing is that people can write comments so they might peer assess each other’s work or another teacher might write a comment.”

A student from Goodwood School builds a model as part of her investigation into the nature of electricity generation and usage.

There are currently 70 Snapshots available for primary, intermediate and secondary teachers. These can be accessed by going online to

a great Learning experience Technology education presents students with exciting and unique opportunities Techlink is an initiative of the Institution of Professional Engineers New Zealand in partnership with the Ministry of Education.    Term 3, 2011 | 35

LEOTC | Beyond the Classroom

Going beyond


walls Educating a child is not just reserved for teachers within the four walls of a classroom. As part of life’s organic process, parents, siblings, relations, friends, mentors and nature all contribute to providing an holistic education.

Parents teach their children how to love and to try their best in everything they do; siblings, relations, friends and mentors teach kids how to build and nurture relationships and Mother Nature and her vast playground, teaches children life skills.

Back to basics

In an age where many kids live in cyberspace or the realm of digital media more than they do in the world of bricks and mortar, it’s important for them to stop and smell the roses — in the flesh. When we look around at a market superfluous with technological temptation, it feels as though the days

Learning through leisure

The greatest thing you can give your kids is time and if you’ve got that, Mother Nature can provide you with everything else you need to show your kids the ropes. You and your children have unlimited access to an area rich with outdoor education opportunities. It’s New Zealand native backyard; where the beach is no further than the snowcapped mountains and the potential to learn is only limited by imagination. of building forts, rollerblading, kayaking, camping and childhood creativity died long ago with the dinosaurs. But in actuality, teachers, parents, the government and New Zealand’s leisure-loving patriots are inspiring a recreational renaissance. As part of their spiritual, emotional and educational growth, children need stimulation beyond the classroom or the hypnotic medium that is the television. In fact, it’s imperative children learn to use their greatest tool — their imagination — because without it, they’ll miss out on experiencing the creative liberation adults spend their lives trying to hold on to. We have all read the news articles, watched the documentaries and

36 | Term 3, 2011

pondered the statistics about the dangers of too much digital consumption and the impact this can have on a child’s intellectual growth. Case studies circulate about children becoming aggressive, stressed and overstimulated when they spend too much time immersed in the world of computer generated characters. The key is moderation; children can have their techno-cake and eat it too, as long as it is preceded or followed by a healthy dose of recreational activity. Educational entertainment is a vital piece of the puzzle when it comes to teaching kids. And lucky for the bank balance, educational entertainment is about going back to basics.

In their journey through life, children need to explore new avenues of thinking. If they are introduced to new environments with unique elements, their mind and senses will mature. While traditional education provides a sound base for knowledge building, outside activities offer challenges, which encourage children to develop and exercise their lateral thinking skills and strategic abilities. Team Up, an organisation funded by the Ministry of Education, is helping parents support their childrens’ learning by providing helpful tips on education beyond the classroom. Parents can find information, suggestions, facts and advice on everything to do with their child’s education at

LEOTC | Hawke’s Bay Museum

Learning through


Term three’s featured programme is Give Me Strength, in which students are challenged to lift or shift loads many times heavier than themselves as they investigate how simple machines such as levers, gears and pulleys can lend us superhuman strength. Ongoing programmes (available year round) include Machines and Inventions, Brave New World: Early 20th Century Technology, Technology of the 1930s and 40s, Transport and Wheels. Teachers can also request guided tours, independent inquiry-focussed visits or tailored programmes on topics from light, sound and weather to household appliances through the ages. Out and about, Hawke’s Bay Museum & Art Gallery offers historical walks that reveal Napier’s past in a fun way.

What would life be like without refrigerators, television, computers and mobile phones? Do things the old-fashioned way with hand-cranked and dial telephones, manual typewriters, adding machines, shopping at the general store and performing a radio play.   Wheels The Faraday Centre is jam-packed with wheels used for transport and wheels that make machines go. Find out what the first wheels were used for and explore ways we use them.

Hawke’s Bay Museum & Art Gallery offers a richly diverse range of hands-on learning experiences for Years 0–13 at Napier’s Faraday Centre and a variety of other historic or community settings. The Faraday Centre is an Aladdin’s cave of technology from the 19th and 20th centuries, much of it still in working order. Students can turn handles, push levers, climb aboard or put a penny in the slot to see how machines work.

  Olden Days: Technology of the 1930s & 40s

  Transport Ride on a sledge and rollers to find out how they led to the invention

of wheels. Drive a hand-operated railway jigger. See the mighty Fullagar engine, big enough to power a ship. Investigate Napier’s trams, why horse-drawn carriages had big wheels, how steam engines work and why top-deck passengers on Napier’s steam buses always got covered in soot.   Machines and Inventions Tailored to the age range and the learning focus of each class, this guided tour of the Faraday Centre highlights human ingenuity, some of the machines invented to make life easier or more fun, and how simple machines people have invented can be combined to make more complex machines. The tour is followed by students’ hands-on exploration of some of the historical technologies on display. For more about the Hawke’s Bay Museum & Art Gallery call (06) 835 7781 ext721

  Electricity Napier’s former Power House is now the Faraday Centre. Come and explore the principles of electricity and magnetism. Investigate how electricity can be generated using wind, water, sunshine, lemon juice or a magnet and a coil of wire.   Give Me Strength Who needs Superman? In this handson workshop, students experiment with levers, gears and pulleys and investigate how simple machines can lend superhuman strength.   Sun-Sensational! Celebrate the return of summer days with a hands-on workshop exploring some of the many roles the sun plays in our lives. Depending on the age range of the class, investigations may include: solar energy, sizzling sunburn, Earth’s orbit and the four seasons, the electromagnetic spectrum, how we see, fun with lenses and mirror magic.    Term 3, 2011 | 37

38 | Term 3, 2011

LEOTC | Beyond the Classroom

Venturing outside corridors While the pivotal role that institutional education plays in our society makes it difficult to imagine a world without school, fact is, once upon a time the classroom did not exist. As a catalyst for, and product of, evolution, the process of learning has since been formalised through our education systems. The value of learning is advocated in our schools, promoted by our media and articulated by our predecessors in all the great literature. And while the art of teaching to aid learning has been advanced with the acquisition and implementation of technological teaching tools, learning still has roots in the most humble surroundings. This is not to suggest we abandon the classroom, as it is the environment in which the most valuable knowledge is consumed. The intention behind making mention of the past is to highlight how learning for thousands of years took place in natural surroundings. And although our intellectual curiousity has been stimulated within the four walls of a classroom, education beyond this realm is also of the utmost importance. Because while traditional education is dressed in a uniform; physical,

spiritual and intellectual education also has a recreational personality and the natural environment is an effective pedagogical medium. Children will be stimulated and develop new skills and appreciation of their world through kinesthetic and aesthetic interaction with an organic environment. Outdoor adventure and education will provide them

with challenges which require lateral thinking and the application of selfconceptualised solutions. Education outside the classroom (EOTC) can take place at the zoo, or the beach, in an art gallery or on a field trip. There are also certified EOTC camps that children can attend to broaden their intellectual, spiritual and physical horizons.

The Ministry of Education has developed a comprehensive EOTC division on its website. It offers extensive information and tips on how parents, teachers and children can engage in EOTC. Research studies and surveys on outdoor education and its merits are also available for consideration. For more information on EOTC or to review these tips and articles, visit    Term 3, 2011 | 39

Sun Safety

He re come s the OK, so it’s still a bit chilly, winter’s grip seems far from gone and the Rugby World Cup hasn’t even kicked off. However, the days are lengthening as spring draws near and before you know it, summer’s arrived.


What this means is, although it doesn’t feel like it, now is the time to start thinking about making shade — or sun protection solutions. And one company who really does know its stuff is Shades Direct, who provides today’s schools with a total package of sun and rain protection solutions, from shade sails to giant cantilever umbrellas, from all-weather waterproof canopies to hip-roof structures. Shades Direct shade sails are constructed from commercial grade 370gm shade cloth and are double stitched for strength and durability with long life Tenara thread. Attention to detail, such as using only corrosionresistant stainless steel fittings, ensures a long life from your investment. Giant cantilevered umbrellas are an innovative solution for outdoor spaces where shade is needed in different areas as the sun moves throughout the day.

Robust in construction, these super versatile umbrellas can be rotated on their pivot base and the cantilever design means no centre pole to get in the way of picnic tables, seating or play equipment. All-weather Solar Shield canopies provide year-round sun and rain protection with polycarbonate roofing that is both completely waterproof and excludes 99 percent of harmful UV radiation. These are perfect for classroom frontages, lunch areas, walkways, assembly areas and extra teaching space.

Hip-roof structures provide shade protection for those high play grounds or large congregation areas. Shades Direct hip-roofs come with eaves to give maximum shade cover from your investment. Other products in the Shades Direct range include retractable awnings, retractable clear curtains, louvre systems and portable shelters. With agents throughout New Zealand, Shades Direct offers busy principals and staff the convenience and peace of mind of dealing with one company

for different weather protection requirements throughout the school. Your local Shades Direct agent can advise on the best product for your needs and assist with all aspects, from design through to installation. Whatever your shade and shelter requirements, Shades Direct has your school covered.

Shades Direct T  0800 SHADES (0800 742 337)

Risks for young eyes The risks of long term damage to young eyes that are overexposed to UV radiation is very real. Early and prolonged exposure to UV increases the likelihood of developing cataracts and macular degeneration later in life. And untreated, cataracts (clouding of the lens inside the eye) can lead to blindness. Our eyesight receives 80 percent of its exposure to harmful UV radiation by the time we are 18, so the need to protect children’s eyes is more imperative than for adults. The best form of protection for children’s eyes is to wear sunglasses, and a hat. Sunglasses do not have to be expensive, but should offer 100 percent UV protection and have a quality lens. Daylight savings might still be a few weeks away, but the days are already lengthening and 40 | Term 3, 2011

spring is when many Kiwis unwittingly get sunburned. UV from the sun, which is the cause of burning, is not related to heat or high temperatures. You can still get sunburned on a cool or cloudy day. This makes New Zealand a challenging environment for sun protection because even on cool or cloudy days, the UV levels can be strong enough to damage skin. Adopt sun protection strategies, especially between 11am and 4pm or when the UV Index (which measures UV levels) is three or above. The Cancer Society advises that between September and March, you should: Wear clothing that covers as much skin as possible, hats that protect the face, ears and neck and wrap around sunglasses Use SPF 30+ water resistant sunscreen, and reapply every two hours especially after swimming or being in water Seek shade.

A swimming pool for most New Zealanders is something that brings images of “fun in the sun”, but for those of you who have owned or operated a pool, the daily management and maintenance is costly. Most people have come to grips with the use of sanitation chemicals and how to balance the pH levels to maintain a sparkling pool. However, long-term maintenance of the asset is not so well understood and when it comes to repairing or repainting the surface it becomes difficult to obtain advice that is not conflicting. The following is a brief outline of some key aspects associated with long-term maintenance.

Concrete and fibreglass pools need good surface protection to give a long-term, low-maintenance life.

Paint products available A complicated subject but the following is a very simplistic selection: •

PVAs, paving paints - bad

Chlorinated rubber, vinyls, polyurethane – OK

Why coat the pool?

Epoxy (two pack) - excellent

Safety – It’s a smooth lining not rough, that does not harbour algae or any other micro-organisms.

Aesthetics – Obviously means if the pool looks good it will invite people to use it and it feels so much better.

Chlorinated rubber, vinyls and polyurethane are readily available but are mainly used on small domestic pools, farm troughs or storage tanks. Epoxy (two pack) is the most widely accepted product that gives the least problems, maximum protection and value for money.

Corrosion – This is more subtle. The typical chlorinated water or, even worse, “salty pools”, are corrosive to some degree when contact is made with concrete reinforcing steel or fibreglass, which are the main materials used for commercial pools.

Pool Construction Three main types exist in NZ: •

Concrete – Either block walls or solid slab on both walls and floor. The surface is then either plastered with a cement/sand or cement/marble plaster.

Fibreglass – These are usually manufactured in-house and transported on site.

Vinyl liner – Usually smaller domestic pools.

Why Epoxy? The choice of epoxy two-pack is simple. They are very high-molecular weight resin products that are cross linked by the hardener to form a highly chemical resistant three-dimensional structure. Adhesion of these types are also excellent on most surfaces provided they are prepared correctly.

Where are the problems? It all sounds pretty simple, but rest assured it is not all a bed of roses. The thorns are large if the inexperienced operator “has a go”. Typical results could be complete failure with the coating flaking off, blistering or colour variability, all of which end up costing someone. Consult the experts who have a history of success with pools.    Term 3, 2011 | 41

Sport | RWC 2011




The RWC 2011 Education Programme has three key components:

The Rugby World Cup is fast approaching and the distribution of Rugby World Cup 2011 (RWC 2011) Activity Books allows the event to be used as an educational opportunity. Distribution of the books to primary and intermediate schools across New Zealand as part of the RWC 2011 Education Programme, marked one of the biggest ever shipments of education material, reaching 480,000 students. The idea is to focus on the tournament as a significant world event and to enhance student learning across a range of activities. New Zealand 2011 office director Leon Grice says the books have been designed to align with the curriculum, to ensure classroom relevance. The government funded books have been developed with advice from the Ministry of Education and are part of the wider collaborative project by the NZ 2011 Office, Rugby New Zealand 2011 (RNZ 2011) and the New Zealand Rugby Union. Grice says we’ll be welcoming 85,000 visitors plus teams and supporters from 19 other nations. “The reaction from the students to the books shows they’re very keen to get involved. The RWC 2011 Education Programme allows students to celebrate this milestone and understand the importance of giving our guests a special welcome as they visit our communities and play their matches.”

RWC 2011 activity books are now available…

The Squad6 Youth Bowls programmes are designed to give every student a chance to participate, to have fun, and experience a game that everyone can be great at. The advantage with linking your school to a lawn Bowls youth programme is; that no matter what a student’s shape, size, athleticism, they can participate, play, be competitive, and get active. Bowls is a sport for everyone, it can be learnt in minutes, but is highly challenging and combines not only physical skill but mental strategy and discipline.

It is said the sport can be learnt in minutes and takes a lifetime to master. Bowls is one of those activities that becomes addictive, it gives everyone an equal chance to be great. Now, every single student in your class can be physically active and enjoy participating in sport. This makes it an ideal option to ensure all your students have a chance to experience an outdoor activity and sport that gets them active, enables them to be competitive, and to have fun.

Signal your school’s interest by emailing “Squad6” with your school name / location / contact details to Rob Pidgeon - or phone 09 571 9954 and we’ll try to match you to a local bowling club Read more about Squad6 on click “Youth” and look for the Squad6 logo 42 | Term 3, 2011

  RWC 2011 Activity Book The RWC 2011 Activity Books, produced by the NZ 2011 Office, provide all Year 1-8 students with a book of learning activities. It has three curriculum levels (Years 1-3, 4-6 and 7-8), and is strongly aligned to the social sciences curriculum, and Effective Pedagogy in Social Sciences. There are teacher notes available to download to facilitate classroom learning at Rugby-World-Cup   Ruggerland As part of the Ruggerland education programme, the New Zealand Rugby Union (NZRU) has developed activity sheets for teachers and students. These are aligned to the New Zealand curriculum and Te Marautanga o Aotearoa and enable students to explore numeracy, language, and the social sciences using RWC 2011 as a context for teaching and learning. Visit   KidZone To highlight the international significance of RWC 2011, the tournament organisers have created a learning unit which encourage students to “adopt a second team” to learn about one of the 20 countries participating in the Tournament. The unit provides a collection of student activity sheets, accompanying Teacher’s resources and a series of video resources. Visit To find out more about how schools and students of all ages can be part of RWC 2011 check the ‘Get Involved Toolkit’ for schools

TRY OUT LAWN BOWLS IN YOUR LOCAL YOUTH BOWLS PROGRAMME - Squad6 • Up to 6 students in a team (Squad6), is ideal for guys &/girls, no limits on number of teams per school. • $10 per student for the duration – each student receives a branded Squad6 drink bottle. • Once a week for 4-6 weeks in term 1 or 4 (can be played through terms 2 – 3). BUT, this can be tailored to suit the needs/requirements of your school.

Lake Taupo

Christian Camp Trust Lake Taupo Christian Camp was established in 1965 and has been proudly serving campers for over 45 years. Operated by a charitable Christian Trust whose primary purpose is to benefit the young people of New Zealand, physically and socially. We aim to provide a safe, stimulating outdoor experience for all. Enhancing self esteem, developing communication, co-operation and team building skills.

We have... • Dedicated, experienced, qualified staff instructors - first aid certified • RAMS available • Full catering for groups up to 200 people • A selection of FREE & LOW COST activities available - talk to our team about your school budget • FREE “Quality Living” workshop on a values topic of your choice • Programming & scheduling assistance available

Activities • High/Low Ropes • Kayaks • Team Building Initiatives • Slug Guns • Archery • Paintball Slings • BMX Bikes • Burma Trail • Top Team • Water Slide • Bouldering Wall • Mini Golf • Swimming Pool • Bush Walks • Sand Volley Ball • Play Ground • Trampolines • Pool Tables • Table Tennis • Sports Equipment • Auditorium • Recreation Hall • 2 Dining Rooms

Accommodation Cabins (Sleeps 96) 7 bunk style rooms 1 Stand alone 3 bedroom cabin Bring your own linen and pillow Central ablution block Flat (Sleeps 10) Bunks and single beds Duvet & pillow supplied - bring your own linen Lodges (sleeps 76) 4 large lodges, 1 small lodge Bunks and single beds Duvet & pillow supplied - bring your own linen Family Units (sleeps 18) 4 studio units, 2 x 2 bedroom units Includes all linen Fully catered from as little as $50 per person, per day

Second site near Mt Ruapehu - for smaller groups wanting to be based near National Park.



Lake Taupo Christian Camp Camping & Conference Centre, RD 2, Turangi P. E.

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Principals Today issue 91  

Issue 91 of Principals Today magazine

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