How performing arts became a cornerstone of Cashmere High’s identity
Cyber threat
Inside the fight to keep schools safe from phishing attacks
Ringing the changes
New rules for part-time teachers
a song and dance minecraft
From video game to education revolution
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At Christchurch’s Cashmere High School the performing arts are more than just a creative outlet for students – they are a cornerstone of the school’s identity.
First it was the game, then the (NZ-filmed) movie – now it’s Minecraft the lesson. A growing number of schools are using the strange, blocky world-building platform in the classroom and it is proving to be a powerful tool for engaging students in collaborative problem-solving. Is it time your school embraced gamification?
On the flipside of the digital coin, in this issue of Principals Today we also examine how schools can keep themselves safe from increasingly sophisticated phishing attacks. Read the top tips to avoid being caught out. Elsewhere, should students be allowed to miss school to attend a protest march? Our politicians have very different views. We meet the school principal who works as a volunteer firefighter; and we wish a happy 50th birthday to polyfest.
Enjoy!
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The staffroom Anonymous teacher column
What kinds of skills—academic or otherwise—do students seem to develop through using games like Minecraft in the classroom?
“Building structures or environments encourages artistic and architectural thinking. Multiplayer mode fosters communication and teamwork.
Completing challenges or building complex redstone machines requires planning, iterative testing, navigating a virtual environment, managing resources, and building tech fluency.
Despite these benefits, I find the disadvantages far outweigh the benefits. Cheating and distraction are absolutely a challenge. It’s not worth the hassle of keeping 30+ kids on task, especially because half of them will complain it’s boring and won’t do it anyway. It requires strong scaffolding, clear rules, and active teacher supervision, which teachers aren’t given time for. Minecraft can’t replace solid pedagogy, but it can supplement it when goals are clear.”
Do you find that certain students who struggle in traditional classroom settings thrive more with these tools?
“Yes, and no. Learners who face social anxiety can feel confident in demonstrating their knowledge without facing the pressures of their peers. It also provides learners with more enjoyment in the classroom, and some would argue that learners who are having fun tend to learn more. But that won’t always be the case. I think teaching has become a profession of ‘how do we make this fun?’ I’m all for fun and interesting, but it also needs to be relevant. The learning objectives must be clear. Gamification gives learners all the fun, without any way of knowing if key learning is actually being recognised or remembered. Mostly, it appeals to ‘gamer’ kids. They have impressive knowledge, but the majority of the time, they’re gaming during class time anyway (don’t get me started on trying to take laptops off kidsit’s never worth the parent emails). Learners with dyslexia do thrive in these kinds of lessons, so I totally recommend it for them. It also relies on every learner having access to laptops and gaming servers, which many do not have. This gross assumption will
lead many to feel excluded from work, as they do not have the personal resources to use Minecraft in class or at home, even for educational purposes.”
How do teachers balance screen time with traditional learning methods?
“Most teachers actually hate using laptops. It is so easy for learners to be distracted, and honestly, who can blame them. The entire world is literally right in front of them. It’s nice to ask for laptops closed while you talk with them about important content, but the rise in behavioural issues due to laptop use is astonishing. From my classes, I’ve found learners who hand-write work, or verbally communicate their knowledge, have far better content knowledge than learners who use their laptops for everything.
We are also seeing a loss in critical thinking and problem solving. Instead of trying to work out the answers and acknowledging failures and learning, kids will just google the answer. It’s making children lazy, and it’s so difficult to monitor more than thirty laptops at a time. Not using laptops may seem ‘old-fashioned’, but it works for a reason. I’m a young teacher, who’s in their twenties and I would rather see my students using paper and pens than laptops any day of the week.”
Where do you see the role of gamification heading in the future of education?
“Nowhere. I love gaming, and it’s a huge part of my free time. Sometimes, bringing things people love into the classroom can invigorate them and make them want to learn, or make them lose interest. It promotes fun and creativity, which I love. But we are losing our key skills and the temptation of distraction will almost always win. However, gamification will likely evolve alongside advances in technology and pedagogy. Successful integration depends on thoughtful design that prioritizes learning outcomes, equity, and student engagement without sacrificing depth or critical thinking. The goal isn’t replacing traditional methods, because we know what works, but enhancing learning with purposeful, relevant, and well-structured experiences — something that requires ongoing research.”
He Wāhi Tākaro, He Wāhi Ako A Place to Play, A Place to Learn
In 2024, Te Kura Kaupapa Māori o Te Koutu embarked on a transformative project to revitalise their Junior Courtyard. This initiative was not merely a physical upgrade but a profound celebration of the school’s cultural heritage.
The goal was to create a space that would serve as both a vibrant wāhi tākaro (play area) and a dynamic learning environment, deeply rooted in the values and traditions of the Māori community. The project covered an area of 320 square meters and featured TigerTurf’s Trophy surface, ensuring durability and aesthetic appeal. The success of this project hinged on the close collaboration between TigerTurf, the kura (school), and the hapori whānui (community).
Together, they designed and installed an educational surface that truly reflects the identity of the students. This partnership was essential in ensuring that the new courtyard would be a living expression of the community’s aspirations and cultural connections. The design process was inclusive, incorporating feedback and ideas from various stakeholders to create a space that resonates with the students and the wider community. Notably, the papa (surface) included a taniwha (mythical creature), a basketball key with cultural designs, foursquares, and a running track with custom te reo Māori
language wording, all of which added to the cultural richness of the space.
A key aspect of the project was the incorporation of Māori education principles. The design of the courtyard reflects the cultural values of the kura, with several elements embodying Te Aho Matua (the philosophical base for Kura Kaupapa Māori education frame work). This approach emphasises holistic student development through a strong connection to culture, language, and the environment. Traditional symbols and learning opportunities are integrated into the space, making it not just a wāhi tākaro (play area) but also a place where students can engage with their heritage and foster cultural pride. The inclusion of the taniwha and the custom te reo Māori wording on the running track are prime examples of how the design celebrates and promotes Māori culture. The result of this project is a unique environment that enhances the learning experience while fostering a sense of belonging and pride among the students. The new courtyard serves as a testament to the community’s commitment to preserving and promoting their cultural heritage. It provides a space where students can play, learn, and grow in an environment that celebrates their identity and traditions. The basketball key with cultural designs and
the 4-squares offer engaging activities that are both fun and educational, reinforcing the connection between play and learning.
The revitalisation of the Junior Courtyard at Te Kura Kaupapa Māori o Te Koutu is a shining example of how educational spaces can be transformed to reflect and celebrate cultural heritage. Through collaboration and thoughtful design, TigerTurf and the kura have created a space that not only meets the practical needs of the students but also enriches their educational journey by connecting them to their roots. This project stands as a model for other schools looking to integrate cultural values into their learning environments.
The inclusion of culturally significant elements like the taniwha, custom te reo Māori wording, and traditional designs ensures that the courtyard is not just a physical space but a vibrant, living expression of the community’s identity and aspirations.
“George and the team have been amazing to work with. The teachers really appreciate having a space like this. Our kids really love this space and were thrilled with the final result.”
Ranara Leach - Tumuaki Tuarua - Te Kura Kaupapa Māori o Te Koutu
To learn more about this project, check out the video case study here
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The rhythm of our kura
Why performing arts matter at Cashmere High
As told to Paige O’Brien
At Cashmere High School, one of Christchurch’s larger high schools, the performing arts are more than just a creative outlet for students – they are a cornerstone of the school’s identity.
With nearly 100 groups and opportunities spanning drama, dance, and music, every student has the freedom to find their place, express themselves, and grow.
In this Q&A, Shaun EdwardsBrown, Head of Drama and Dance and Acting Head of Creative and Performing Arts at Cashmere, shares how diversity is celebrated and the value of creativity alongside academic and sporting success.
To what extent does your school offer a performing arts program?
At Te Iringa O Kahukura (Cashmere High School), we are proud to be able to offer an extensive and enriching performing arts program. A program that is woven into the fabric of our school’s academic and cocurricular culture as one of the 4-pillars of our Kura. With close to 100 different performing arts groups, teams, and combos, we are delighted to be able to offer our students the opportunity to follow
whatever passions they have. The academic and cocurricular performing arts programs have a harmonious and symbolic relationship that feeds off and feeds into each other, ensuring that the student’s work is supported, structured, and celebrated. Cashmere High School simply wouldn’t be the same without it.
How are dance, drama and music incorporated into the performing arts program?
Thanks to the collaborative manner with which the staff and student leaders work together, we are able to offer students the opportunity to learn and grow in both specialised and crossdisciplinary events. We have an extensive range of music offerings that cover the depth and breadth of music genres, culminating in a series of performance events through our Rock Night, Jazz Night, Coral Celebration, and October music competitions. Those with a passion for dance are able
to showcase their talents in our junior and senior comp teams, who often break into speciality groups of jazz, contemporary or hip-hop. In drama, students can be involved in anything from Shakespeare festivals to improvisation to acting festivals. For those wanting to be involved out of sight, we are blessed to have an expert team of staff and a well-resourced theatre that allows students to become budding lighting and sound engineers, stage managers, and stage crew. Put it all together and you have got – cross-
disciplined events that bring together students from across the performing arts to work on our major music productions, our Show Quest entries, and our Broadway Extravaganza.
In what ways does your performing arts program showcase or include different cultures?
We are fortunate to have a growing number of students join our school from around the world, not just as international exchange students but also in our main student body. This has enabled us to grow the cultural
diversity of our performing arts groups as well as the makeup of our program itself.
One beautiful example of this is when students join our s enior dance classes and are supported in teaching the classes culturally significant dances, not only empowering the student teaching, but also expanding others’ understanding of the discipline. Our choral groups are also encouraged to develop their understanding of other cultures through selection and performing of pieces in other languages.
Why do you think performing arts are important for students? What do you think students learn from the arts, and why should they be included in the curriculum and education?
It’s important for every student and, in fact, every person to feel that they have a place in this world. A place where they
It’s important for every student and, in fact, every person to feel that they have a place in this world. A place where they belong, a place where they feel valued, and a place where they see others value them.
belong, a place where they feel valued, and a place where they see others value them. We are not only fortunate enough to have students and staff that find their place in the arts with us, but also a community that understands the importance of a broad and rich educational environment for our young people. We have a large number of our students continuing with the arts into tertiary and professional spaces, where their talents can shine, but also and more importantly, students are able to learn vital transferable skills through their time learning in the arts. Confidence, problem-
to empower students to share their story, their thoughts, and express their understanding of the world around them. The arts give meaning to life and grant us the power to express our understanding of what it is to be human.
How has the performing arts changed over time at Cashmere, and how has technology had an impact on that?
solving, abstract thinking, collaborative skills, empathy, public speaking, leadership and responsibility are just some of the vast arrays of skills that a student involved in the arts is supported to develop.
How does your school make sure that the arts are valued just as much as sports?
Quite simply, through respect and love. Our school, our senior leadership team, our board, and our community support us in all that we do. Whether that be recognition as one of the four pillars of our school, or attending and resourcing our events, we are valued, we are supported. Through the creation of support roles or ensuring our voice is given status in designing our facilities, we are respected and valued. It really is simply the case that we are part of a community that stands with us with pride.
Are you personally passionate about the performing arts? If so, how has that shaped your support for them at the school?
Personally, I know that I represent our staff when I say that not only am I, and therefore we are, passionate about the arts, but we are also passionate about the unique way in which the arts allow us to build positive and supportive relationships with our students. Relationships of trust and compassion that allow us
In the last 20 years at Cashmere High School, the arts have expanded, improved and enriched the fabric of our school. Opportunities have expanded through the addition of new arts subjects and specialist disciplines, improved through the development of our technology pedagogy, and enriched our school through the quality and variety available. Technology has been embraced and allowed for the growth of our teaching and learning. It has allowed us to improve the professionalism of the students’ work, granted us tools that we can use to prepare students for tertiary and professional pathways, and allowed us to demonstrate to students all of the incredible ways the arts can impact their world. Technology in the arts is a tool we embrace and are excited by.
How do you ensure diversity and that student voices are heard when it comes to the performing arts?
Student voice is the most essential element to education in the arts. Whichever area a student is passionate about, the end result is a creative piece, which relies on the student developing, demonstrating, and sharing how the work reflects themselves. The arts are about the expression of ideas and of understanding. It is about formulating an understanding of people and the world and using the arts to express that to others. For some, that will be shown in their performance of a character on stage, a person they have had to learn to understand and empathise with in order to then share that with an audience. For others, that will be shown through a lighting design that communicates the mood and feelings within a
piece, something that is only possible through developing an understanding of people and what makes them react. This approach ensures that all students involved in the arts at Cashmere High School are safe to share their ideas, their feelings, and all their diverse expressions. We are also passionate about accepting and promoting diversity through the works we choose to study, the performance we choose to share, and the support we offer to every unique student that is a part of our arts whanau.
Have you had any complaints for parents surrounding performing arts?
Unfortunately, we do have limitations on how many students we can include in some of our groups, and so there will be some disappointment around things like auditions. Disappointment is understandable, and sometimes that needs to be expressed so that students and parents can understand how a decision comes about. When that
happens, we understand and are open to the discussion and will always try to offer guidance as to what else the students could do to develop and where else they could get involved. The nature of the arts is that it often challenge the world around us, so there will be pieces that address issues that are uncomfortable, but that’s where the best learning can occur for all of us. We always ensure that if we are working in that space, we approach things with an emphasis on empathy and understanding, so that we are learning through the arts. Our community is supportive not just of the work we do in the arts, but also the way we approach it, something we do not take for granted.
What has been a highlight for you from the performing arts program?
To try and find a single moment that is a highlight from our arts program is an impossible task, because there are just so many. We are really proud of the incredible performances throughout our annual music calendar, and we see students
compete successfully across regional and national festivals. We are in constant awe of the incredible dance works our students share at our annual showcase, and our regular success at Show Quest. Each year, we are humbled by the amazing work of our drama students through their productions, festivals, and devised work, which explains why so many continue into tertiary study. The growing gallery of work from our incredible arts students that fills our offices and hallways takes you to another world and really lets you see through someone else’s eyes. However, none of
these are the highlights for any of us; our highlights are things that no one else sees.
Our highlights are knowing what we know about students’ lives and struggles. Struggles that should mean they won’t be successful, that they will not be able to express themselves to others, and certainly not be able to stand on a stage in front of others and share their love of the arts. Yet, they do. Watching those students open up, take risks, seek and offer support to each other, and trust in our staff and other arts students is the reason all arts teachers come to work smiling.
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Level up your lessons How Minecraft is reshaping education
By Jamie Quinn
Education is starting to look a little different in classrooms across New Zealand and the world. Textbooks are being swapped out for tablets, whiteboards replaced by interactive displays, and in some schools, lessons now take place in blocky, digital landscapes. Welcome to the world of gamification.
At its core, gamification refers to the use of game design elements, such as point scoring, competition, levels, and rewards, in non-game contexts. In education, this means applying these principles to motivate students, enhance participation, and build a deeper connection to learning.
Rather than a total reinvention of the curriculum, gamification is more of a mindset shift. It’s about transforming everyday lessons into challenges, journeys, or collaborative quests that mimic the rewarding structure of a game. Students aren’t just learning for the sake of passing a test; they’re building, achieving, and moving forward in fun and satisfying ways.
One of the most prominent tools in the gamification toolkit is Minecraft Education Edition.
Gamification also promotes collaboration. In Minecraft, for example, students often work together to plan and build projects. These activities naturally support communication, delegation, and group problem-solving skills that are just as valuable as academic knowledge.
The appeal of gamification lies largely in its ability to engage students who might otherwise struggle to stay focused in traditional learning environments. Game elements tap into natural human instincts, curiosity, problem-solving, and a desire for progress. When used thoughtfully, gamification can help create learning environments where students are active participants.
Motivation and engagement are often the first improvements teachers notice. In a gamified classroom, learners are given autonomy and purpose. They have clear goals and immediate feedback. Whether it’s crafting a solution to a survival challenge in Minecraft or completing levels in a vocabulary quest, the sense of accomplishment drives them to continue.
Based on the globally popular video game Minecraft, this education-focused version offers a controlled, classroom-friendly environment where students can explore subjects through immersive, hands-on tasks.
Students might explore mathematical concepts by designing geometric structures, study ancient civilisations by reconstructing historic cities, or even dive into environmental
science by simulating climate change scenarios. The beauty of Minecraft is its open-ended format, which provides the canvas, while the teacher guides the learning.
With more than 40,000 school systems in over 140 countries now using Minecraft Education, including a growing number in New Zealand, it’s clear that the game has moved beyond novelty and into a credible education tool.
Gamification also promotes collaboration. In Minecraft, for example, students often work together to plan and build projects. These activities naturally support communication, delegation, and group problemsolving skills that are just as valuable as academic knowledge. There’s also evidence to suggest that gamification can improve attendance and classroom
behaviour. Students are more likely to show up and stay focused when they know the day’s lesson involves something interactive and rewarding.
Despite its many benefits, gamification is not a magic wand. While it can boost engagement and motivation, the effect on academic achievement is more complex. Some studies show improved results, while others suggest the gains are mostly behavioural rather than cognitive.
This discrepancy might come down to how gamification is implemented. A well-structured, curriculum-aligned use of Minecraft Education can provide deep learning experiences. But if game mechanics are applied without clear learning objectives or ongoing assessment, the educational value may be superficial.
The key is ensuring that the game serves the learning goal, not the other way around. When the focus shifts too far toward entertainment, there’s a risk that students become more interested in the game than the subject matter it’s meant to teach.
Like any innovation, gamification comes with potential pitfalls. Not every teacher feels confident using digital tools like Minecraft, especially if professional development and support are lacking. Training is essential, not just for using the platform, but also for integrating it meaningfully into existing lessons.
There are also equity concerns. Not every school has the devices or internet access required to implement Minecraft Education widely. In some regions, the digital divide can make such tools inaccessible, potentially widening gaps between
students with differing levels of access to technology at home and at school.
Another challenge is balancing screen time. While Minecraft can be a powerful learning tool, it’s important to monitor how long students are spending in front of screens and ensure the experience remains purposeful.
The use of Minecraft in education reflects a broader trend: students learn best when they are engaged, empowered, and enjoying the process. Whether they’re re-creating a historic New Zealand farm, solving algebraic puzzles to unlock new areas of a map, or learning coding basics through block-based logic, they’re not just learning facts, they’re developing essential 21stcentury skills.
Minecraft’s success also demonstrates that play has a place in education. Learning
doesn’t always need to look serious to be meaningful. When students are given the freedom to experiment, fail, and try again, they develop resilience and a growth mindset, both of which are vital to long-term academic success.
Looking ahead, gamification is likely to become even more common as digital literacy becomes a non-negotiable part of the curriculum. Schools that embrace this shift early, with thoughtful implementation and a focus on equity, will be better placed to prepare students for a world where creativity, collaboration, and adaptability are key.
For school leaders, the challenge is to create a culture of innovation, supporting teachers as they experiment with new tools, providing access to resources, and ensuring that the excitement of gamified learning is balanced with clear academic goals.
Ultimately, Minecraft and other gamified tools are about giving educators new ways to connect with students, particularly those who may be disengaged or underserved by traditional methods. And that might just be the most important lesson of all.
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Celebrating International Languages Week
Embracing global cultures in our schools
Each year, International Languages Week offers a valuable opportunity to celebrate, learn about, and promote the rich tapestry of languages and cultures present in our schools, communities, and across the nation.
It’s a time to shine a light on the diverse linguistic heritage that shapes New Zealand, where more than 160 different languages are spoken.
International Languages Week is more than just an educational initiative—it’s a celebration of identity, heritage, and cultural understanding. For young New Zealanders, learning an international language opens doors not just to new vocabulary and grammar, but also to the rich cultural traditions and values that give each language its unique voice.
By exploring different languages, students gain deeper insights
into how people around the world think, communicate, and see the world.
There are many meaningful and engaging ways schools can participate in International Languages Week. Here are a few ideas to spark inspiration:
Let students become the teachers
Many students in our classrooms already speak languages other than English. During International Languages Week, these students can become language ambassadors—sharing their knowledge and teaching classmates greetings, phrases, or cultural practices tied to their heritage. This not only builds confidence but fosters mutual respect and inclusion.
Connect with your community
This week provides the perfect moment to reach out to families and discover the linguistic diversity within your own school community. Consider inviting family members who speak another language to participate
as guest speakers, read books in their first language, or engage students in conversation practice. These personal connections can make language learning feel more relevant and exciting.
Start thought-provoking discussions
Spark curiosity by posing questions such as, “Does the world look different in other languages?” This can lead to fascinating classroom discussions on how language influences thought, perception, and cultural understanding.
Celebrate cultural diversity
Host a school-wide celebration that highlights the multiculturalism within your school. Students could organise an International Day, wearing traditional dress and sharing music, customs, food, and dance from their cultures. Alternatively, hold a special assembly where students perform skits, songs, or presentations in different languages, sharing their unique backgrounds with pride.
Create lasting language resources
Encourage students to design a language resource for the school or community. This could be a picture-based vocabulary book for younger students, a multilingual greetings poster, or even a digital slideshow or welcome video in another language to support new migrants. These creative projects help build inclusive learning environments and promote ongoing language awareness.
Looking ahead
International Languages Week is a reminder of the power of language to connect us across cultures, foster empathy, and celebrate diversity. By embracing language learning and creating inclusive spaces for cultural exchange, we prepare our students to thrive in an increasingly interconnected world.
International Languages Week is held in Week 7 of Term 2. For further information, visit: www.nzcurriculum.tki.org.nz
Image fromMinistry for Pacific Peoples
By embracing language learning and creating inclusive spaces for cultural exchange, we prepare our students to thrive in an increasingly interconnected world.
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Celebrating local languages
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Working towards the end of academic streaming in schools
The Post Primary Teachers’ Association (PPTA) Te Wehengarua is taking a clear and proactive stance on the issue of academic streaming in Aotearoa New Zealand’s secondary schools.
In 2022, the Annual Conference unanimously passed the policy paper ‘Ending Streaming in Aotearoa New Zealand’, committing the organisation to the goal of eliminating academic streaming in classrooms by 2030.
This move reflects growing concern among educators, researchers, and communities about the negative impact of streaming on equity and student wellbeing, particularly for Māori and Pasifika learners.
Academic streaming, the practice of dividing students into different classes based on perceived ability, has long been a feature of the New Zealand education system. However, mounting research evidence shows that streaming can entrench educational inequalities.
It often leads to lower expectations for students placed in lower streams, diminishing their confidence, engagement, and long-term outcomes. These effects are disproportionately felt by Māori and Pasifika students, contributing to persistent achievement gaps.
A significant body of research, including a 2022 report by Tokona Te Raki – Māori Futures Collective, has highlighted the benefits of de-streaming. The report presented case studies of four secondary schools that removed streaming from their mathematics programmes.
In each case, student achievement improved, especially among Māori and Pasifika learners, with more students achieving merit and excellence in NCEA. Teachers also observed improvements in motivation, attendance, behaviour, and classroom culture.
Despite these positive outcomes, the path to destreaming is not without challenges. Teachers in mixedability classrooms require professional development
Ending streaming is about more than just changing class lists; it’s about dismantling systemic barriers that limit student potential.
and additional support to meet the diverse learning needs of their students.
Some schools also report resistance from parts of the school community, including parents and staff who hold traditional views about the benefits of streaming. However, the PPTA believes that these challenges can be overcome with the right investment in teacher training and community engagement.
The PPTA’s commitment to ending streaming is grounded in a broader goal of building a fairer, more inclusive education system. As the organisation develops more detailed policy and advocacy work around destreaming, member involvement will be key.
PPTA Te Wehengarua encouraged all members to take part in discussions at branch and
regional meetings. The purpose of the workshops is to provide attendees with the tools they will need to shift their schools and kura away from the practice of streaming.
Ending streaming is about more than just changing class lists; it’s about dismantling systemic barriers that limit student potential, the organisation says.
The PPTA’s position is that by working together, educators can help ensure every student has access to high-quality, culturally responsive education, regardless of their background or prior achievement.
PPTA Te Wehengarua recognises that ending streaming is not a simple decision. However, the evidence and lived experiences suggest it is time for a serious and informed conversation.
For more information, visit: www.ppta.org.nz
Service above all
A man of many hats, Mark Ellis is the Principal of Rakaia School, Head of Union for the Primary Principals Collective Bargaining Union (PPCB) and is a senior volunteer fireman for the Ashburton Brigade. His true north is service and giving back to his community, he tells Principals Today.
What is life like at Rakaia School?
I love my school. I have been here 20 years. I am so proud of our te ao Māori journey, the legacies and traditions we have developed, and the people. I love being at school; my children greet me every day with smiles and stories. I feel valued by my students, community, staff and Board. I am immensely proud of our Structured Literacy journey, the inclusive nature of our staff and school. My staff are driven, intelligent and caring educators who work incredibly hard to live our values of whanaungatanga, mauritanga and manaakitanga. We strive to ‘inspire minds and celebrate success’.
What are the key focuses for the PPCB in 2025?
I am humbled to represent PPCB as Head of Union. Our values of transparency, courage, integrity and authenticity drive us in our work. Our work is by principals, for principals: mā te tumuaki, mō te tumuaki. In 2025, we are negotiating our contract again, and it is a tight time to be talking salary and conditions, but principals are worth it. We have three pou to focus on for negotiations and have the backing of over 400 principals now. We also have our first PPCB Conference in Christchurch on July 25th and 26th.
What are some perhaps unexpected changes you’ve experienced within New Zealand education?
I am not sure it was unexpected, but the neurodiversity of our learners requires a different approach and understanding. Our training centres need to be teaching inclusivity and a strong curriculum knowledge, as well as a deep understanding of the brain and how learners develop. I wrote an article for our local newspaper in 2023, and I felt the education system was broken. A ministerial working group was set up to review the work in our schools, but it
I love my school. I have been here 20 years. I am so proud of our te ao Māori journey, the legacies and traditions we have developed, and the people. I love being at school; my children greet me every day with smiles and stories.
went nowhere and stopped consulting the sector. The MOE and Minister need to look deeply at developing a longterm plan for education in New Zealand and to work with sector leaders and experts to deliver the best education for our learners. A 30-year plan is required.
What has firefighting taught you?
The lessons learnt in firefighting and caring for people is that living the moment is important. Life is precious, and I have seen things and done things that regular people do not see and might not even understand. Empathy, a smile, and reassurance can help people in their time of need. The past is done, the future is yet to arrive, and the present is the gift we have. I think we need to smell the roses on our journey.
Firefighting is a privilege, and service is something I value immensely. Culture in a workplace is vital to the outcomes, and the culture of schools and the fire service can be very different but values are what ties them together. Kindness is what we need in the world and as a school principal and firefighter I try to be people-centred in all I do. How do you balance your roles?
I have an incredible understanding and supportive wife and family. My staff are long-serving and supportive; they understand me, and I have been vulnerable with them; they can trust me.
I love my job, I love my community, and children bring me joy with their laughter and honesty. I am a big kid at heart, and I hope to hold onto that joy for many years to come.
The demands are managed with good communication and the use of calendars. I do my best to prioritise work in each domain, but I also get overwhelmed from time to time. I reach out for help and talk to my trusted people. I never have conflicts with the education priorities; I just get a little tired if there are too many fires to put out.
If you could wave a magic wand and solve one challenge schools face, what would it be?
A system for identifying the right number of hours to support our learners. I had a rudimentary system in my head that assessed children’s needs regarding any diagnosis. The added scores would equate to hours of support. Learning support in New Zealand is the biggest challenge we have. The budget has identified this and addressed some really important issues, but we do not have the formula right yet. We need to value education psychologists and pay them correctly so they stop going into private practice. Mental health for our tamariki is also vital. Sometimes I feel a little ashamed to be a Kiwi with the tall poppy bullying we have here. I would have counsellors and support staff in every school to help our children manage their emotions, and the regulations required to navigate the world we present them. More kindness and understanding of differences, so we celebrate each other and our achievements. It all sounds a little idealistic, but I am hopeful.
What advice do you have for new principals?
Enjoy it. It is a great job and so rewarding. Plan carefully and set daily, weekly and termly goals. Get close to colleagues you trust and don’t do everything the Ministry of Education tells you to do. If you miss something, don’t beat yourself up. If it’s really important, then someone will tell you. Don’t be in a rush to get into a bigger school for more money.
I suppose I reinvent myself with new challenges. I used to be a magpie and look out for shiny things. I now pace myself and know I do not have to be first to do things.
Ground yourself in what is important, and that’s about establishing relationships and communicating clearly with your stakeholders. Stay in your schools for five to eight years to make a difference.
How do you keep your leadership practice fresh and inspired after so many years in the role?
I suppose I reinvent myself with new challenges. I used to be a magpie and look out for shiny things. I now pace myself and know I do not have to be first to do things. Seven years ago, I had a hiccup with
my mental health and sought help. The most important thing that got me through was family and colleagues who got around me. We have the potential to influence so many people with our interactions every day. Being present is the biggest goal I have. Listen and ensure you have heard what the person has said to you. One day I will leave education, and I think the biggest achievement will be knowing I gave my best to my schools. All I will need is a few of those students to give me a wave when they see me. If they can give me a little time and talk
for a while, then I’ll know I have done my job.
What does being an educator mean to you?
Education is a gift we can all access with the right teachers in front of us. My job as a principal is to influence and grow my teachers to be the best they can be, so my children get the best opportunities at Rakaia School. At 57 years old, 29 years as a principal and 20 years at Rakaia, I am very happy.
Love to my family for letting me be a Principal, huge thanks to
my teachers who did a brilliant job when I was a pupil at Rangiora Borough School and St Bede’s College, Christchurch, and thanks to Mum and Dad for taking a real interest in my schooling. I love my job, I love my community, and children bring me joy with their laughter and honesty. I am a big kid at heart, and I hope to hold onto that joy for many years to come. My true north is service; my principalship, my role as Head of Union, and my volunteer fire service help me give back to my community. I am lucky!
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The Ōamaru Blue Penguin Colony’s school programme is an immersive, hands-on educational experience to inspire our next generation of change-makers.
Explore penguin habitats, observe nesting behaviour, and learn firsthand from experts and scientists about how the Colony protects the kororā (little blue penguins) in Ōamaru.
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Keeping your school safe from phishing attacks
In today’s hyperconnected world, cyber threats are a reality we all face. Phishing - fraudulent emails designed to trick people into revealing personal information - has become one of the most common tactics used by cybercriminals.
Recently, a campaign of phishing emails has been impacting NZ schools. So, what do you need to know about phishing, this latest campaign, and how can you best protect yourself and your school?
What is phishing?
Phishing emails often look like they come from someone you know or trust, like a colleague or a reputable organisation. These messages may ask you to click a link, download a file, or sign in to a fake login page. If successful, attackers can access sensitive data, steal funds, or spread more phishing messages using legitimate email addresses.
According to CERT NZ’s recent Cyber Security Insights report, phishing and credential harvesting remain the most reported forms
Phishing emails often look like they come from someone you know or trust, like a colleague or a reputable organisation.
of cyberattack in NZ, making up nearly half of all incidents. Phishing campaign targeting schools
Network for Learning (N4L) has seen a rise in phishing campaigns targeting schools.
A recent campaign started in December, escalated in January, and continues to affect schools into 2025.
These emails are especially convincing because they’re sent from genuine school or affiliated organisation email addresses that have been compromised.
Typically, the email invites the recipient to view an invoice via a link. If clicked, that link leads to a website (often Microsoft Forms or Mailchimp) with further links to open the invoice.
These links lead to a phishing site mimicking a Microsoft login page. If a user enters their credentials, this can provide attackers with unauthorised
access to their Microsoft account, where they can access valuable school information, impersonate staff, download sensitive documents, and further spread phishing emails.
What schools can do Schools can take proactive steps to reduce risk. Firstly, ensure everyone in your school community knows about this phishing campaign.
N4L has published practical advice and resources to help schools spot and avoid phishing threats - check out guidance, blogs, and tips on email scams and spam at www.n4l.co.nz/category/blog/ protect/
Remember, anyone can accidentally click a phishing link. If it happens, act fast:
• Contact your IT representative and change your password immediately
• Notify N4L so they can support you and help reduce risk for other schools.
What N4L is doing N4L’s cybersecurity team works closely with affected schools, taking down phishing pages and helping mitigate damage. Schools can also sign up for N4L’s Email Protection, which uses advanced threat detection to block phishing emails before they hit inboxes. Thanks to Email Protection. Many phishing emails have already been blocked. This fully-funded service is available to all eligible schools.
Improving cybersecurity is a shared responsibility and technology alone won’t keep schools protected. We all play a part in staying vigilant, setting clear policies, and building digital literacy within our communities.
To find out more, go to www.n4l.co.nz/protect/ safety-and-securitysolutions/email-protection/
Tips on fatigue
When we’re feeling energised, everything feels easier.
On the other hand, when we’re dealing with fatigue, it can significantly impact our daily lives and make it difficult to get through the day.
Common causes of fatigue
• Having an illness (cold, flu etc,)
• Sedentary lifestyle
• Overwork, strenuous exercise and/or general stress
• Not eating well enough.
Further possible causes of fatigue
• Heart disease
• Hypothyroidism (underactive thyroid)
• Sleep disorders
• Medication with a drowsy side-effect
• Hormonal changes
• Anemia
• Depression or anxiety
• Chronic fatigue syndrome
Natural approaches to fatigue
It’s always best to speak with your doctor first if you experience fatigue that lasts more than a
few days. However, there may be things to try in the meantime.
Prioritise sleep hygiene
Go to bed and wake up at the same time every day, even on weekends.
Maintain a balanced diet
Incorporate fruits, vegetables, lean proteins and whole grains into your diet.
Stay hydrated
Drink plenty of water throughout the day to prevent dehydration, which can cause fatigue.
Engage in moderate activity
Aim for at least 30 minutes of moderate exercise most days of the week. If it feels too difficult at first, take things slowly to build your stamina.
Practice mindfulness and meditation
Spend a few minutes each day practicing mindfulness or meditation to reduce stress levels.
Consider natural supplements
Discuss your options with a professional to see whether natural supplements such as vitamins, herbal teas, essential oils and more may be beneficial.
Keeping your mind on the job is easier when life’s challenges are shared.
A Vitae counsellor is independent, objective and confidential. Mental wellbeing is their focus - they’re here to help.
Call 0508 664 981 24/7 to make an appointment, or book online at vitae.co.nz/ contact/counselling-form
Fairness in flexibility
By Jamie Quinn
Part-time teaching offers flexibility for educators juggling parenting, study, health, or simply seeking a better work-life balance. However, while the hours may be reduced, the contribution that parttime teachers make to schools is anything but. With significant updates to the Secondary and Area School Teachers’ Collective Agreements coming into effect this year, it’s time for school leaders to get up to speed. These changes are designed to create a more equitable environment for parttime staff, and while the details can seem technical at first, understanding them is key to supporting your team and staying compliant.
Let’s break down what you need to know.
A part-time teacher is anyone working fewer than the 25 contact hours a week that make up a full-time role. Their teaching load is measured in Full-Time Teacher Equivalent (FTTE) units. So, for example, someone working 15 hours a week would be on a 0.6 FTTE contract.
This figure isn’t just about classroom time; it includes both contact and non-contact hours (planning, marking, and collaboration).
One of the most significant changes that took effect in January 2025 is the requirement that part-time teachers receive non-contact time proportionate to their teaching load.
Up until now, many part-time teachers missed out on the noncontact time full-timers receive. Instead, they were paid an 11% loading on top of their base pay to compensate. But as every teacher knows, money doesn’t give you back the planning time you didn’t get.
From 2025, the system becomes fairer. Every part-time teacher will receive at least 20% of their total weekly hours as non-contact time,
mirroring what full-timers get.
So, a teacher working 0.6 FTTE (15 hours) will now have at least 3 hours of their time allocated as non-contact.
This is a big step forward for equity, and schools will receive additional staffing allowances to help support this shift.
Because part-time teachers will now receive appropriate noncontact time, the 11% salary loading is being phased out.
It’s important to note that no teacher will be financially disadvantaged by this change. To ensure this, every part-time teacher who was receiving the loading will have their FTTE adjusted upward by 11%.
That means a 0.6 FTTE teacher becomes a 0.6667 FTTE teacher instead. So, although the loading disappears, their salary stays the same, while their working conditions improve.
Sick leave for part-time teachers depends on their employment status. Permanent part-time teachers accrue sick leave each year based on service, just like their full-time colleagues.
Non-permanent part-time teachers build up sick leave entitlements once they’ve worked 1000 hours under the STCA, or 950 hours under the ASTCA. This means consistency matters. If part-time staff are doing regular work, even if it’s technically “fixed term” or casual, their leave rights may still apply after a certain threshold. Keep an eye on this, and when in doubt, check the service hours or contact your NZSTA adviser.
New part-time teachers deserve support just as much as full-timers, and the collective agreements reflect this. Part-time teachers in their first year, working more than 0.5 FTTE, are entitled to a 0.1 FTTE allowance (2.5 hours a week) to support their induction and mentoring. This is typically provided in the form of additional release time or salary.
This allowance is designed to help new teachers transition into the profession effectively and should be planned for accordingly in your staffing and timetabling.
Part-time teachers can be offered additional hours, but the way they are paid depends on the duration of that extra work:
If the extra hours are for less than four weeks, the teacher is paid at a per-hour rate (1/855 of their annual salary), including holiday pay.
If the extra hours continue beyond four weeks, a written variation to their employment agreement is required, and their FTTE and salary must be adjusted accordingly.
Relief teaching is different again. Relief hours are paid at 1/950 of the annual salary per hour or 1/190 per day (including 12% holiday pay).
The key message here is that any additional hours or role changes should be agreed upon in writing before they begin.
If you have provisionally registered teachers working part-time, it’s important to know the Teaching Council requires a minimum of 0.5 FTTE (12.5 hours/
week) for the service to count toward full certification.
These teachers must be supported with a comprehensive advice and guidance programme for two years before they can apply for full registration. Those registered subject to confirmation also require support, usually over a year.
Don’t assume “part-time” means “less responsibility.” They still require professional development, mentoring, and growth opportunities, especially if they’re working toward certification.
The move to proportional noncontact time means many schools will need to review how they construct part-time timetables.
This isn’t just a box-ticking exercise. Non-contact time must be genuine. It should be a time when teachers are not expected to be in front of students, attending meetings, or doing duties. If a teacher is entitled to 3 hours of non-contact time, they should be able to use that time for planning, marking, or collaboration, just as their fulltime colleagues do.
As with any employment matter, clear communication and documentation are essential. If a teacher’s FTTE is being adjusted, if they’re offered more hours, or if their entitlements are changing, get it in writing.
Be proactive in informing your part-time staff about what they’re entitled to. Too often, teachers aren’t fully aware of their rights, especially if they’re new to the workforce or returning after time away. Transparent, well-informed leadership builds trust and helps your school remain compliant and fair.
Part-time teachers play a crucial role in our education system, bringing experience, flexibility, and balance to school teams. These new entitlements represent a long-awaited move toward greater equity for parttime educators, and with a bit of planning, they’re entirely achievable for schools.
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In April, thousands of students nationwide took to the streets and Parliament Grounds for the School Strike 4 Climate. In response, Associate Education Minister David Seymour outlined one clear expectation: that attending students be marked as having “explained but unjustified absences.”
“I appreciate that some students have passionate views and are anxious about their futures,” the Minister said. “To that effect, I want to be clear, if you want to make real change in the world, you need to turn up to school and get a good education now.”
Seymour disagrees with the last Labour Government, which said protesting instead of attending school could be justified. “I encourage students, parents, and
educators to prioritise education,” Seymour added. “That is what this Government is doing, and it is what is required for New Zealand to have a better future.”
Seymour’s comments reflect a clear priority: students should be in school if they want to make a difference in the world. And there’s truth to the idea that a solid education equips young people with the tools they need to understand and address complex issues.
“I want kids to be learning. If taking part in this action is part of the learning process, then there may be some merit in it. If they’re just taking a day off school, then actually they’re just punishing themselves,” then-Education Minister, now Labour leader Chris Hipkins told the media regarding climate strikes in 2019. Green Party co-leader Chlöe Swarbrick said Seymour’s comments were “straight-up embarrassing” in an Instagram video filmed at the School
Strike 4 Climate. “The world doesn’t stop where the classroom door stops, and as you can see here in the energy from our young people, they want a healthy planet.”
It is true not only for students that part of the point of a protest is not being somewhere you should be. For educators aware that their students were protesting, their absence could be considered explained. Justified remains the key word. Ultimately, it is up to each school to determine whether an absence is justified, based on its attendance policies and the reasons it considers acceptable.
While the government’s decision to mark protest absences as “explained but unjustified” is intended to emphasise the importance of education, it raises questions about how schools and society value different kinds of learning.
The energy and passion shown by students at the School Strike
“I want kids to be learning. If taking part in this action is part of the learning process, then there may be some merit in it. If they’re just taking a day off school, then actually they’re just punishing themselves.”
Labour leader Chris Hipkins
4 Climate highlight how realworld engagement can be just as formative as formal lessons. For many young people, taking part in protests is not about skipping school—it’s about taking a stand on issues that directly affect their futures and learning what it means to be an active citizen.
You & Tahatū
Tahatū is your new interactive careers website. It gives your students easy-to-use tools, like the Interest quiz that identifies personal interests and matches them with 800+ job options. They can build a path through 4,000+ qualifications, watch job profile videos, and save information in My kete. Get started and help them discover a future they’re proud of.
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Think you know Gen Alpha slang? Test yourself on these new words and phrases to get down with your fellow youths and translate their chatter.
Aim to get four of the seven!
Bussin’
A) To break something
B) Really good, especially food
C) Still catches the bus
No cap
A) No hair
B) No wealth
C) No lie
Ohio
A) Cringe, bad
B) Overly American
C) Great, cool
Opp
A) Opposition
B) Opportunity
C) Oppressed
Rizz
A) To scam
B) To charm
C) To sleep
Skibidi
A) Silly, foolish, weird
B) A TikTok celebrity
C) Popular, beloved
Sus
A) Sustainable, green
B) Sweet, kind
C) Suspicious, questionable
Answers
Pool Chemicals Directmaking it easy to keep your pool sparkling clean
As soon as its warm enough, your tamariki and rangatahi will be excited to get back into your school pool.
Make sure you have your pool ready with help from the team at Pool Chemicals Direct. Keep your tamariki and rangatahi safe by making sure your pool water is sparkling clean and healthy.
If you haven’t given your pool the love it needed over winter you will need to give it a shock dose and do some testing and balancing prior to getting the water ready for swimming.
As well as supplying chemicals, maintenance and testing equipment you need, our website has some helpful information about how to get a neglected pool ready for swimming. In particular this “Help! My pool is green” article could be of use
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Bussin’: B) No cap: C) Ohio: A)
Opp: A) Rizz: B) Skibidi: A) Sus: C)
Ampelite NZ Ltd is a manufacturer and distributor of natural lighting roofing products that has been operating in New Zealand for 25 years. Their extensive product range caters for both residential and commercial applications. The residential range includes products like Solasafe and Easyclick polycarbonate roofing that are suitable for roofing residential deck areas and pergolas. All of Ampelite’s polycarbonate products are UV protected for the New Zealand environment and are available through leading builders merchants throughout New Zealand.
Ampelite is the market leader in commercial fibreglass roofing applications with its key products here being:
Wonderglas is used in warehouses, factories, gymnasiums, etc. This is available in most roofing manufacturer’s profiles and has a market leading 25 year warranty for light transmission.
Webglas is a trafficable fibreglass roofing product. While designed for use in harsh industrial environment applications, it is also approved for use in schools by MoE for covered walkways, etc because of it’s trafficability. Webglas is the only GRP product with a 20 year light, water and structural stability warranty. It is available in Clear, Opal and coloured finishes. The colours can be made to match Colorsteel/Colorcote roofing colours as well as custom colours depending on quantities.
Further to these products, Ampelite’s extensive range includes multi-wall polycarbonate products like Thermoclear and Thermoclick, roofing ventilation products for both residential and commercial use through the Ampelair ventilator range and the Panorama soffit lining system.
To find out about these products and more visit us online at www.ampelite.co.nz or call 0800 267354 to find your closest stockist/distributor.
Webglas in school walkway applications
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50 years of Polyfest
By Ben O’Connell
2025 marks the fiftieth year of Polyfest, the iconic annual secondary school performing arts festival. Held in Auckland, the event celebrates Polynesian culture through performances, traditional meals, and drinks, providing students with a profound opportunity to explore their heritage.
Principal of Macleans College and Polyfest Trust Chair Steven Hargreaves says it’s a huge milestone for the festival. “Only in their most hopeful dreams could the founders of Polyfest have imagined that 50 years on, there would be over 10,000 performers and 100,000 visitors coming through the festival gates to celebrate language, dance, food, and culture over five days.”
Performing in Polyfest is an incredibly educational experience. ASB Polyfest is a school’s festival, and school principals govern the Polyfest Trust. Key staff manage resourcing and scheduling to kick off the school year. As the festival is held in March, performance groups prepare through term one. This might involve intense late-night and weekend practices.
“Preparation for ASB Polyfest requires dedication and planning, commitment to high standards and the resilience to ride through the highs and lows that come with large group performances,” Steven says. “Student leaders are grown and developed as they encourage and motivate their peers.”
From making costumes and props to assisting with choreography, participating in the festival requires coordination and inspires the community.
“Families play a huge role in supporting their sons and daughters prepare for the festival, and this helps connect
schools with the communities they serve. Polyfest is a motivator to attend school and also a potential source of NCEA credits.”
The first Polyfest took place at Mangere College in 1976, which hosted Aorere College, Hillary College and Seddon College. Schools hosted the festival for 20 years before its growth led to its relocation to the Manukau Sports Bowl in 1996. Now it is the largest Polynesian festival in the world; an international, digital experience that garners millions of social media views each year.
“Preparation for ASB Polyfest requires dedication and planning, commitment to high standards and the resilience to ride through the highs and lows that come with large group performances.”
Resilience underpins the festival’s history. Steven recalls how in 2014, Cyclone Lusi ruined the weekend; in 2019, the Christchurch terror attacks forced the festival to be cut short; and in 2020, coronavirus disrupted the event. This year, the Māori Stage was closed for a day due to the weather.
“ASB Polyfest has overcome all these challenges and is bigger and stronger than ever. The community draws inspiration from the event, and the festival organisers draw inspiration from the community it serves. The
legacy is being passed down to a new generation.”
A testament to its growth, over 28 nationalities were represented on the Diversity Stage at Polyfest 2025. The sheer size of the event stood out to Hargreaves this year, especially post-pandemic. To celebrate the milestone, a gala dinner was held and a commemorative book was published. And the future is looking positive. “There is a lot of interest from sponsors and government agencies who share the kaupapa of the festival which puts it in good stead.”
The Power of Co-Leadership in Attendance Services
Tupuranga Engagement & Attendance Service
The Tupuranga Engagement & Attendance Service is a kaupapadriven initiative that supports tamariki, rangatahi, and their whānau to thrive in education and in life. Tupuranga is more than just an attendance service—it is a relationship-focused, culturally grounded approach to re-engaging young people in learning by building trust, belonging, and a sense of identity. The service empowers students and their families to:
· Feel good and have fun at kura
· Connect with friends and the school community, and represent their kura with pride
· Experience a sense of belonging, feeling valued and validated in their identity, language, and culture
· Succeed in learning and develop lifelong skills for wellbeing and achievement
At the heart of Tupuranga’s success is a powerful model of co-leadership, exemplified by Makera Hansen-James (Purapura Whetū) and Adam Duchac (Odyssey House). Their partnership is redefining what strong leadership looks like—not through hierarchy or control, but through collaboration, trust, and shared purpose.
A Co-Leadership Model that Embodies Purpose and People
Makera and Adam’s leadership is grounded in the belief that effective leadership is a collective effort, not an individual pursuit. Their dynamic ensures that every voice is heard and valued, both within their team and in the communities they serve. Rather than relying on top-down authority, they lead by listening, empowering others, and creating space for diverse perspectives.
Their co-lead roles are more than symbolic— they represent a genuine partnership built on mutual respect, confidence, and a shared vision. They don’t micromanage; instead, they trust each other’s judgment and expertise. This open, balanced approach enables clear, confident decision-making and fosters a safe environment where team members feel supported to tackle challenges and contribute meaningfully.
Makera and Adam have also cultivated a positive and inclusive office culture that reflects the values of Tupuranga. Visitors are welcomed warmly, staff are encouraged to collaborate flexibly, and information is shared regularly to maintain momentum and unity. Humour and lightness are core to their leadership style—tools that strengthen resilience and help the team stay grounded, even in challenging moments.
They don’t shy away from difficulties. Instead, they acknowledge setbacks without being defined by them, choosing to adapt, reframe, and continue forward with purpose. This approach ensures that Tupuranga remains a responsive, values-driven service making a tangible difference in the lives of tamariki, whānau, and school communities.
Keeping playgrounds safe
Playground injuries are the leading cause of injury to children age 5 to 14 in schools and lack of supervision is associated with 40 percent of playground injuries.
A study found that children play without adult supervision more often on school playgrounds (32 percent of the time), than playgrounds in parks (22 percent of the time).
Approximately 58 percent of playground injuries requiring medical attention occur in schools and are most common among 5-9 year-old girls and 10-14 year-old boys. The most common injury times occur between 12pm - 4pm.
The most common causes of medical attention from playgrounds is injury suffered
from falling. Approximately 70 percent of playground equipment-related injuries involve falls to the surface, and 10 percent involve falls onto equipment - either due to inadequate surfacing or onto hard objects.
The most common injury is longbone fractures (arms and legs) which are most common from upper-body overhead activities such as monkey bars, monorails etc. This is generally due to the height of the bars and the quality of the surface below.
Playground Safety
Protective surfacing under and around playground equipment can reduce the severity of, and even prevent, playground fall-related injuries. The risk of injury in a fall onto a non-impact absorbing surface such as asphalt or concrete is more than twice that of falling onto an impactabsorbing surface.
Much emphasis and effort is being placed on increasing physical activity among children as it promotes good health and prevents obesity. Play is also important in the development
Approximately 58 percent of playground injuries requiring medical attention occur in schools and are most common among 5-9 year-old girls and 10-14 year-old boys.
of social behaviour, enabling children to interact with their peers.
However, with this increase in physical activity and play, there is also an increase in the risk of injury. It is therefore necessary to ensure that safety measures are taken to prevent these injuries.
Playgrounds for everyone: building accessible and inclusive fun
Every child deserves the joy of a playground, a place to run, play, and make friends. Creating accessible and inclusive playgrounds isn’t just a nice idea; it’s a necessity. It’s about building spaces where every child, regardless of ability, feels welcome and included.
It starts with the basics: smooth, wide pathways leading to the playground. Inside, safety surfacing is key, allowing children using wheelchairs to move freely. Then comes the fun part – the equipment.
Think about accessible equipment first. These are items that children can use while staying in their wheelchairs, like in-ground carousels or a
wheelchair seesaw. Ramps and tiered designs make elevated platforms accessible too.
Next, consider transferable equipment. These require children to move from their wheelchairs, so smooth surfaces and sturdy supports are essential. Things designed at wheelchair height, with enough space to transfer, make a big difference.
Don’t forget about sensory equipment. Many children benefit from sensory experiences. Textured panels and visually stimulating elements can create a rich, engaging environment for everyone.
An inclusive playground isn’t just about equipment. It also needs quiet spaces where kids can take a break, or areas for social interaction. Accessible seating and retreat areas are
vital for creating a balanced and welcoming atmosphere.
Thoughtful design goes beyond physical access. Using contrasting colours helps children with visual impairments, while braille signage and tactile maps aid navigation. Communication boards and sign language panels support children with communication needs, while quiet areas and sensory integration equipment
can help children with cognitive disabilities.
A truly inclusive playground is more than just a place to play. It’s a community hub where every child feels valued and empowered. By designing with awareness and care, we can create spaces that encourage connection and fun for all.
New Zealand’s safest wood dust extraction system for schools
The safest way to protect students and teachers in your school Technology Room is to install a SuperSafe Dust Extraction filter with VFV™ (Vertical Flameless Venting)
NZ DUCT+FLEX supply these SuperSafe all over NZ. These filters conform to ATEX Equipment Directive 2014/34/ EU as listed in the Ministry of Education Guidelines to Schools Oct 2022 and are a similar price as the less trustworthy ones!
Wood dust filters can explode and even though it is rare, current Health& Safety policy requires persons operating in any workplace, including schools, to take all steps possible to protect anyone who might be affected by such an explosion. An explosion in a filter can result in panels blowing out, with hundreds of nuts and bolts acting as missiles: devastating consequences to someone in their path.
Our Unique VFV™
• VFV™ venting systems are unique to NZ DUCT+FLEX allow the explosion to escape via the roof of the filter unit. In addition, only the pressure wave leaves the filter, no fire or dust is emitted.
• There is no danger of secondary fire damage to equipment and anyone near the filter at the time.
• The cost of this unique system is comparable to other suppliers’ units on the NZ market with old type ‘fire ball’ venting.
• The feature is proven by the German test centre, FSA, - ask for proof eg. a copy of the test video if you are offered a product making these similar claims!
Be safe and compliant !
• The SuperSafe filter for schools conforms to ATEX Equipment Directive 2014/34/EU as listed in the Ministry of Education Guidelines to Schools : Oct 2022.
• Retro fitting explosion release panels does not offer this safety: the strengthened panels and the entire design of the SuperSafe units means the filter remains intact during an explosion, apart from the ATEX approved explosion release panel at the top.
NZ DUCT+FLEX is in schools every week and one of the recurring issues they find is filters supplied many years ago that are too small for the dust loads, leading to blockages in the ducting and filter: a fire hazard, and dusty classrooms: a health hazard.
Wood dust extraction is a precise science with a balance of the correct air velocity, filter media but most importantly the filter requires the correct filter area to ensure appropriate cleaning of the dust laden air.
Who should choose the right filter for your school?
Wood dust extraction is a precise science with a balance of the correct air velocity, filter media but most importantly the filter requires the correct filter area to ensure appropriate cleaning of the dust laden air. Correctly sized filters will give years of service, require minimum maintenance and keep your pupils and staff safe.
Dust extraction systems need to be specified by true experts working with the dust velocities and loads generated – it is not the same as HVAC or air conditioning.
NZ DUCT+FLEX offer a free initial assessment of school technology requirements both in wood working and metal working rooms – contact NZ DUCT+FLEX 0508 69 38 28
www.nzduct.co.nz
HAVE YOU GOT A DUSTY TECH ROOM?
Are your staff and pupils properly protected from dangerous invisible dust particles? Does your school extraction system meet ATEX Equipment Directive 2014/34/EU? (as listed in the Ministry of Education Guidelines to Schools Oct 2022)
We can help you keep your staff and pupils safe with our SuperSafe Dust Extraction filters.
They include the unique VFV (Vertical Flameless Venting): the safest wood dust extraction filters in NZ (and the world)!
CALL US TO ASK FOR A FREE INITIAL ASSESSMENT
Inspiring future innovators
At Scratchpad, teaching technology is about more than just code, it’s about helping kids unlock confidence, creativity, and a sense of purpose. One of their standout tutors knows this better than most. After years serving in the military, they’ve traded the tools of combat for the tools of creativity, robotics kits, programming languages, and animation software.
The transition from soldier to teacher may seem unexpected, but it’s built on the same core values: discipline, perseverance, and making a difference. Now, instead of working on missions overseas, they’re guiding kids through challenges that stretch their imagination and problemsolving abilities. Whether it’s debugging a program or getting a robot to turn left instead of right, students learn that failure isn’t the end, it’s just part of the process.
At Scratchpad, every day brings new lightbulb moments. A student cracking their first piece of code. A group high-fiving after successfully animating their story. A quiet kid finding their voice through a digital game they built from scratch. For this tutor and the whole team, these aren’t just wins in the classroom, they’re life skills in the making.
The Scratchpad approach is simple, yet incredibly powerful: equip young learners with the tools, guidance, and
encouragement they need to explore technology through hands-on experiences that are both engaging and meaningful. Each session is carefully designed to balance structured learning with creative freedom, allowing students to dive into areas like coding, robotics, game development, animation, and digital design. Whether they’re building their first website, programming a robot to follow commands, or creating a character for an animated story, students are not just using technology, they’re understanding how it works and how they can shape it.
The goal is to help every student walk away not just more capable, but more confident. Scratchpad wants every child to see themselves not just as users of technology, but as future innovators, leaders, and creators, ready to shape the world, not just adapt to it.
For this particular tutor, their military background adds a
unique perspective. Having seen both hardship and resilience in action, they know how important it is to help kids face challenges with grit and a growth mindset. In their classroom, failure isn’t something to fear—it’s just the first step toward figuring things out.
As Scratchpad continues to grow across New Zealand, the mission remains clear: to make tech education accessible to all kids, no matter their background. That includes expanding into communities where access to devices, internet, or mentors is limited. Because no child should miss out on learning the skills
that will shape tomorrow’s jobs and opportunities.
Scratchpad is a space where kids can experiment, fail safely, and grow into tech-savvy creators. And for one tutor who’s lived through extremes of both conflict and hope, it’s become the most meaningful mission yet.
Whether you’re a parent, teacher, or student curious to learn more, Scratchpad invites you to come and explore what’s possible. Because with the right guidance and support, the future doesn’t just happen, it’s something we build, together.
Education
Rotorua Blue Lake TOP 10 have a wide variety of accommodation options available to suit every budget, from 180 powered and non-powered tent sites to standard and self-contained cabins.
The facilities at the park will keep your group entertained and active, a private or sole use marquee with attached kitchen and BBQ that can accommodate up to 80 people.
The park is central to a variety of local attractions. Lakes Tarawera, Okareka and Rotokakahi are all within 2km of the park, and a short 8km drive will find you in the centre of Rotorua.
Rotorua Blue Lake TOP 10 can offer large groups discounted rates from March – November (excluding peak season only) and can work with you to accommodate any size group and any budget.
Boards must have robust school-wide policies and procedures that underpin sound risk management practices and functioning to ensure wellbeing, health and safety are paramount.
EOTC often involves increased hazards and risks which need to be mitigated to ensure the safe return and wellbeing, health and safety of all staff and students. The board has overall responsibility (through the principal) and accountability for ensuring everyone’s safety and wellbeing during any school activity, on or off the school site. This accountability cannot be delegated to anyone else, including external providers.
Boards must have robust schoolwide policies and procedures that underpin sound risk management practices and functioning to ensure wellbeing, health and safety are paramount.
Quality EOTC is underpinned by planning, competent staff,
consistent implementation, and review of systems to ensure current good practice.
Legislated requirements –Health and Safety
Under the Education and Training Act, 2020 (Section 127), schools have a legal responsibility and duty of care to ensure they provide an emotionally and physically safe place for all staff and students, while catering for their individual needs.
The board’s responsibilities as PCBU (Person Conducting Business or Undertaking) as outlined in the Health and Safety at Work Act 2015 includes any school activities that take place on or away from the school grounds.
All board members are officers of the PCBU and have a duty to carry out due diligence. The board’s goal is to establish a health and safety-conscious culture and environment no matter the location of the activity.
The board’s responsibility is to ensure:
• The right policies, processes, and systems, including regular review, are in place
• That the school is resourced appropriately to achieve these.
• That they receive regular updates and reports to evidence that the requirements are being met
• The principal is delegated the daily responsibility of implementing board policy and direction.
Schools must have records of their decision-making processes to show how they fulfil their legal and professional obligations and how they follow current good practice in all aspects of EOTC. These records should be available on request.
Mistletoe Bay Eco-Village and Campground is set in a sheltered bay with native bush and marine study opportunities. It’s a special place within the Marlborough Sounds, accessible by road, boat and water taxi, with a range of activities for school groups, both primary and secondary. The campground has eight cabins that can sleep up to six people in each as well as tent camping options. We look forward to hosting your next school camp. To discuss or find out more please contact us.
What is the board’s role in relation to EOTC?
In the context of EOTC events, the board (through the principal) must ensure that policies and procedures are developed, implemented, reported and reviewed to ensure that:
• Hazards and the level of risks associated are identified, assessed and managed to prevent serious harm during EOTC events
• All necessary equipment has been tested and is safe to use during the event
• Staff are familiar with and understand the systems and processes required to manage the event or activity safely
• Students are appropriately supervised by competent staff with the appropriate level of expertise
• Emergency procedures are planned and followed
• The intended learning is achieved.
What does regular reporting on EOTC look like?
Reporting can fall into two categories.
First, reporting on the EOTC occurring, including the number and type of EOTC events, analysis of learning outcomes, reviews of any incidents and the actions taken, identification of risks (real and potential) and proposed improvements (if applicable).
Second, reporting on the EOTC safety management system to ensure it is robust and meets current good practice, using the framework of questions listed below.
If the board cannot satisfy itself that things are being done in a way that meets the school’s legal obligations, including the board’s policy framework, then the board is responsible for taking steps to ensure that the necessary improvements are made (accountability).
Content sourced from the NZSTA Resource Centre: www.resourcecentre.org.nz
Take learning beyond the classroom — into the great outdoors!
Build confidence & team spirit in both staff & students. Meet your schools EOTC requirements in a safe & cost-effective way.
Education is evolving, and with it comes a powerful shift—one that nurtures emotional, social, and creative growth alongside academic success.
More schools are embracing Outdoor Education (EOTC) as a dynamic tool for holistic student development, with school camps leading the way.
Imagine students stepping beyond the classroom into nature’s open spaces—where lessons come alive and life skills flourish. Outdoor experiences build a deep connection with the natural world, shaping engaged, communityminded individuals ready to face life’s challenges with confidence.
Time in nature isn’t just fun—it helps students develop critical thinking, teamwork, and leadership. It also reduces stress,
improves sleep, and enhances emotional well-being. Exposure to diverse environments fosters environmental responsibility and cultural appreciation, inspiring care for the world around them.
At the heart of every great school camp is experiential learning. Students step outside their comfort zones, apply knowledge in real-life scenarios, problem-solve, and grow in independence—all while having an unforgettable time.
At Christian Youth Camps, we take learning beyond textbooks. Our immersive outdoor programs bring students and teachers together through adventure, personal growth, and connection. Ready to elevate your students’ learning experience? Contact us today to book your next school camp and fulfil your EOTC requirements!
Helping schools find the right supplier for asbestos work
Managing asbestos in schools is a serious responsibility, and for good reason. Many school buildings were constructed during a time when asbestos was widely used, and ensuring a safe environment means staying proactive and consistent in how we manage this risk.
To support schools, the Ministry of Education is in the process of standing up an Accredited List of Suppliers for Asbestosrelated Services. The goal is simple: take the guesswork out of selecting reliable, experienced professionals and ensure schools can engage the right people to do the job properly with a clear understanding of the standards expected.
Why it matters
Currently, the way asbestos service providers are engaged
varies significantly across projects. Although some of these arrangements work well, there have also been examples of inconsistent quality, unexpected cost spikes, and missed compliance steps.
The Accredited List of Suppliers is intended to change that. It offers a consistent national approach where suppliers will be vetted, reviewed regularly, and held accountable to clear performance expectations. The goal is to give schools confidence
that all asbestos-related work in their premises will be done safely, correctly, and by professionals who meet Ministry standards.
To help shape this approach, the Ministry has been working closely with the industry. We’ve gone through consultation with asbestos professionals offering services such as consultancy, removal and remediation and International Accreditation New Zealand (IANZ) accredited laboratories – and the result of this process will be contributing to the development of the Accredited List of Suppliers.
Services covered by the Accredited List of Suppliers
Once appointed, schools who require the following asbestosrelated services can access the Accredited List of Suppliers:
• Consultants – Those who prepare asbestos management plans, carry out surveys, provide air monitoring, and are licensed assessorsRemoval Contractors – Licensed professionals responsible for safely removing asbestos and completing any associated remedial actionsLaboratories – Accredited asbestos analysis laboratories.
The goal is simple: take the guesswork out of selecting reliable, experienced professionals and ensure schools can engage the right people to do the job properly with a clear understanding of the standards expected.
All suppliers on the list will have gone through a robust assessment process, reviewing their qualifications, experience, safety record, and past performance, particularly in school environments.
When will the Accredited List of Suppliers be available?
The Ministry aims to have the Accredited List of Suppliers operational by the end of September 2025.
Once launched, the supplier engagement process for asbestos-related works in schools will be simpler. Schools and/or their project managers can select providers who are best suited to fulfil their requirements from the list that has already gone
through the Ministry’s rigorous assurance process.
Suppliers who are interested to join the Accredited List of Suppliers can keep an eye out for the Invitation to Qualify we’ll publish on the Government Electronic Tenders Service (GETS). The Ministry will also continue to work with industry to provide further opportunities to join once the Accredited List of Suppliers is fully established.
What it means for schools
We know schools already have a lot to manage. The Accredited List of Suppliers is designed to reduce administrative burdens and provide peace of mind that asbestos work is being handled safely and appropriately. Here’s what it offers:
• Less administrative burden – All listed suppliers have already been vetted to ensure that they have the right qualifications, licences and experienceConfidence in supplier quality – Taking out the guesswork of selecting the right people to do the job properly with a clear understanding of the standards expectedTransparency in supplier options – The list will show where suppliers are based, and where they are able to work, so schools can have
visibility of available providers within their regionImproved safety – A more consistent approach means fewer gaps and better outcomesLegal compliance – Helps schools meet duties under the Health and Safety at Work (Asbestos) Regulations 2016.
We’ve started developing essential resource materials for schools to support their use of the Accredited List of Suppliers, including step-bystep guidance documents and targeted training resources.
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