The shake up What the NCEA Change Package means for NZ educators
Keeping pace with technologyâ€™s influence
Encouraging scientific curiosity Like any pursuit, STEM needs to be engaging
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On the move
The battle to beat sedentary behaviour
The influence schools have on society Principal Administration Dept Board of Trustees Property Manager Outdoor Ed Dept Teachers
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The shake up What the NCEA Change Package means for NZ educators
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Keeping pace with technology’s influence
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On the move
Encouraging scientific curiosity
The battle to beat sedentary behaviour
Like any pursuit, STEM needs to be engaging
ISSN 1170-4071 HAVE THE FOLLOWING PEOPLE SEEN THIS?
The influence schools have on society Principal Administration Dept Board of Trustees Property Manager Outdoor Ed Dept Teachers
12 Digital demands
18 Encouraging scientific curiosity
Keeping pace with technology’s influence
Like any pursuit, STEM needs to be engaging
14 On the move
22 Healthy canteens
6 Ripples that make a positive difference
15 Young leaders invited to represent NZ
24 Making the most of school excursions
The influence schools have on society
8 Principal Q&A
Rotorua Boys’ High School principal Chris Grinter on the responsibility of shaping boys into young men
The ongoing battle to beat sedentary behaviour
Youth event aims to empower future leaders
16 Family matters
The critical partnership between schools and parents
32 Ensuring playground safety
10 The shake up
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Students keen to learn about money More than half of secondary schools in New Zealand have signed up to use the free Sorted in Schools, Te whai hua – kia ora, financial education programme, teaching teens how to make money work for them. Teachers using the resources report their students are enthusiastic to learn about topics ranging from savings and debt to insurance and KiwiSaver. The government-funded programme now has three teaching packages available through its website, sortedinschools.org.nz, together with teacher tools and pathways. Sorted in Schools, Te whai hua – kia ora, is the first financial education programme aligned with the National Curriculum; its first cross-curricular resources are designed for Year 9-10 students to use in English, Maths, Technology, Social Studies and Health/PE. Two of the packages are for the New Zealand Curriculum and the other is for Māori Medium Education. Topics covered are money management, goal-setting, investment and saving for retirement. Resources for Years 11-13, aligned to the NCEA, are currently in development. So far 280 secondary schools, including nearly 50 kura and those with Māori immersion classes, have expressed interest in teaching the programme. Glenfield College social studies teacher, Luke Gardner, says his students are enthusiastic in learning how interest can grow their savings, what’s best to insure, and how to avoid high-cost debt.
Students are making plans toward short, medium and long term goals, understanding more about how to manage their money.”
– Luke Gardner, Glenfield College. His colleague, Gail Colliar, who is head of Health & PE, says the resources are ideal for stimulating ideas that can be adapted to the curriculum. “We’re looking at cross-curricular topics on a daily basis and this is a great option to incorporate a new topic in your subject area,” says Colliar. The te reo programme has been designed to reflect a kaupapa Māori approach to money and takes a more holistic view to enhance whānau and community wellbeing. CFFC’s Kaitakawaenga Māori, Marina Kawe-Peautolu, says the aim of the resource is to ensure the learners are centrally located within their own te ao Māori context using te reo to then develop understanding of financial capability.
“It’s easy to access, use and bring into everyday classroom activity,” says Iharaira Blake. “This programme helps shape good financial habits to enable our young people to be proficient in both worlds.” CFFC’s Director of Learning, Nick Thomson, says the aim of Sorted in Schools is to equip students for their financial future before they leave school.
New Zealand students are growing up in a time where online shopping and banking are literally at their fingertips. We believe the sooner our youth become financially capable and good with their money, the better.”
– Nick Thomson, CFFC.
Find out more and sign up now!
Reg Iharaira Blake is a kaiako at Te Kura Kaupapa o Te Kura Kokiri in Tauranga. He says the te reo programme is a valuable and worthwhile resource.
www.principalstoday.co.nz Term 3, 2019 | 5
News | Viewpoints
Ripples that make a positive difference James Morris Secondary Principal’s Council chair
When a pebble is dropped in water the ripples spread out across the pond affecting things well beyond the point they originated. Our impact on our students through conversations, teaching and advising also ripples through their lives and the lives of others in ways we cannot predict. We rarely get to know the impact we have on students’ lives which is why it is so gratifying when we do get positive feedback from parents and students, past and present. In the midst of industrial action and the busyness and complexities of a normal school week, it is easy to lose sight of the central role that schools play in building and supporting our communities. Schools, through their interactions with students, cast a long shadow of influence over our society. Following the Christchurch mosque shootings, I was proud of the way students stepped up and worked together across communities to respond in a way that was meaningful for them. These students demonstrated the values and skills that their schools had helped to nurture. We were also reminded how schools are fundamental to supporting and reassuring students in times of crisis. This is a responsibility that the staff in every school step up to when the need arises. Cultural diversity and our acceptance of it has been an important topic of discussion since March. It is important that we give our students opportunities to interact with a range of other cultures so they will be equipped to be fully confident participating in today’s New Zealand society and the rest of the world. If students are unable to do this, they will be at a disadvantage and our communities will be less safe. School values will often express their shared expectation in relation to cultural diversity.
‘Acceptance’ of other cultures seems a low aspiration and many schools work to ‘celebrate’ diversity to reflect more than just putting up with diversity but aspiring to see the value in it. Perhaps the next step beyond this is to ‘embrace’ diversity. This may lead us to a point where we don’t just see the value in diversity rather we actively seek to learn from other cultures and interact openly with them. We like to think of ourselves as a welcoming and accepting country and community. The fact is however, for many people, we are a very unwelcoming one at times.
‘Acceptance’ of other cultures seems a low aspiration and many schools work to ‘celebrate’ diversity to reflect more than just putting up with diversity but aspiring to see the value in it.
We need to face up to the reality that some people in our communities, both in school and beyond, choose to act and speak in ways that dehumanise people because of their religion, their culture, the way they dress, or look or the colour of their skin. We are challenged to make a difference by calling out such behaviours for what they are and leading by example. Our interactions with students present an opportunity to make a significant collective difference through many small acts. If we can set an example of embracing diversity through our words and actions, we send ripples through society that can make a positive difference.
Inside education NZEI Te Riu Roa has urged the government to ensure any reforms to schooling that come out of the Tomorrow’s Schools review are properly resourced. In a white paper released late March, NZEI Te Riu Roa National Secretary, Paul Goulter said educators strongly agree with the Tomorrow’s Schools taskforce’s conclusion that the overall amount of resourcing for schools is not sufficient. “NZEI Te Riu Roa agrees with much of the taskforce’s problem analysis, and we want to be a constructive contributor to these reforms,” Paul said. “It is definitely time for change in the schooling system, but increased resourcing and increased support for teachers and the wider education workforce must underpin successful reform. “Additional investment in funding and human resources, including support to leaders, boards, teachers and children — particularly those with additional learning needs — will be fundamental for success. Many failures in the current system result from persistent, chronic under-resourcing and will not be fixed simply by changes to governance and administration.” The taskforce also highlights that Aotearoa does not do enough to allocate funding equitably, with only three percent of resourcing allocated on the basis of disadvantage. The taskforce notes that “comparable international jurisdictions allocate around six percent.” NZEI Te Riu Roa has also recommended that the government slow down the process of schooling reform to allow people to genuinely engage with and help shape the changes. “The taskforce’s recommendations would represent the biggest reform of the education system in a generation, so it’s crucial the government thoroughly engage the entire sector in the process. We think that requires a slow down,” Paul said.
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THE TEACHING THAT’S CHANGING US ALL Schools, kura and early learning services have shared their world-changing work – and the 2019 Finalists have been announced.
SEE IF THERE’S A FINALIST NEAR YOU
www.principalstoday.co.nz Term 3, 2019 | 7
News | Principal Q&A
CHRIS Grinter Chris (A.C) Grinter (B.A.(Hons), Dip. Tchg) was appointed principal at Rotorua Boys’ High School in 1991 and has “loved every minute” of it. He talks with Principals Today about the privilege and responsibility that comes with shaping boys into young men.
What has been the biggest highlight, and challenge, of the role to date? There are numerous highlights and they come around every week, every month and every year. Highlights can be quite small successes and then they can also be on a national or even world scale. All of these highlights are special and make the role of principal exciting. My biggest challenge as principal has always to been to find outstanding teachers for our students to ensure we deliver the best possible learning experience. What initiatives have you introduced to the school in your time? Like highlights there have been numerous developments over the years and again they can be quite small developments or improvements to those that are quite large. All of these developments collectively help to ensure the school is constantly improving and constantly reflecting on how it can do things better. At all times we seek to respond to the needs of our students so they can flourish and build for a positive future. Congratulations to RBHS for being named a finalist in three categories of the Prime Minister’s Education Excellence Awards. To what do you attribute this success? I appreciate that not all schools bother to enter these awards, but I certainly think these awards are a great way in which to acknowledge and celebrate school successes. In particular, given that Rotorua Boys’ High School is 70 percent Māori, we are constantly seeking ways to better engage our Māori boys into the education process and lift their educational achievement. I have found that celebrating successes and acknowledging those involved for a particular success or initiative is really important. The Prime Minister’s Education Excellence Awards is an avenue by which this can be done. Our entry this year was focused on our Tai Mitchell Hostel which is now 25 years old and which for the last five years has enjoyed a 100 percent
“My hope for the future is that we can attract highly skilled and highly trained young people from universities and vocations into the teaching profession. We need teaching to become a profession rated as important by the most talented and sadly that is not the case at the moment.“
success rate across all five year levels, which is a marvellous achievement and something we are very proud of. We used this particular success story for our entry as our way of celebrating and acknowledging the hard work and commitment of all involved. Lifting Māori educational achievement for our boys is fundamental to all we do given we have more Māori boys than any other New Zealand high school! Congratulations and best wishes to all the finalists and thank you to the Prime Minister’s Education Excellence Awards for providing this platform to celebrate achievement and success. What are the emerging qualities of students today? Our young men of today really impress me. I marvel at the skills and talents that they bring to our school. I also marvel at their discipline although in saying this I know it may surprise some. Given the freedoms and opportunities our young people today can access, I think they do so well in managing themselves and standing tall. There can be bumps along the way certainly but overall our students display wonderful wisdom and decision making. In our
8 | Term 3, 2019 www.principalstoday.co.nz
school of 940 boys our young Māori men enjoying success as Māori is wonderful to behold. What is important to students today that wasn’t 10 years ago? The internet, digital devices and especially social media are big differences and this has significantly changed the way young people operate and communicate and perhaps this is the case also for the not so young as well. Social media has changed not only the social life of high school students, but it has also changed the way they learn. Schools now focus on a new range of skills because knowledge can be accessed easily, cheaply and instantly. There is a downside to social media of course and that has gone hand in hand with health and wellbeing concerns for our students compared to 10 years ago. Our school is allocating significantly more resource to the health, wellbeing and general wrap around support of our students compared to 10 years ago. How has the role of the teacher and/or principal changed over the last 10 years? The above changes have impacted on teachers and principals in much the same way. Workload has increased for all staff and likewise in the areas where a school must respond in their support for young people. However, the role of principal is very special and it is an honour to work with our young people in whose hands and hearts rests New Zealand’s future. How important is that? What is the biggest barrier to education that students/families in Rotorua face? The biggest barrier to education is low expectations. We need constantly to challenge our students and all staff to aim high and insist on positive outcomes. We must not hide behind that which we cannot change but focus clearly on all those things we can influence and improve. How important is the school environment in developing students into adults?
High schools have students for five years from the age of about 13 through to 17 or 18 and so clearly it is a hugely powerful time in a young person’s life. Over those five high school years we see our students coming in as boys and leaving as young men. The values and skills that are embedded during these years are vital in moulding the character of our young men and preparing them for the future. How effective do you believe the NCEA education system is in preparing students of today for the job markets of tomorrow? I think NCEA is an effective system for preparing our students for the job markets of tomorrow because it is flexible, adaptable and student centred. The ability to structure courses in a scaffolded format, with a series of meaningful steps enables our young Maori men to consistently be engaged. Making possible progress in both Vocational Pathways and more traditional academic programmes is a significant highlight of NCEA. Within this system our boys know exactly where they are with their achievement portfolios, and are able to track their success. Although NCEA needs a review, I would be disappointed if this ability to review, measure and plan academic progress was changed significantly. What would you like to see from/for New Zealand education in the future? My hope for the future is that we can attract highly skilled and highly trained young people from universities and vocations into the teaching profession. We need teaching to become a profession rated as important by the most talented and sadly that is not the case at the moment. As I mentioned earlier my biggest challenge has always been to find the best teachers and the right teachers for our school. That is the case today more than ever. Our country certainly needs to place a greater emphasis on supporting those that are working daily with the young people in schools and learning programmes.
Apprentice of the Year 2019 Winners from the NZ Sign & Display Awards. 3rd Emily O’Donnell, Sign Network Christchurch, 2nd Brier Morgan, Wilsigns Napier, 1st Toby Marsh, Signbiz Christchurch
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News | In the Classroom
The shake up By Lydia Truesdale
Around 16,000 New Zealanders took part in a Ministry of Education-led, year-long review of NCEA and the results are in. The review revealed that NCEA’s structure was confusing and the fragmented system often led to students leaving school with knowledge gaps. Areas where NCEA can be strengthened have been identified and a raft of changes, designed to place more focus on exams over internal assessments and greater priority on literacy and numeracy, will be phased in over four years starting from 2020. A more detailed plan for the changes will be confirmed by the end of the year.
The changes The NCEA Change Package 2019 examines seven proposed changes that can be broadly grouped into six areas: accessibility; equity for Māorimedium; literacy and numeracy; assessment standards; simplification; and future pathways. 1. Make NCEA more accessible The current design of NCEA creates barriers that make it hard to access for many New Zealanders. In response to this are a couple of key changes: There will be an end to all NCEA fees, including both the $76.70 secondary students NCEA fee and the $30/ scholarship exam fee. Students who have already paid their fees for the 2019 NCEA and New Zealand Scholarship year will be refunded.
“Removing all domestic fees will ensure students receive their qualification and are able to access their chosen learning or employment pathway. It will also make NCEA less administratively difficult for schools, whānau and students.” Achievement standards will be better designed to be accessible for all, so that students with disabilities and students with learning support needs have equal opportunity to achieve. Special Assessment Conditions (SAC) currently exist to provide extra help for approved students when they are being assessed, allowing them a fair opportunity to achieve. However the process of applying for SACs can be difficult and often deters students from applying in the first place. Along with NCEA fees, the design of assessments disadvantage some of the most vulnerable students, making NCEA hard to access. Where possible, some existing SACs will be made available to anyone. “The design of assessments will be improved, so that SACs are required in fewer cases but are available as part of everyday teaching and learning. “We will make some existing SACs more readily available for all where possible (e.g. larger-print papers). Where SACs cannot be extended to all conditions, we will work with users and experts to ensure the process is as simple and low-cost as possible.” 2. Mana Ōrite mo te mātauranga Māori Māori respondents expressed their concerns around an NCEA system that is not equitable for Māori, and disadvantages too many students from experiencing success as Māori. “It is fundamental that there is parity for mātauranga Māori within NCEA, and
10 | Term 3, 2019 www.principalstoday.co.nz
it has equal value to other bodies of knowledge,” the report acknowledges. There are a number of key changes proposed to ensure there is equal status for mātauranga Māori in NCEA, and that greater opportunities for students to follow mātauranga Māori pathways are available. They include: Integrating te ao Māori and mātauranga Māori into the outcome statements as part of the new ‘graduate profile’ for NCEA and in the design of achievement standards; ensuring equal support for ākonga Māori and equal status for mātauranga Māori; developing more standards to make sure that mātauranga Māori is acknowledged and credentialed equally by NCEA, (e.g. Māori Performing Arts); developing new assessment resources and teaching and learning guides for mātauranga Māori; and ensuring that, where possible and appropriate, te ao Māori and mātauranga Māori are built into achievement standards for use across English and Māori-medium settings. “We will work closely with Māori – in both Māori medium and English medium education and in the wider community, including iwi, hapū and whānau – to design what this looks like in practice.”
3. Strengthen literacy and numeracy requirements Many students are leaving school without the levels of literacy and numeracy necessary to engage with the community, further education and work. “The current literacy and numeracy requirements are not assessed to the same benchmark. As a result, students often come out of NCEA without reliable levels of literacy and numeracy, with some students unable to reach the standards needed for future success. This has affected NCEA’s credibility,” the report says. Key changes include developing new standards for literacy and numeracy, which make up a coherent package of 20 credits. The new literacy and numeracy requirement will be a co-requisite to NCEA and students will be able to meet the standard as early as Year 7. The credits will not contribute to the new 60-credit requirements for each level of NCEA, and will be externally assessed to avoid increasing teacher workload and guarantee credibility. “Employers and tertiary education organisations need more confidence that the NCEA literacy and numeracy requirements are reliable and credible.”
News | In the Classroom
Many students are leaving school without the levels of literacy and numeracy necessary to engage with the community, further education and work.
4. Have fewer, larger standards The review identified that NCEA is becoming increasingly disconnected and the number of standards in some subjects has grown significantly over time. In response to this, MoE will: rebuild the achievement standards within each subject/field so there will be fewer achievements standards for each subject, but each will be broader; re-balance the number of credits available for internally and externally assessed achievement standard (50:50 split); integrate different sources of knowledge from the National Curriculum into achievement standards, unit standards and associated materials; strengthen industry-derived standards (as part of RoVE) to support the development of high quality and coherent learning packages within NCEA; and expand course endorsements to include Achieved as well as Merit and Excellence grades. The size of standards will be made consistent, likely between four and six credits, rather than the current two to
6. Show clearer pathways to further education and employment Students do not always get access to clear, quality pathways, or the information to be able to make good decisions about their future.
As a result, students can end up taking subjects which do not set them up with a deliberate pathway eight plus range. The maximum size of NCEA subjects and fields of study will be to their next step, preventing them reduced to around 20 credits per subject. transitioning successfully to further education and employment. 5. Simplify NCEA’s structure ‘Graduate profiles’ will be created as part of a set of ‘outcome statements’ The credit structure of NCEA can be unclear and the carry-over of credits for each level of NCEA; a Vocational from one level to the next causes Entrance (VE) Award for students to confusion to the overall understanding directly enter higher-level VET will be of NCEA, thus contributing to workload developed to sit alongside Level 3 and issues for students and teachers. will play a similar role to University Credits ‘carried over’ from the lever lower Entrance (UE); and the Record of Achievement (RoA) will be refined to and used for more than one certificate be clearer and more summative in will be removed; each level of NCEA what the student has achieved in will require a 60-credit qualification; their NCEAs. clear guidance will be provided on the number of credits students should enter each level (most students should 7. Keep NCEA Level 1 as an optional level attempt no more than 120 credits at Level 1 and 2, 100 credits at Level 3); For many students, Level 1 is a vital and the only resubmissions that will part of NCEA. It introduces them be allowed will be those that can take to the format of NCEA assessment a student from a Not Achieved to an and prepares them for their next Achieved grade. step. Others have suggested that When each course is rebuilt as a coherent removing Level 1 will allow teachers to focus more on teaching and less on suite of four or five standards, worth assessment. For around 10 percent of about 20 credits, students taking up to students, Level 1 will be their highest five or six courses per year would not exceed this credit limit. level qualification.
What you need to know: • Changes will be phased in over a four-year period starting from 2020 • There will be no more NCEA fees • NCEA Level 1 will be kept as an optional level • The number of credits required to achieve NCEA Levels 2 & 3 will change from 80 to 60 • There will be a new, externally marked 20-credit literacy and numeracy benchmark • Priority will be placed on equal status for mātauranga Māori in NCEA and greater opportunities for students to follow mātauranga Māori pathways • The changes will be funded through $49 million over the next four years, as well as a further $14.5m of operating costs and $6.4m in capital going towards the continuation of the NCEA online rollout.
“We want to keep NCEA Level 1 for schools who wish to continue to use this qualification. Others would be free to adopt alternative approaches to Year 11, in a way that best meets the needs of their students,” the report says,
www.principalstoday.co.nz Term 1, 2018 | 11
News | Technology
Digital demands The New Zealand education system needs a serious shake up to deal with the velocity in which technology is changing the working world. This is the message from EdTechNZ in a submission to the Productivity Commission.
can be better understood by the education sector, perhaps through an industry body forum.
The commission has launched an inquiry into the impact of technology on the future of work in New Zealand, which is a valuable first step for government to be better informed about the effect of tech developments when making policy.
“Future workers will need advanced technical skills to operate in an increasingly digital working environment, but also skills for the roles that cannot be easily automated.
EdTechNZ chair Shane Kerr says they have seen first-hand the impact that deploying new automation technologies is having on people’s jobs. “We have pooled our collective thoughts to help develop best practice to minimise the impact which is why we have put in a submission to the Productivity Commission. “We just do not believe that New Zealand’s education and skills system has a shared view of the current or desirable outcomes for a society that is increasingly dependent on digital technologies,” Shane says. “Consideration should be given to how the skill needs of the tech industry
“We encourage the commission when considering the subject of skill development and training to apply the World Economic Forum’s 21st century skills concept which include collaboration, digital literacy, critical thinking, and problem-solving. “Workers now and in the future will need an education system that can keep up with the pace of global technical change. We’re already seeing firms and companies question the validity of traditional courses of study as their industries undergo rapid transformation,” he says. “It is imperative that the 20 percent of adults described in the commission’s report with low levels of literacy and/or numeracy are provided with effective access
to tools and training that can lift their capability.
the expense of the immediate needs and daily pressures of their business.
“There are a number of edtech products and pedagogies that can be further deployed in this area, and the edtech sector could be more effectively incentivised to address this priority.
“These mismatches of capability and expectation are a major and growing problem.
“Changes in the workplace are moving at a more rapid and accelerating rate than the changes in the education sector, which historically finds it hard to innovate and scale new initiatives quickly in response to industry demand. “In addition, due to the relatively large numbers of small to medium companies, employers are less likely to plan for or invest in future skills at
“Not all firms do or will have the same understanding of the skill challenges or make the same level of investment in training beyond their immediate needs. “Government has a role to raise awareness and urgency of the issue and also encourage the development of training for future skills needs which may not be readily apparent to the employer such as digital literacy. Government investment is required in every scenario.”
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Three most common types of cyber-attack
How do you protect yourself?
Ransomware Criminals use fake emails to install a virus that locks you out of all your resources and administration files. The criminals then demand money to release your files.
Think about how you’ll respond to attacks in advance. cert.govt.nz has some excellent resources.
Stealing private information Criminals can blackmail you with your sensitive information. In New Zealand, attackers recently stole student records and threatened to release them publicly. Attacks on children Some disturbing online attacks try to source children’s images, CCTV footage, addresses and personal details. In addition to the danger this poses, it can lead to serious reputational damage.
Have a plan
Staff training You can’t make everyone an IT expert, but there are two simple things everyone can remember. 1. Don’t use school email addresses or passwords for personal services. 2. Be careful of emails that ask for ID details or to install software. Always check that they’re genuine. Keep your systems up to date Software upgrades seem to arrive every day to fix security gaps. Apply them quickly, to ensure criminals can’t exploit those gaps.
12 | Term 3, 2019 www.principalstoday.co.nz
Use second factor authentication on cloud services Cloud services are typically secure. But hackers don’t need to beat Google. They just need to fool one person on your staff. Second Factor Authentication can help. When there’s a log in attempt from a new location, the cloud service sends a text message to the user with a verification code. It’s a simple and effective way to help prevent attacks.
Protect your school with cyber insurance Prevention is essential, but you still have risk. If something happens, you’ll need experts and financial assistance. That’s where a Crombie Lockwood Broker can really help with putting the right cover in place for your school.
Cyber-attacks can be expensive. Crombie Lockwood has access to cyber insurance that helps: • Pay ransoms to release your system • Cover losses if your financial systems are hacked • Pay your defence costs for third party or regulatory charges. Connect to Crombie Lockwood today Crombie Lockwood already brokers insurance for nearly half of all New Zealand schools. More and more of them are adding cyber insurance to their cover. Our dedicated School Brokers understand schools and the complexities faced. Call today and make sure you have cyber cover in place.
Ruckus Wi-Fi in New Zealand Schools Ruckus is a supplier of Wi-Fi networks to the Ministry of Education (MoE) and has been a trusted brand in schools for many years now. You may not be aware, but Ruckus Wi-Fi is installed in most primary and secondary schools in New Zealand. Now that the MoE has completed the WSNUP (Wireless Schools Network Program) you may be considering your options for upgrading your network if you have had it for five years or longer. The requirements for ubiquitous fast connectivity throughout the entire school is becoming more important, especially as BYOD programs expand. A new generation of Wi-Fi called Wi-Fi 6 is just becoming available in the market and you may be wondering if this is a technology that you should consider for your school. Wi-Fi 6 can handle more devices than the older Wi-Fi 5 and WiFi 4 technologies and it can also communicate with them at a faster speed. The coverage area however, will remain approximately the same as your current Wi-Fi network. One of the early benefits of Wi-Fi 6 for schools will be to provide fast connectivity for a hall or theatre where there is a high density of students congregated in a small area. Currently there are very few devices that are available on the market that can take advantage of Wi-Fi 6 however, the range of products will grow over the coming year. It is expected that Wi-Fi 6 will become the dominant wireless technology around 2021-2022 with speeds that will rival the new 5G cellular networks.
Security is an issue that schools must take seriously and the configuration of your Wi-Fi network plays an integral part of the school’s overall security strategy. Many schools use a single password for their students to logon onto the Wi-Fi network which is not recommended for two reasons. Firstly, if the password gets into the public arena and needs to be changed, every device must be reconfigured with a new one. Secondly, the system cannot identify which students have connected to the network. If the system knows the identity of each student connected, it is possible to identify the websites that they are visiting which can be important in ensuring the appropriate level of pastoral care is provided to the students. An additional advantage of using a single logon per student is that it is now possible to determine the approximate location of a device by knowing which access point it is connected to. This can be useful if a device is lost or if an incident occurs. Either Ruckus or your favourite ICT provider can provide advice on how to ensure that the security of your Wi-Fi network has been set up properly.
and BLE radio modules for the current range of wireless access points. This allows schools to use their WiFi network to manage IoT enabled devices such as door locks, lighting, building management systems and even devices used in STEM classes such as robots, intelligent sensors etc. This feature allows schools to futureproof themselves for new up and coming technologies. It is always a challenge to provide consistent Wi-Fi coverage across a school campus at an acceptable cost, so it is important to choose a technology that can provide extensive coverage with the minimum number of access points. Ruckus is the only Wi-Fi vendor with intelligent BeamFlex antennas that can automatically adjust to increase the radio signal towards the student’s device. This results in faster data throughput and more connected devices per access point. Ruckus technology is suited to high density environments such as schools, which means that less Ruckus access points are needed compared with other brands.
Another development in Wi-Fi technology is the move to Cloud controllers. Under the WSNUP program, Ruckus has traditionally supplied on-site controllers for school Wi-Fi networks, however it is now possible to use either cloud based or even controllerless options. As mentioned above, either Ruckus or your favourite ICT provider can offer advice on the best option for your school.
At Ruckus we want you to have the best possible experience with your school’s Wi-Fi network. It should be fast and just work without any intervention from school staff – just like your electricity or water supply.
Ruckus recently introduced optional plug-in IoT (Internet of Things) Zigbee
Contact them at email@example.com.
If you are not having this sort of experience, and you want to investigate some options to upgrade or extend your network, then the staff at Ruckus Networks are here to help.
KEEP YOUR CLASSROOM CONNECTED Elevate the Digital Learning Experience with Safe and Reliable Network Access The classroom of tomorrow promises an amazing education. Blended learning, flipped classrooms, video delivery of digital curriculum, video conference and other modern learning models can better engage students and help educators be more effective. But they also create new challenges for schools and their overtaxed IT teams. Ruckus can help. We power the connected modern classroom with grade-A Wi-Fi and edge switching performance coupled with simple, market-leading secure onboarding and policy management. WANT TO TALK TO SOMEONE? Email us: firstname.lastname@example.org or Visit: www.ruckuswireless.com/solutions/primary-education
www.principalstoday.co.nz Term 3, 2019 | 13
News | Health and Activity
On the move
We all know the benefits of physical activity for adults. Even so, actually getting active and maintaining a regular level of movement can be a challenge for many. With some serious forward thinking, is it possible to reduce the challenge of future generations of adults to keep up activity by supporting and encouraging physical activity, and less sedentary behaviour in young people and children? Regular physical activity improves children’s ability to learn, as well as their mental health and wellbeing, with these benefits carrying through into adulthood. We all know active kids are healthier and happier in the short term, but research indicates that the benefits of being active, and the toll of being inactive, may carry over into adulthood.
Sleep Well: Active Play Guidelines for Under-Fives’, which outlines health advice that is suitable for those raising young children. They advocate that moving is important for under-fives, not just to develop physical skills for specific tasks such as sport, but they recommend young children be active in everyday situations to encourage movements habits as well as creativity and exploration. Their guidelines are based on a summary of evidence that includes physical activity (along with good quality sleep and limited sitting for long periods) associated with better short and long-term health and wellbeing in under-fives, including a lower risk of overweight and obesity in children. Let’s not wait to change the sedentary behaviours of adults in the future, instead let’s invest in getting our young people active now.
pull of unhealthy food outside the home, and long hours spent watching screens. This is apparent in the rise in the levels of overweight and obese children up to the age of 14 years,” he said.
New Zealand school children, released last year.
“Research shows that not only is physical activity in the early years important to help form healthy habits, but also by being active during childhood also helps with brain development and leads to lower rates of degenerative diseases later in life.”
“Any solution needs to involve schools, but as a potential facilitator it really needs to involve parents and, depending on the age of the children, them too. In areas where long travel distances may be an issue, then working with transport authorities to explore ways of supporting their journey, but still involving physical activity too.”
In a study out of Otago University, researchers looked at physical activity and sedentary behaviour in under-fives and found there was a relationship between body fat and activity, even at this young age.
The rise in obesity rates in school children Auckland’s level of obesity in underfives has continued to fall — but data indicates children are putting on excess weight in their school years.
While the fact that there are a significant number of children in the heavier than healthy category is well known, little research has been done to look at the role exercise plays in these statistics.
The average weight of these children was 1.8 kilos heavier in 2017, at 35.7kg, compared with 2011, when the average was 33.9kg.
While Before School Checks in 2016 recorded that a smaller percentage of the city’s four year olds were obese, other data showed this rate had increased for children aged up to 14 years.
The steady increase in excess weight continues into adulthood, with one in three adults obese in the region in 2017.
It’s not simply the physical side of inactivity that raises alarm bells. The development of behaviour around activity levels begins young, so children who exhibit sedentary behaviour early may carry this habit into adulthood where it becomes associated with health limiting conditions.
Last year the Healthy Auckland Together coalition released its third monitoring report looking at levels of physical activity, weight and nutrition in the region’s population, and whether our local environments and institutions are supporting healthy behaviour.
The result of modern lifestyles, with an abundance of technology as well as environmental restrictions, are leading to generations of young people not achieving a healthy level of movement on a regular basis. In 2017 the NZ Ministry of Health released their ‘Sit Less, Move More,
Coalition spokesperson Dr Michael Hale said measures like limits on screen time, encouraging physical play and healthy lunchbox policies seem to be keeping more pre-schoolers at a healthy weight. “However in the primary and secondary school years, we see a decline in the influence of parents, the
14 | Term 3, 2019 www.principalstoday.co.nz
Another indicator of declining physical activity is a further drop in the number of children going to school by foot, bike, scooter or skateboard.
Kiwi kids need to be more active, getting to and from school Exercise New Zealand chief executive Richard Beddie says there is a lot of research that shows that physical activity in early years is important to forming health habits. Being active during childhood helps with brain development and leads to lower rates of degenerative diseases later in life. He was commenting on the academic study on the physical activity of
“The problem with adding this issue onto schools’ agenda is that it burdens schools with yet another social issue that they are expected to fix,” Richard says.
Richard says perhaps one of the greatest downsides of children being dropped off to school is the removal of regular physical activity during such a formative part of young people’s lives. Until the last 20 years, walking and/ or cycling to school was not only encouraged by parents, but regarded as ‘normal’ by children too. “While it does have some limited benefits, the habit of cars being the key way to get around for children is not only damaging to their current levels of activity, but it can be detrimental long term too.” New Zealand has one of the lowest rates of active travel to school in the world – and it also has one of the highest rates of childhood obesity, costing the country nearly $850 million every year. “Research shows that not only is physical activity in the early years important to help form healthy habits, but also by being active during childhood also helps with brain development and leads to lower rates of degenerative diseases later in life. “Schools aren’t the solution provider, but they need to be part of the discussion. “Government also needs to play its part by supporting schools and parents that choose to not only have their kids more active — but also reduce the congestion on the roads around school peak times.”
News | Personal Development
Young leaders invited to represent New Zealand An exciting youth event aimed at empowering future leaders to be effective global citizens is set to take place this July. Senior high school student leaders, along with first year tertiary students, are invited to apply to take part. The New Zealand China Youth Leadership Summit (13 – 20/23 July, 2019), taking place at St Andrew’s College in Christchurch, will celebrate the close relationship between sister cities in New Zealand and China by bringing together up to 100 young student leaders from the two nations. Also on the itinerary are special topic days in Christchurch, Queenstown and Dunedin.
speakers and presenters. Students will learn about leadership in a cross-cultural environment. Workshops, lectures and forums will cover topics on being prepared and working together, global relations, cultural intelligence, social responsibility and resilience. Students will also produce and present a group project. Coinciding with the China-New Zealand Year of Tourism, the summit has been selected as an official youth event and is supported by the Ministry of Business, Innovation and Employment. Avonside Girls’ High School Year 13 student Kathrine Wiki Arapeta.
In the wake of the Christchurch terror attacks, New Zealanders opened their hearts to embrace people of other cultures and religions. High school Avonside Girls’ High School Year 13 students gathered in their thousands, student, Kathrine Wiki Arapeta, attended in love and solidarity, to spread the last year’s summit in China and is now message of ‘you are us’. a youth leader. She says the best part of the experience was discovering and This summit shares that inclusive and sharing in a new culture. inspiring vision. Helping to further empower students to be effective, “I personally, got a whole new outlook culturally aware, socially responsible on the world, how every country fits global citizens is a key goal. together, and a vision for the future of bringing countries closer together. Founder Jan Fitz-Gerald says delegates It definitely helped to prepare us for will learn about the importance our own future - how we could be of China-New Zealand long-term leaders of our own country, and how relations, make new friends and gain we could work together with people a deeper understanding of each from other countries.” other’s culture and customs.
“We will provide opportunities for all students to develop skills, knowledge and capabilities to be global citizens and effective future leaders in a challenging world,” she says. The summit offers a week-long residential programme at St Andrew’s College (13-19 July), with boarding house accommodation provided. Staying on campus will ensure a fully immersive experience, with evening workshops, projects and other activities planned to round out and enrich the daily programme. A nonresidential option is also available. Keynote speaker Stephen Jacobi, of the NZ-China Council, will be joined by a host of other inspiring
Awarded Best Youth Project last year by Sister Cities New Zealand, this year’s event follows two previous summits in the sister cities of Auckland and Qingdao. Last year’s New Zealand delegates were from all over the country, representing sister cities as well as regional towns.
Who can attend? Students attending high school (Years 11, 12 and 13) or first year of tertiary studies (college or university); ages 15 to 20 years. Applications must be supported by the student’s school with attached references. Application forms can be downloaded from the website. For more info on how to register, email email@example.com or visit www.globalengagement.ac.nz.
www.principalstoday.co.nz Term 3, 2019 | 15
News | Home Connections
Family matters Schools that have built strong learning partnerships with parents show significant increases in achievement for children at risk of under achieving.
From the report: ERO met with a parent whose child needed extra support with reading. The child’s mother told us the child seemed to start well in the new entrant class, but then didn’t progress well. She was contacted by the teacher who talked about the child’s progress.
While this might not be a startling revelation to those working at the coal face of education, it is verified by an ERO report.
The parent talked to us about many strategies the teacher had showed her, including cutting up sentences from part of a story, and having her son put them back together. The parent had also worked on letter sounds.
The report entitled “Building Genuine Learning Partnerships with Parents,” is part of ERO’s Teaching Strategies that Work series, which investigates and promotes practical, evidence-based examples from across the country of best practice teaching strategies. “We found that while many schools had good relationships with parents, those who extended that to a proactive, reciprocal learning partnership across the curriculum saw significant gains for their students,” said chief review officer, Nicholas Pole. The study looked at 40 primary schools, from a database of 129 with rolls over 200, which also showed increased levels of students achieving at or above standard as they moved through upper primary. The overall study identified a range of strategies being used by the schools to lift and sustain children’s learning and progress.
The report focuses on successful strategies from schools that implemented programmes to build parent/teacher partnerships. “Leaders and teachers in these schools reviewed student progress and achievement before and after developing partnerships and found considerable improvement and sustainability of student learning,” Nicholas said. “The schools proactively developed collaborative programmes with parents. They held evening workshops, invited individual parents into the classroom, shared all of their assessment information
about a child, and continued contact throughout the year. “The teachers took the time to understand the home environment and provide materials and strategies parents could use. “In some schools, teachers were amazed by the amount of progress that occurred when parents knew the strategies they should focus on at home. “This study is part of a growing body of research which shows that school/parent learning partnerships are a powerful pathway to success for children.”
She could see she was working at home on the same things the teacher was working on at school. The parent and teacher met every two or three weeks to discuss her son’s progress. “My son knows this is helping him. He has improved immensely. He can now recognise words more without reading from memory so much.” The parent was grateful for the opportunity to help her son. Her opinions had been listened to and when she raised any concerns, adjustments were made to the programme. “The community needs to be participating in our learning. What can 550 people do together to improve learning in our community? We want to create high decile demand for information for, and involvement from, parents in a low decile school.”
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Gary Collins on 021 742 344 16 | Term 3, 2019 www.principalstoday.co.nz
News | Dealing with Grief
Supporting students through grief By Lydia Truesdale
Schools are their own unique communities within communities. When people within a school’s community are grieving, it’s important that school is a safe environment that supports those affected through their bereavement. The loss of a sibling or parent, extended family or friends, and traumatic incidents affecting the school or wider community are some of the likely causes of grief that will affect school-aged children during their childhood.
Teaching staff should be prepared to:
Within the school environment, bereavement requires a thoughtful, informed and timely response from school staff and school leadership teams to keep students on target with their educational achievement.
• Talk with them about what won’t change in their life
Children and young people move in and out of their grief and an important guiding principle is to stay open and receptive to each child and their experiences and behaviours. Supporting young children
Aged four to eight Young children have some understanding of grief but they may also have unrealistic thoughts. Physically, they may be tired, distracted and unable to concentrate, and experience stomach aches and headaches.
• Let children talk about the incident (they may ask the same questions repeatedly) • Answer questions honestly and simply
• Increase physical activities. Supporting children
Aged eight to 12 Older children can usually fully comprehend the reality of their loss. They may try to mask their emotional reactions, feel angry and ‘act out’ in a range of ways, or take a restorative approach to school life, preferring to deal with loss-related issues elsewhere. They may experience many of the same physical reactions as younger students. • Help them to understand that the emotions they are experiencing are normal and natural • Discuss ways in which they can help those affected or share their favourite
memories of the person or people they are grieving • Expect some behavioural changes for a while • Encourage students to be together and look out for each other, and to let a teacher know if they have concerns about another student. Supporting young people
aged 13 to 18 Adolescence can be a time of emotional ups and downs and adolescents may experience intense, private grief, share the experience with their close friends, or do both. • Be clear in separating fact from rumour – clarify any misinformation and provide factual answers, and if you don’t know the answer, say so • Do not pressure them to talk about it but make it clear you are there to support them • Monitor student attendance
Supporting staff Staff will require support in supporting their students through the grieving process. • Provide teachers with guidelines on how to share information about grief with their students • Share factual information with staff (through meetings and bulletins) and keep them informed of things as they develop • Keep in regular communication with staff to ensure they are managing • Establish referral procedures and resources for additional support.
• Provide flexibility around homework and assignments where possible • Encourage them to access additional support when needed.
More information about managing student and staff wellbeing can be accessed through the Ministry of Education, www.education.gotv.nz.
Established in 1925, Geards is one of the most comprehensive funeral homes in the country. Geards team can offer their experience and local knowledge as well as their qualifications in the funeral profession to serving your needs during a time of loss. The 1,200 square metre facilities cover all aspects of the funeral. Call our experienced team now.
www.principalstoday.co.nz Term 3, 2019 | 17
Learning Space | STEM
Encouraging scientific curiosity STEM stands for science, technology, engineering and maths and is an area the government has identified as not just crucial, but the most important one for our nation’s future. A primary reason for this is the prediction that almost all future jobs will require some STEM knowledge. But encouraging young people to tackle STEM subjects requires more than just telling them ‘this is important for your future’. STEM, like any other pursuit, needs to activate curiosity by being engaging.
Making science cool Stunning pictures from near space have been retrieved from a balloon successfully launched by Years 10-13 students at Fiordland College. The group of seven students sent a balloon 32 kilometres above the planet’s surface as a STEM project and successfully brought it back, capturing photos and video of Earth and gathering data. The project has proved to be a fantastic learning process for them in areas well beyond the science curriculum including developing communication and research skills, and working collaboratively. The aim was to show their capability not only for sending an object into near space, but to work together to organise a venture of which they had no experience, manage the science and engineering components, obtain support from community partners (such as NIWA and BOC Gas), and learn about budgeting and sourcing of materials. The group achieved all of that, and recovered the balloon after it returned to Earth. Video footage of the voyage was put up on YouTube and was shown on a screen the next day at their school prize giving. The photos and video footage show all the fiords and lakes of Westland, which the school’s geography students will make great use of. The project cost? A total of $2,000, most of which was covered by sponsorship. The helium-filled balloon was small at lift-off but expanded to the size of a double garage as it rose into the sky. It was no easy road for the Near Space Project, and there were many hiccups for the students along the way.
Skills pooled The original idea was put to them as a challenge by the school’s head of physics, Christoph Zink. The project ran predominantly during the school’s sports and recreation period. “We are the ‘non-sporties’ in the class,” says student Bella Wilson, “so we decided to do something with a more academic focus.”
Students Bella Wilson and Jeb Nicholson with the remains of the balloon and parachute, which exploded in the stratosphere due to low atmospheric pressure and returned to Earth.
Why STEM matters There are many reasons for your young person to study STEM subjects at secondary school: • They can lead to better paid, more secure jobs • STEM jobs are increasingly important for New Zealand’s future • There are skill shortages in related sectors such as IT, engineering and health • Starting tertiary study in STEM areas will be much easier.
They ran it as a collaborative effort. “Everyone was gifted and skilled in different areas,” says student Riku Darroch. “Some have technology skills, others are good organisers.” Two students programmed the black box and collected the data they needed about wind speed, temperature, and the pressure measurements, all of which had to be constantly evaluated. Another did the communications, writing updates in the school newsletter, presenting at assemblies, and communicating with the stakeholders.
The aim was to show their capability not only for sending an object into near space, but to work together to organise a venture of which they had no experience, manage the science and engineering components, obtain support from community partners (such as NIWA and BOC Gas), and learn about budgeting and sourcing of materials. “It was something so different,” says Bella. “There were lots of small tasks to do and, a lot of research, which we shared. We had to get funding and there was a lot of preparation, planning and emailing to make arrangements.” “People were very excited to hear what the students were attempting, and impressed at the huge challenges to overcome,” says Christoph.
Support from industry After the students made contact with potential partners, helium gas was donated to the project by BOC Gas. They approached NIWA to see if they could help out, and NIWA not only invited them to visit their research station in Lauder, Central Otago, but also provided a parachute and the balloon.
One student edited the video (in double-quick time) and another did the gas calculations.
It didn’t all go smoothly. The students had to think their way through problems as they arose, doing test runs and coming up with solutions that were very down-to-earth, such as heat patches to keep the battery warm in freezing conditions, and fishing swivels to minimise twisting during the flight.
Video editor Jeb Nicholson says, “It taught me we all have something valuable to contribute to a team”.
Riku was responsible for the calculations that kept the balloon stable. “It was so different,” he says.
18 | Term 3, 2019 www.principalstoday.co.nz
“I never expected to do this kind of thing while at school, and then put a video up about it on YouTube.” Instructions were written on the box, in case someone found it before the students reached the landing site. “When you do something that is just ‘out there’, you get support,” says Christoph. “This has truly shown the students their capabilities and it’s great for them to be recognised and get a pat on the back. The harder you try, the luckier you get.” On launch day, the wind was perfect. The team used prediction software, so they knew it was going to be good, otherwise they would have delayed the launch. What’s next? It’s early days yet but they are looking at doing something similar deep underwater and finding a way to send images back from the bottom of Lake Te Anau. “We now realise there are so many opportunities out there,” says Bella. “You don’t need an enormous budget, just give it a go.” Article sourced from: www.education.govt.nz
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Term 3, 2019 | 19
Learning Space | STEM
Kiwi students estimate earth’s carrying capacity for human life An international maths competition has challenged New Zealand teens to estimate Earth’s carrying capacity for human life.
and statistics at Albany Senior High School, says its teams had grown very much out of student desire to take part. “Our students took it upon themselves to get teams together and find five consecutive days to tackle the problem. They’re a diverse group of Year 12 students, with complementary expertise as computer scientists, statisticians, physicists, biologists and mathematicians, who speak five languages between them.
AUT Certificate of Science and Technology programme leader, Kerri Spooner, says the International Mathematical Modelling Competition puts paid to the commonly heard comment that maths has no reallife application. “This year’s challenge centres on Earth’s carrying capacity for human life — a fascinating challenge given the passionate protests led by high school students in March this year,” Kerri says. “It is a problem that our global population faces right now, and the competition requires the students competing to use a range of maths skills and methods. Rather than focusing on specific streams or branches of maths as tested in exams, the competition presents a challenge that must be solved holistically.” This is the fourth year the competition has been run in New Zealand. As the country convenor, Kerri works with high school mathematic teachers to get their teams set up to run a workshop over five consecutive days. Schools competing in 2019 are Albany Senior High School (two teams), Whangarei Boys’ High School (two teams), Kristin School (two teams), Manurewa High School, Pinehurst School and Mount Albert Grammar School (two teams).
Albany Senior High School students (from left): Atharva Arankalle, Emily Caldelari-Hume, Sidney Thorpe, Nadia Lee, Jordan Rear and Sarina Todd.
The teams must identify and analyse the major factors considered crucial to limiting Earth’s carrying capacity for human life under current conditions; use mathematical modelling to determine the current carrying capacity of the Earth for human life under today’s conditions and technology; and model solutions about what humankind can realistically do to raise the carrying capacity of the Earth for human life in perceived or anticipated future conditions. They are also asked to identify what those conditions could be. Mathematics and psychology teacher at Whangarei Boys’ High School, David Moore, had two teams competing in the competition from 25 – 29 March. “Mathematical modelling is fascinating, stimulating and essential to the world we live in at this moment.
“All of us strive to find patterns in our lives to help us understand common and less common phenomenon; frequently we try to adjust variables in life to make things work more cohesively or we need to adjust variables to adapt to a changing environment,” he says. “Mathematical modelling makes this possible as we are using maths in context, giving a real-life use. I couldn’t ask for more in my role. The students gain invaluable insight from working together in an intense, competitive time framed environment with little guidance and only their own initiative to rely on.” Albany Senior High School also entered two teams in IMMC 2019, taking part for the first time. Sally van Praag, specialist classroom teacher and teacher of mathematics
“As a teacher it has been incredibly rewarding to see the way the competition supported team work beyond the usual classroom context, developed cross-curricular links and allowed the students to see connections between ‘siloed’ school curriculum subjects in an authentic context. “The specific question this year of global capacity allowed for very current issues around climate change, renewable energy, pollution and poverty to be explored by the students and the inter-connectivity of the concepts was unavoidable. “This supported robust discussions of morality and ethics and a lot of learning about sociological issues occurred too. Once again confirming that mathematics is a tool for understanding the world at large.” The competition runs all over the world, with each school choosing five consecutive days between March 11 and May 6.
Genesis School-gen Trust announces first recipients of solar and STEM equipment packages To enable more Kiwi kids to become future inventors and innovators, the Genesis School-gen Trust has announced that six schools will receive STEM (science, technology, engineering and math) equipment packages and one school a solar equipment package from its initial pool of $50,000. The Trust is a new charity that provides schools with solar, science, technology, engineering and math equipment to help rangatahi (young people) solve real-world problems. More than 400 schools, including primary, intermediate and secondary schools from Northland to Southland applied for funding. The first school recipients were selected based on their desire to shift students from being consumers of technology to creators, the potential to involve the wider community in the learning journey and the intention to engage students in real-world problem solving.
The schools are: • Bradford School, Otago • Corinna School, Wellington • Manurewa South, Auckland • Maungatapu School, Bay of Plenty • Otamatea High School, Northland • Pukenui School (Houhora), Northland • Tamatea High School, Hawkes Bay. Otamatea High School will use its solar equipment package in conjunction with the Genesis School-gen educational resources and integrate the learnings across as many subject areas as possible. Equipment provided to the other six schools includes electronic devices such as laptops, Chrome books and iPads as well as coding and robotics equipment. Science equipment packs cover chemistry, physics and biology. Genesis School-gen Trust chair, Lee Mauger, says the level of interest in the Trust far exceeded expectations. “We knew some schools needed support for their science, technology, engineering and math teaching plans, which is why we set up the
20 | Term 3, 2019 www.principalstoday.co.nz
Genesis School-gen Trust. However, we were overwhelmed by the number of schools demonstrating real and pressing needs. “We are delighted to have started to address this by helping seven schools in this first round of funding, and would like to recognise Genesis’ ongoing support, which will allow us to open another round of funding applications on July 1, 2019.” The Genesis School-gen trustees, including education, IT and energygeneration experts, determined which schools receive equipment packages. Genesis contributed $50,000 towards the first funding round and from August, will be inviting customers to donate to the charity by adding a small amount to their monthly energy bill. In addition, Genesis covers all administration costs so that 100 percent of donations go to schools for equipment. Genesis CEO Marc England says that by enabling young New Zealanders to access classroom equipment and solar panels, the Trust is ensuring more school-aged students have opportunities to examine and find solutions for real-world problems.
“This programme will eventually benefit all of us,” says Marc. “It’s not just for Kiwi kids today, but for the future of work that they’ll help make a reality. Increasingly, science, maths, engineering and technology skills are in demand and as an organisation that relies on these skills, we know how vital they are to our future. The same is true across New Zealand if we are to manage through the increased level of automation coming into the workplace, sometimes known as the 4th industrial revolution, our children will need the skills to adapt to jobs that don’t exist today. STEM skills will make a difference to all our futures.” More about the Genesis School-gen Trust: www.genesisschoolgentrust.org.nz More about School-gen: School-Gen, Genesis’ long-standing community investment programme, continues to provide STEM games, support and resources for teachers and parents. More information can be found here: https://www.schoolgen. co.nz/about/ Contact: Jenny Burke
www.principalstoday.co.nz Term 3, 2019 | 21
Learning Space | Performing Arts
Learning Space | Healthy Canteens
Stages and seating designed for high performance
Stronglite Staging’s range of performance stages and staging equipment is made in New Zealand to the highest standards. The list of what’s on offer is impressive and includes: • Stage platforms • Choir / chorus / orchestra / audience seating risers • Portable grandstands • Ramps and bridges • Steps • Lecterns • Ballet barres • Trolleys • Drapes and frames • Group photographic stands • Wenger products USA. Stronglite Staging® supplies safe, durable, versatile, simple and easy to use equipment to support your performance or presentation. All products are compliant with the latest health and safety standards and codes. Take your pick: a stage extension, catwalk, seating by the pool or field, dance, choir, orchestra practise or theatrical shows and kapa haka and more. Invest in quality by Stronglite Staging®.
KEY FEATURES Strength: Stronglite stage and seating products are designed and manufactured to be strong and durable and are tested to make sure they meet 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 product in the workplace, established safe working loads, and products that conform to or exceed industry regulations and guidelines. “You can be sure that our premium quality products meet exacting safety standards.” Simplicity: Superior design ensures the products are quick, simple and easy to transport and assemble, saving you time and effort.
Make the switch - going water (and plain milk) only at your school Did you know that the biggest contributor of sugar to the New Zealand diet is sugary drinks? Sugary drinks (like fizzy drinks, sports drinks, flavoured milk and juices) cause tooth decay, obesity and diabetes, and also make it harder for children to learn while at school.
Versatility: Particular attention has been paid to designing stage/seating systems that are multi-use wherever possible, including indoor and outdoor use. Stage sections can form stage platforms, catwalks or can be tiered for audience seating or seated choir/ orchestra use, stage extensions and pit infils.
Children should be having no more than five teaspoons of added sugar per day. These sugary drinks are all too high in sugar:
Portability: “We design for easy handling, transporting and storage.” Choir risers fold up and wheel away. Grandstands quickly disassemble for easy transport and storage. Wheels and trolleys are also available for increased manoeuvrability.
• 750ml sports drink has 15 teaspoons added sugar.
Achieve your best with the Stronglite Staging® range of top quality products.
That’s why moving to be a water and plain milk only school is so important. But what does water and plain milk only mean?
Stronglite Staging® Limited Sales 0800 78 78 99 Hire 0800 12 12 33 www.stronglite.co.nz
• 600ml bottle fizzy drink has 16 teaspoons added sugar • 350ml fruit juice has 10 teaspoons of sugar
Schools that have moved to being water and plain milk only have seen that it benefits behaviour and achievement as well as student health and wellbeing.
It means these are the only drinks sold at school (for example through a lunch order system or tuckshop). It means children are only permitted to drink water and plain milk at school, including breakfast club and during events. As with all changes that affect the school community, it’s important to communicate and consult throughout the process. Here are some tips:
Prepare and share your goal Make sure water is accessible, role model through staff, look for resources to support you (see below for links), communicate the aim and reasons why.
Engage the students Incorporate learning about sugar into the curriculum. Survey students to find popular alternatives to food-based classroom rewards. A dedicated student health team could be tasked with approaching local shops to support the policy. 22 | Term 3, 2019 www.principalstoday.co.nz
Develop a water only policy and guidelines Involve the whole school community, including whanau, local shops, your tuckshop/lunch provider. There are great sample policies available as a starting point. Share the finalised policy far and wide.
Promote your water only status Write and talk about it often e.g. assemblies, newsletters, social media, enrolment packs. Reward and celebrate positive behaviours. A frequent concern is that you will be “telling” parents what they can and cannot give their children. According to recent research by the Health Promotion Agency, 93 percent of parents and/or caregivers think it is important for schools to limit access to sugary drinks. If parents choose to give their children other drinks as treats, they can still do so outside of the school environment. There is a suite of great resources at the link below. Check out the case studies to see how going water only has had a wide range of flow-on effects including improved dental health and classroom behaviour. Visit www.rph.org.nz and search “water only”.
How can we help? If you would like any assistance, the Heart Foundation has nutrition advisors around the country that can support your school through the process of going water only. You can contact your local nutrition advisor via the Contact Us page of www.learnbyheart.org.nz, ring 0800 863 375 or send a message to LBHSupport@heartfoundation.org.nz.
HEALTHIER CHOICES MADE EASY.
Fuelled4life is a practical tool which makes it easier to provide healthier food at your school. Sign up today at fuelled4life.org.nz for our free resources.
Learning Space | EOTC
Making the most of school excursions The old saying that ‘diversity is the spice of life’ couldn’t be more apt when it comes to education and an excellent way to deliver diversity is with excursions beyond the classroom. Heading for the hills (so to speak) can not only reinforce what’s learned in the classroom, but in today’s digital world can be an educational experience all in itself. 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 of building forts, rollerblading, kayaking, camping and childhood creativity died with the dinosaurs. But in actuality, teachers, parents, the government and New Zealand’s leisure-loving patriots are inspiring a recreational renaissance. The expression ‘kids need to get their hands dirty,’ is not just a tongue and cheek analogy. 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 is 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. It is said 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. It doesn’t matter if your wealth is great or small, you and your children have unlimited access to an area rich with outdoor education opportunities. It’s New Zealand’s native backyard; where the beach is no further than the snow-capped mountains and the potential for children to learn is only limited by imagination. If they are introduced to new environments with unique elements, their mind and senses will mature. The environment itself is like an open-air classroom, which offers stories and facts that cannot be found in traditional learning institutions. And while traditional education certainly 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.
Kokako Lodge under new management Kokako Lodge is an 82 bed residential camp accommodation venue situated at the foothills of the Hunua Ranges Regional Park (Auckland’s largest park at approximately 17 000 hectares). It is an ideal location for many different user groups including schools, tertiary educational institutes, meet-up groups, meditation retreats, adventure groups, sports teams, youth groups, family reunions, church groups, corporate functions and weddings. Kokako Lodge has a long history with provision of outdoor education. It was originally set up and established in 1990 by the Stuart family. The centre was eventually purchased by the Auckland Regional Council in 1995 and managed by the Hunua Park Rangers. In 2000 the Auckland Regional Council signed a lease agreement with the Kokako Lodge Trust to run the Hunua Environment and Outdoor Education Centre to be known as Kokako Lodge. Kokako Lodge opened with a fantastic open day in the presence of the then Prime Minister Helen Clark.
As of April 2019, Kokako Lodge Trust welcomed Fiona Ryder to the management team. Fiona comes with a 20 plus year history of teaching, instruction, management, programme development, and health and safety consultancy all embedded in a passion for the outdoors. Not only will Fiona lead an experienced and motivated team at Kokako to continue to make a difference to youth in NZ, she also supports the outdoor recreation and education sector nationwide as Recreation Aotearoa’s Outdoor Projects manager. This role is key to driving vision and opportunities as she connects to central and local organisations in areas such as diversity, workforce, advocacy, co-governance, good practice guidelines and other strategic developments. Recreation Aotearoa and Fiona share these sector developments through regional and national forums, and other professional development tools such as webinars. The team at Kokako Lodge look forward to welcoming you to the majestic Hunua Falls on the western side of the Hunua Ranges Regional Park.
Custom Tours and Real Adventures is what we do... Sea kayaking tours, school camps, Duke of Edinburgh and team building in the stunning Bay of Islands, New Zealand’s marine paradise! Explore the islands, see marine life up close, paddle under a waterfall or enjoy a camping adventure. Contact Us Today! FREE PHONE: 0508 272 335 PHONE: 021 272 3353 TEXT: 021 272 3353 E: firstname.lastname@example.org www.bayofislandskayaking.co.nz 24 | Term 3, 2019 www.principalstoday.co.nz
THE BEST OUTDOOR EDUCATION FACILITY IN NEW ZEALAND Kokako Lodge Trust is an 82-bed residential camp accommodation venue situated at the foothills of the Hunua Ranges Regional Park. Kokako Lodge Trust has a range of activities on offer including High Ropes, Rock climbing, Abseiling, Archery, Low ropes, Team building games, Kayaking and Raft building. We tailor make programmes to suit your needs. P: (09) 292 4349 / E: email@example.com / www.kokakolodge.org.nz
A HELPING HAND TO TAKE THE NEXT STEP The transition from school to work or higher education can be a rocky road, particularly for students who don’t quite fit into the traditional secondary school system. Despite our outstanding education system, school can still feel overwhelming for some students, uninspiring for others. This can be particularly true for all those students who face difficult life experiences and circumstances. If those students have left school, they often need a hand to help them take the next step into further training or a job. That’s where the YMCA’s education programmes for 16- to 19-year-olds can help: small classes, personal attention and a distinct educational philosophy, learners can make the leap into the next stage of their lives.
A 75% pass rate this year at Level 2 The programmes include components like literacy skills, life skills, pro-social attitudes, behaviour, physical activity and community engagement. Plus, every programme has an integrated career development component. This allows the YMCA to tailor programmes to suit learners, resulting in committed students: the 2019 Ready2Work course that finished in June saw its participants achieve a 75% pass rate at Level 2. “The course is fun, it’s a lot better than school because there’s a lot less people in the classroom so it’s like you’ve got a little family away from home,” says Halakwyn, who has recently completed the Y Outdoor Skills course in Invercargill and is about to get her NZ Certificate in Foundational Skills, Level 2. Halakwyn plans to start a hairdressing course in the future. “If you don’t like mainstream-ness of school you should
definitely come [to a YMCA course] because it’s a lot more chill.”
A relaxed atmosphere with small classes and personal attention Class sizes at the YMCA’s youth education programmes tend to be small, typically no more than 15 students, with a relaxed atmosphere. The experience is more like being at a tertiary institute than a school, with students treated like young adults and taking responsibility for their own learning. The programmes are free for learners funded though Youth Guarantee, and offer NZQA approved Level 1 and 2 programmes mapped to NCEA 1 and 2 – so students get these benchmark qualifications in addition to the NZQA. You can find out more about the YMCA’s youth education programmes in your region on our website, ymca.org.nz, or talk to your local YMCA branch for details.
Y•Skills Foundation and Vocational Pathway Programmes Enjoy active learning from the Y’s project based programmes YMCA’s Y Skills suite of programmes lead to NCEA 1 & 2 taking either the Foundation Skills route or via a Vocational Pathway. For example the Y Skills Outdoor is a vocational pathway focusing on outdoor education, recreation and sport. Small class size and one-to one support from our qualified staff help make learning at the Y fun and rewarding. We deliver from sites in New Plymouth, Whanganui, Palmerston North, Hastings, Gisborne, Upper Hutt, Nelson, Motueka, Christchurch, Ashburton, Timaru, Invercargill and Winton. If you like your learning active and you’re 16-19 years old, you may qualify for this free programme – so get in touch today!
Fees free For more information contact: YMCA New Zealand Level 2 BNZ Tower, 14 Hartham Place North, Porirua P: +64 4 568 9622 / E: firstname.lastname@example.org
www.ymca.org.nz Educational programmes are delivered under sub-contracted agreement with the National Council of YMCAs of New Zealand (NZQA Registered PTE).
YMCANZ is part of a world-wide movement with the central aim of youth leadership and youth development for the past 175 years.
Learning Space | EOTC
The Buller Gorge Swingbridge The Buller Gorge Swingbridge presents an educational and adventure opportunity for students of all ages.
The rainforest reporter – this is our educational guide to students who visit the Buller Gorge Swingbridge.
Situated 11km from Murchison, it is handy for visitors travelling between Nelson to the West Coast or Christchurch to Nelson. It is a great place to gain an understanding of the history of the West Coast: Its environment and natural and geological forces.
This resource is designed to provoke their inquisitiveness and assists students to actively explore the area.
Developed specifically for education outside the classroom, the reporter provides context and purpose to the site and for the student.
Adventure - everyone visiting the Buller Gorge Swingbridge will experience the thrill of crossing our Swingbridge. With the addition of a flight on the zipline and the Buller Canyon Jet Boat, there is a great mix of activities and attractions.
Subjects and themes
Quick stops - groups such as sporting teams and cultural groups are often looking to break up a journey with a break, and find the Swingbridge a great stop. Prearranged groups enjoy the benefits of a discounts and priority rides on the zipine.
The natural environment – students can learn about pest eradication, trapping for rats, weasels and stoats. Activities at the site also include enhancing the environment by removing plants such as blackberry, broome and gorse to allow the native plants to grow through.
Give us a call, we know you will love a visit to the Buller Gorge Swingbridge.
History/geology - gold has been mined on this section of the Buller River since at least the 1880s. See the evidence of the different stages of the mining from early rock formations to the old digger which the flood went through in the 1990s. Learn how to gold pan and to find gold on the riverbanks.
Buller Gorge Swingbridge 413 Upper Buller Gorge Road Inangahua 7895 0800 BULLER (03) 523 9809 email@example.com www.bullergorge.co.nz
New Zealand’s longest swingbridge! Welcome to a place of excitement and adventure, where visitors can feel the rush of the Cometline ride, experience the thrill of the Jet boat, walk the heights of New Zealand’s longest swingbridge, pan for abundant gold treasure, or simply relax and view some of New Zealand’s best native flora and fauna on one of the many nature walks.
Freephone: 0800 BULLER 26 | Term 3, 2019 www.principalstoday.co.nz
COMETLINE & SUPAMAN RIDE JETBOAT THRILL RIDE NZ'S LONGEST SWINGBRIDGE WALKING & HIKING PAN FOR GOLD
027 522 1701
Provide safe outdoor activity programmes for School Camps, Youth Groups and Community Groups Team Building for Conferences, Corporate Events, Social Groups and Sports Teams
Tree Climbing Rock Climbing Mountain Biking Team Building Low Ropes Bush Skills Archery Orienteering Stream Walks Tramping Overnight Camps nz . co
. er nm om a c il. yh a t vi i gm t c r@ .a e w m w n w ha y t vi i t ac
www.principalstoday.co.nz Term 3, 2019 | 27
Learning Space | EOTC
Adventures on a wonderful stretch of water Pelorus Eco Adventures offers fully guided kayak tours on the Pelorus river. Whether it’s your first time on the water or you are experienced in river kayaking, the beautiful Pelorus river has a lot to offer.
Fact file • The minimum age is six years old if accompanied by adult. • Please allow four hours in total. Time on the river may vary due to river levels or weather conditions. • Trips depart from Havelock @ 9am & 2pm daily.
The Pelorus river is an easy paddle for all age levels, and anybody who takes part in this awesome kayak will definitely remember it as a highlight. This is a great adventure and introduction to canoeing among New Zealand’s most beautiful landscapes. The dramatic beauty of this valley is unparalleled, so join Pelorus Eco Adventures on a unique kayaking adventure. • Drift down the crystal-clear Pelorus river paddling your own canoe. • Enjoy New Zealand’s pristine native forest as you float past, and learn how the flora and fauna were utilised by the Maori people. • Learn the history of the gold and timber industries that shaped the top of the south.
Pelorus Eco Adventures 48 Main Rd Havelock 7100 Marlborough firstname.lastname@example.org www.kayak-newzealand.com
No experience is necessary as the tandem inflatable canoes are incredibly stable and have comfy stylish seats great for all ages. Pelorus Eco Adventures river kayaking is located between Picton, Blenheim, and Nelson.
Join our Hobbit Kayak Tour Head off on a fun adventure with our Hobbit Kayak Tour, a unique kayaking experience on the most beautiful river in New Zealand, the Pelorus river. Follow in the wake of Bilbo and his friends from the world-famous film The Hobbit: The Desolation of Smaug, while taking advantage of some stunning panoramas.
CALL 0800 252 663 E: email@example.com • www.kayak-newzealand.com
Ohakune, New Zealand Ph 0800 272 3353 E: firstname.lastname@example.org www.canoesafaris.co.nz
We are NZ’s leading multiday canoe tour and school camp provider, operating on the Whanganui and the Rangitikei Rivers. Please contact us early by phone or email to arrange a package for your school’s camp, we have lots of options available.
HIKE. PADDLE. EXPLORE. We specialise in small group guided packrafting trips and courses from our base in Queenstown New Zealand. Email: email@example.com www.packraftingqueenstown.com
28 | Term 3, 2019 www.principalstoday.co.nz
Learning Space | EOTC
Alive and living Living Springs offers activities from horse riding and mountain biking through to off road go karts and sea kayaking. Living Springs is an event, function and activity centre located only 20 minutes from the heart of Christchurch City. Set in the tranquil and beautiful environment of Lyttelton Harbour, it offers a variety of venues and a wide range of services to suit varying budgets and client groups. It is an exceptionally versatile venue for school camps with the advantage of being close to Christchurch. Professional staff provide the advice and service you need to ensure a successful school camp. With the Outdoor Mark accreditation the safety of all activities is ensured. Holiday camps are packed with fun activities and held every school holidays. Relax and take time out from the rush of everyday life in a stunning setting surrounded by native flora and fauna with plenty of accommodation.
Catering for school groups from Year 3 to Year 13. We will develop a programme specific to your needs. LAND BASED ACTIVITIES Off ground activities: Tree climbing, lower crag climbing, boulder wall, crate stack. Skill based activities: Initiatives course, low ropes course, indoor initiatives, archery, rifles, outdoor living skills. Group based activities: Off road go karts, farm park, adventure stream, walk in from Governors Bay, animal survival, orienteering, bush walk, fortress ball, giant indoor/outdoor games, water watch, Allandale mud flats. WATER BASED ACTIVITIES Swimming pool, paddle boarding, sea kayaking, code cracker in pool, coasteering.
EVENING/NIGHT TIME Bivy overnight, parachute games, spotlight/colours, outdoor cooking, geology, egg drop, CD trail, night sky, Burma trail, camp fire. Living Springs 218 Bamfords Road Allandale, RD 1 Lyttelton 8971 T (03) 329 9788 E firstname.lastname@example.org www.livingsprings.co.nz
The skills and activities are ‘accumulative’; you can return yearly and students will experience new activities, build new skills and consolidate their previous learnings.
Outdoor Education and Activity Provider in the Waikato. • School Camps • EOTC needs
Qualities Developed: • Strong sense of team and community
Living Springs has become a rite-of-passage for Canterbury school children. Students have the opportunity to engage with nature, unplug from city life and take part in challenging adventure activities. School camp packages include accommodation, full-catering, and adventure activities. Enquire early to secure dates. Contact Living Springs Phone 03 329 9788 or Email email@example.com www.livingsprings.co.nz
• Self management • Leading by example • Understanding respect – based on love/trust not fear • How to ask for help
Telephone: 07 871 9570 www.firststepoutdoors.com
• Understanding the role/ responsibility of being a team member • Understanding the role/ responsibility of leading and recognising the many shapes and forms of this role • Servant leadership • Collaboration with their peers and community • Comfortable being uncomfortable • How to communicate effectively
Bike, Kayak, Stand Up Paddle Board Hire, Guided Kayak Glow Worm Tours and More.
• Understanding personality differences and how to accommodate individual needs • Understanding their responsibility to their school, families, community and the rules (despite their opinions)
• How to commit
Offers 27 acres of gorgeous New Zealand bush and parkland, thriving with native bird life, just 45 minutes from downtown Auckland. It overlooks the stunning waters and islands of Mahurangi and accesses a secluded rocky shore and large sandy beach. It’s the perfect spot to host a group whether large or small since we have two independent facilities. www.lakedistrictadventures.co.nz
Phone: 09 424 7633 • Email: firstname.lastname@example.org • Web: www.psyv.org.nz
• Their personal values and how these align with being a member of a team and community.
Book a camp now! 865 Gladstone Road, RD1 Levin Phone: (06) 367 8438 Email: email@example.com www.makahika.co.nz
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Learning Space | EOTC
Mohaka Rafting Mohaka Rafting works with schools to help Kiwi kids get out into the wilderness and come away with memories for a lifetime.
School programmes include Day Rafting Trips We offer our classic day rafting trips on the Mohaka river — Grade 2 all the way to Grade 5 — to school groups, but with a more educational focus. We can work with your school to help develop specific lessons or give them a general overview.
“We know that the New Zealand wilderness is a great environment to teach students basic skills like river crossings, hazard avoidance/ management, basic survival and camp cooking,” the company says.
On these day trips we teach students about river hazards, safe navigation skills, river crossing strategies, geology, flora, fauna and the local history. All the while ensuring that the kids are having a great time on the water.
Spending some time in the bush to gain knowledge and understanding will help them cope with accidents and natural disasters that they may encounter in everyday life or while traveling.
Tramping Trips Our company has concessions with DOC in some of the North Island’s greatest forest parks. Our staff are familiar with many of the best tracks, huts and campsites in the region, ensuring that your students have a memorable time if you choose to come out for an afternoon walk, or a multiday tramp through the bush.
“Our school programming costs are less than our typical rates because we know how important it is to imbue a sense of outdoor life in our youth. “We are flexible with our programmes and often have schools with multiple groups of students who are interested in tramping, kayaking and rafting.
As with all our school trips, we work with your school to make sure that the students are taking more than just a walk. We can cover items such as: bush craft, map reading, navigation, emergency planning, bivouacs, and more.
“Our approach is simple. We feel that when students are involved in outdoor activities they should be learning. The days we spend with students should be fun, and the students should wish to return.”
Multi-Day Expeditions Our multi-day trips through either the Mohaka or Ngaruroro gorges can be done in any number of ways. We offer heli-rafting, vehicle supported multi-days, as well as combinations of tramping and rafting multi-day trips. While on land, we offer schools programming ideas such as: bush craft, map reading, orienteering, or obstacle courses, and more. Whitewater Kayaking We start our kayaking instruction for students on flat water. Along the Mohaka river, there are a number of great locations that have slow current, shallow depths and easy-towalk shorelines. Depending on the circumstances, we can arrange with some schools to offer their students additional introductory kayak lessons in their local pool. Depending on the camp’s length of time and our instructors’ evaluation of students’ progression, we usually have our classes running Grade 2 or 3 rapids by the end of a week. For those students who may not feel comfortable enough to take part in a longer trip
Phone 09 2928 302
RESILIENCE, LEADERSHIP, LIFE SKILLS, SAFETY School camps and expeditions Junior school Grade 2 half day trips High school Grade 3 day trips
Email: firstname.lastname@example.org Phone: 068391808 www.mohakarafting.co.nz 30 | Term 3, 2019 www.principalstoday.co.nz
Custom Options Mohaka Rafting creates custom day and week programmes. We frequently do this to make sure that student’s various interests are covered. We believe in making an educational wilderness experience accessible for all students and schools. We understand that not everyone can afford a multi-day heli-rafting trip and that is why we have options. Mohaka Rafting 06 839 1808 www.mohakarafting.com
Only 29kms from Auckland Airport & 12kms from Bruce Pulman Park
Our instructors are professional kayakers from around the world and locally here in NZ. They impart the best skills to your students and ensure they are getting the greatest advice and tuition. We ensure that all students, kayaking or rafting, learn about river hazards, safe navigation skills, good decision making and understand the importance of having the right gear.
STAND FIRM. TAKE A BREATH.
EOTC OUTDOOR ADVENTURE & ACCOMMODATION
down the river, we will bring along a guided raft so they can still take part and enjoy the experience in a fun, safe manner.
PUT YOURSELF OUT THERE ON THE EDGE OF A WATERFALL, TAKE A CALMING BREATH… THEN, YOU CAN EITHER ABSEIL, SLIDE, ZIPLINE OR JUST JUMP OFF IT! PHONE: 0800 244762 (in NZ) EMAIL: email@example.com www.bigrockadventures.co.nz
Learning Space | EOTC
History comes alive in Arrowtown
10% discount on all bookings available from end of May through to end of August.
In historic Arrowtown the whole town is a living museum. The Lakes District Museum runs an interactive LEOTC education programme called HandsONHistory, designed to support the New Zealand Curriculum.
Keeping winter at bay at Ngatuhoa Ngatuhoa Lodge is situated in the Kaimai Ranges, 40 minutes drive from the Tauranga CBD.
Winter is kept at bay at Ngatuhoa thanks to a cosy lounge centered around a log burner in the main building.
The lodge is nestled in a valley, surrounded by native forest, rivers, watefalls and streams, making it an amazing place for those looking for a place to go and spend time away from the hustle and bustle of daily life.
Hot chocolate, underfloor heating, hot showers and a drying room also help after a nice day hiking to one of the many beautiful waterfalls nearby.
For 60 years Ngatuhoa has been home to family weekend groups, staff retreats, school camps and even the occasional weddings. Activities/facilites available include, kayaking, tubing, abseling, zip-lining, rifle range, confidence courses, burma trails, hiking, outdoor cooking and more.
Bunk style accomodation is available for 50, catered for easily through use of the fully equipped lodge kitchen and outdoor BBQ area. Bookings are available online or via email: firstname.lastname@example.org. More information available at: www.ngatuhoa.org.nz.
HandsONHistory uses the entire town to provide an authentic experience for students from Year 1 right through to NCEA level 3. By using the original features of the beautifully preserved goldmining town, students are able to learn by doing, using inquiry strategies and engaging all five of their senses. Programmes are tailor made to suit your individual school’s inquiry topics and unique learning needs. Specific links are made to curriculum subjects and learning intentions. The maximum cost is $5 for a full day of educational activities, with further special discounts for shorter visits, and locals or low decile schools. As we are a Ministry of Education supported LEOTC provider, we pride ourselves in our use of the current New Zealand Curriculum’s principles, key competencies and curriculum areas. Programmes come with follow-up resources to consolidate learning.
Our NCEA history and geography programmes provide the most current facts and figures, as well as thousands of historic archives to guide students to excellence.
History will never bethe same again In historic Arrowtown the past is all around us. That’s why the Lakes District Museum has established its interactive education programme designed to enrich and enhance the New Zealand Curriculum. Arrowtown is an amazing resource which allows students (and adults) to experience hands-on and interactive learning in an authentic environment. Arrowtown is a historically preserved goldmining town which allows endless opportunities for active learning, helping to bring the past to life. All programme options are activity based, designed to suit all stages and styles of learning and all link clearly to the Social Studies Curriculum strands. All options are well supported by pre and post visit material. Please use our website for pre and post-visit resources to reinforce learning around your museum trip: www.handsonhistory.co.nz. For any questions or a free copy of our 2019 programme, phone or email our friendly Education Officer, Kelly, on (03) 442 0317, or email@example.com.
Providing outdoor experiences
for the young and the young at heart
A Place For Adventure Ngatuhoa Lodge in Kaimai Mamaku Forest Park is the perfect place for schools, groups and families to experience outdoor adventure and nature at its best. Omanawa Rd, Omanawa, Bay Of Plenty 3171 P: 022 161 2174 E: firstname.lastname@example.org www.ngatuhoa.org.nz
www.principalstoday.co.nz Term 3, 2019 | 31
Working Space | Health and Safety
Working Space | Playground Safety
Ensuring playground safety Playground injuries are the leading cause of injury to children aged 5 to 14 in schools and lack of supervision is associated with 40 percent of playground injuries.
Are you OK? A holistic view of health should place mental and physical aspects of wellbeing in the same sphere. However, while most people will head to the doctor or dentist when physical symptoms persist and will take time off when unwell, recognising a mental health issue and acknowledging that we might need to take a break or seek help challenges most people. How well to you manage when it comes to looking after yourself? What about the significant others in your life? How well do you balance the demands of work and play? Personal resilience is enhanced when we are eating well, sleeping well, exercising and making time to spend with family and friends. Work also plays an important role by providing a significant routine in our lives each week.
We may even spend more time with our work colleagues than with family and friends! As people leaders we can set an example that helps to build a supportive environment. By acknowledging both the physical and mental aspects of health, asking the “are you ok” question, showing genuine kindness and interest, encouraging help-seeking when the need is obvious – we begin to build a wellbeing culture. You don’t have to be the expert in every field. Vitae for example specialises in providing psychological services nationwide and has 50 years of experience supporting people at work. Their services aim to provide short term, solution focused, counselling sessions for employees needing help with issues affecting their mental wellbeing.
For more information about Vitae visit www.vitae.co.nz or call 0508 664 981.
A recent 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 equipmentrelated injuries involve falls to the surface, and 10 percent involve falls onto equipment - either due to inadequate surfacing or onto hard objects.
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. 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. 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 of social behaviour, enabling children to interact with their peers. 32 | Term 3, 2019 www.principalstoday.co.nz
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. The following are eight effective injury reduction prevention measures for your school.
Eight effective playground injury prevention measures: • Equipment - purchase age and demographic appropriate play equipment. • Fall height - ensuring correct play equipment heights (fall height of max 3m for climbers and 2.2m max handle height for upper-body overhead activities). • Surfacing - use impact‐ absorbing (attenuating) safety surfacing such as certified loose fill (bark or woodchip) or synthetic surfaces (rubber matting). • Supervision – establish and maintain daily supervision procedures. • Daily inspection – daily/weekly inspection by a school property manager. • Yearly inspection - annual comprehensive safety inspection/compliance audit by RPII Level 3 Play Inspector. • Surface test - Head Impact Surface (HIC) test every two years for synthetic surfaces (rubber matting only) - not required for loose-fill. • Maintenance – regular preventative maintenance, usually following comprehensive yearly inspection.
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www.principalstoday.co.nz Term 3, 2019 | 33
Working Space | Asbestos
Do you understand your asbestos obligations? The Health & Safety at Work (Asbestos) Regulations came into effect in April 2016. “Three years on and many businesses and building owners still have a way to go when it comes to meeting their obligations,” says Rikki Jones, president for the New Zealand Demolition and Asbestos Association (NZDAA). Asbestos was commonly used in building products from the 1940s onwards, and as a result, many New Zealand schools and facilities built before 1 January 2000 are likely to contain some form of asbestos materials. Exposure to asbestos dust can lead to serious health issues such as respiratory disorders and cancer.
Asbestos that is in good condition and undisturbed doesn’t pose a significant health and safety risk. However, there is a risk of asbestos fibres being released and disturbed during refurbishment and routine maintenance tasks. It is therefore important that everyone working in and on such buildings understands the potential risks and how to safely manage these. The asbestos regulations require that all Persons Conducting a Business or Undertaking (PCBU), such as schools, ensure, so far as is reasonably practicable, that all asbestos in their buildings and facilities is identified and that any risks that may lead to exposure are minimised or managed.
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– the asbestos experts Asbestos is something that we all have the potential to come into contact with, and although it is common knowledge that asbestos containing materials (ACMs) can be a hazard to health, not all ACMs pose the same risk. Donald Napier of Fibresafe NZ Ltd says “We see our role as being here to provide help and support, assess risk and advise people.
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“Education facilities are notorious for containing a wide variety of ACMs however, there is no need to be anxious; the best approach is to become more aware of the risks around you, and not to bury your head in the sand,” Donald says. “We like to focus on changing people’s understanding and attitude towards asbestos, ensuring those in positions of responsibility can make informed decisions. We offer testing, surveys, detection and analysis, soil and air sampling and environmental consulting, including working with our clients to produce effective asbestos management plans.” Now is the right time for businesses and Persons Conducting a Business or Undertaking (PCBU) to take a positive approach to the management of ACMs. Asbestos is all around us, but dealing with the problem needn’t be an intimidating or daunting process. The Fibresafe NZ team are friendly, approachable, have a wealth of experience, and operate nationwide.
They are highly trained and qualified to an international standard and independently accredited, being the first in New Zealand to gain the accreditation through International Accreditation New Zealand (IANZ) to undertake the company’s range of asbestos services. Whether you need just a sample or two for a yes or no answer, or if you need a survey to locate asbestos materials for management, refurbishment or demolition purposes, get in touch. If effective asbestos management and compliance with health and safety legislation is your goal, Fibresafe NZ can help you out.
Working Space | Asbestos As the person in control of their workplace, the principal will often be the PCBU or person responsible for managing the asbestos in their school. “Unfortunately there is still a fair amount of confusion around the requirements and many PCBUs don’t fully understand their obligations and duties,” Rikki says. “As an association we advise anyone who is required to manage buildings or properties that contain asbestos, or has workers that might encounter asbestos during the course of their daily work activities such as a tradesperson or a caretaker, to undertake an Asbestos Awareness Course so they full understand the risks and their responsibilities.” Under the legislation, any buildings built prior to the year 2000 and/or known to contain asbestos, or are assumed to have the presence of asbestos, must have an Asbestos Management Plan which clearly sets out the location of the associated asbestos and how this is managed. The condition of the asbestos at these properties should be inspected and monitored on an ongoing basis and any changes recorded. In addition, any staff working on or maintaining these buildings should be fully aware of the Asbestos Management Plan, and it should also be made available and provided to any contractors conducting work at your school. So how do you know if your buildings or facilities contain asbestos or not?
If the building was built before 2000 then it is highly likely to contain some kind of asbestos containing materials (ACM). Asbestos was used in a wide range of products and it can often be mixed with other materials or hidden behind walls or panelling. An experienced person will often be able to locate and identify commonly used asbestos products, but the reality is you can’t always tell if a product contains asbestos just by looking it. The NZDAA recommends that identification of asbestos is conducted by a competent person such as a qualified asbestos surveyor or assessor. But the asbestos responsibilities don’t end there.
is important for staff to understand the risks and to take the appropriate precautions to avoid putting their health and the health of others at risk. Asbestos containing materials should never be waterblasted, scrapped, sanded or drilled without proper advice, as these simple actions are enough to damage and release asbestos fibres. This is even more important when using any power tools such as electric drills, sanders or high pressure water blasters. In addition for bigger projects such as demolition or refurbishment works, an asbestos refurbishment or demolition survey is required by law, before any such work can commence.
The NZDAA is the industry body representing the entire asbestos sector which includes asbestos removalists, asbestos surveyors and asbestos assessors. The NZDAA works closely with WorkSafe, government, local councils and other agencies to ensure its members are meeting regulatory requirements and delivering best practice in safety standards. The association also provides free information and advice to the general public and runs education initiatives like Asbestos Awareness Week to help improve knowledge and promote safer practices when it comes to working with and managing asbestos. “Asbestos is still very much widespread in New Zealand and found in so many buildings. We launched Asbestos Awareness Week to help educate tradespeople and other individuals who have the potential to encounter asbestos as part of their daily work activities, to help them work as safely as they can and better manage their risk.” The NZDAA will happily advise any schools that need more clarity on their duties and obligations, they can also provide bespoke asbestos awareness education. Asbestos Awareness Week will take place from 25-29th November 2019. For more information or to sign up for updates visit www.theafactor.co.nz or contact the New Zealand Demolition and Asbestos Association (NZDAA) www.nzdaa.com.
When undertaking work that has the potential to disturb or damage asbestos, even routine maintenance, it
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Working Space | Fundraising
How to fundraise and promote school events in your community
While your school might have the best fundraising idea known to man, if your community doesn’t get behind it, the idea may not get legs at all and remain an idea, rather than a successful fundraising event or campaign. So how do you create fundraising events that are supported by your local community? The answer is by creating a solid promotions and marketing campaign that stands out from the crowd. To make your fundraising event as successful as possible and to tap into the support of individuals outside of your school and within the general community, you’re best to consider a combination of communication and marketing ideas to promote your event to the masses. Here are a few ideas to help you promote your school fundraiser and get the word out throughout the local area.
Focus on word of mouth No one is ever going to know your school is holding a fundraiser unless you let them know, so share a flyer for the event to friends, work colleagues and family to let them know and to see if they can support.
Post flyers or posters throughout the local area In most communities, there are noticeboards outside local supermarkets and in community spaces that allow for posters or flyers to be shown promoting upcoming community events. Gather a team of volunteers and find as many areas as you can to plaster posters so your local community
can see what’s coming up in your school’s fundraising calendar. Be sure to only erect posters in spaces that are approved, and don’t just put up posters anywhere otherwise you could get fined by the local council.
Promote events on social media You would be surprised how much attention you can get via digital mediums especially when it
comes to platforms such as Facebook and Instagram. To promote your school event, set up an event on one of your social media platforms and ask your organising committee and school community to share to their list of friends and colleagues in the local area. By sharing the event, you can drum up quite a lot of support and get
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What is it? Good Soap for a Good Cause uses ecostore’s popular boxed bar soaps and works exactly like your traditional candy fundraiser. In fact pricing, returns for the school and the number of bars per carry pack are exactly the same as they are for chocolate (minus the sugar and the negative health connotations.)
$1 of every soap sold goes to your fundraising cause The individual bars of soap come in a user-friendly convenient carry carton of 24 soaps and are available in three 36 | Term 3, 2019 www.principalstoday.co.nz
• Made in NZ • Plant-based No nasty chemicals such as triclocarban or cocamidopropyl betaine, propylene glycol or synthetic dyes which are linked to skin irritations. The Grapefruit & Mint soaps come in a box that the kids can personalise with their own message, drawing, or sticker – they make ideal presents for grandparents!
Keen to find out more? Check out www.ecostore.co.nz/ fundraising, which features an easy online order facility and a host of downloadable support material including tally sheets, certificates, and fundraising tips.
How do you order? Simply hop online to www.ecostore. co.nz/fundraising and complete the order form. Alternatively give us a call (ph: 0800 33 55 33 ext 1) or email us at email@example.com.
Working Space | Fundraising
To promote your school event, set up an event on one of your social media platforms and ask your organising committee and school community to share to their list of friends and colleagues in the local area.
stations to see if you can promote your event via a chat with the local radio announcers. Ensure your info is short, sharp and to the point, so it’s easily converted to a radio announcement.
an indication of interest as well as provide an opportunity for community members to ask questions and find out more about the upcoming fundraiser.
Whether you want your fundraising event promoted in the print news, local parent networks or even in local
Post details on community websites There is a swag of community websites that share information on your fundraisers. Have a quick search and you will be able to find websites such as Event Finda that list community
events for free. As well as this, your local council or region might also have a free community listing for events – so ask around and share your event info left, right and centre with your community.
Create a media release and send it to local media outlets
parents’ magazine, you will need to present the information in a way that is easily transferable to media outlets and this means a media release. The media release is a pretty simple tool, and done well can work to generate some invaluable free promotion for your event. Article kindly supplied by the Fundraise Factory: www.fundraisefactory.com.
Chat about it on your local radio station If there is a member of your fundraising committee that is a great public speaker, you can contact local radio
Not another fundraiser! Fear no more! We have a MASSIVE range of fundraising ideas & free tools to make life easier. facebook.com/fundraisefactory
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• Suitable for high traffic areas- foot and light vehicles are ok • Can be coloured and applied to slopes • Highly durable, easy to clean, all weather surface • DIY repairs are very easy for unforeseen damage • Different grades of rubber available to alter the non-slip properties. Contact Burgess Matting & Surfacing Our matting is made in New Zealand from recycled rubber. Find out more by calling us on 0800 80 85 70, see the range at www.burgessmatting.co.nz, or email us on: email@example.com
www.principalstoday.co.nz Term 3, 2019 | 37
Working Space | Sun Safety
Kiwis still struggling with sun protection “Skin cancer is a highly preventable disease and represents a significant cost to the health system.”
Despite swathes of information swirling around about the danger of excessive sun exposure during both the warmer and cooler months, Kiwis are still failing to slip into shade and slap on a hat for sun protection.
- Ryan Gage
An alarming proportion of New Zealanders are neither wearing hats nor seeking shade to protect themselves from the sun, University of Otago research reveals. The study observed 2,635 children and adults in outdoor recreation spaces in the Wellington region between September 2014 and April 2015, including beaches, playgrounds and outdoor pools. It found that only 4.3 percent of people wore sun protective hats (broad-brim, bucket and legionnaire styles) and only 10.7 percent were under shade at times when sun protection was warranted. “Previously we only had information from surveys to tell us about the sun protection used by New Zealanders in recreational settings,” Ryan Gage from the Department of Public Health at the University of Otago, Wellington, says. “Direct observations are needed to show what is actually happening.”
“Skin cancer is a highly preventable disease and represents a significant cost to the health system,” Ryan says. “We should learn from Australia and do more to encourage sun protection in general, both for children and adults,” he says. The research, which was published in the New Zealand Medical Journal last October, is part of the landmark Kids’Cam Study, funded by the Health Research Council of NZ, which saw children capturing images of their world from wearable cameras. Professor Louise Signal says the findings suggest that children and adults are less sun-safe in recreational settings than previously believed. The lack of hat-wearing mirrors an analysis of sun safety in Wellington primary schools, where reportedly less
than a quarter of students wore a hat during lunch breaks in summer. New Zealand currently has the highest rate of melanoma skin cancer in the world. Each year, nearly 90,000 skin cancers are diagnosed and 500 New Zealanders die from skin cancer. Most of these cancers are caused by overexposure to the sun. Unlike Australia, which has funded sustained awareness campaigns around sun smart behaviours, New Zealand has released no public media campaigns in almost a decade.
“The SunSmart Schools programme alone is not enough to influence behaviours outside school grounds. Sun burning is highly common in outdoor recreational areas, and sun damage at any age contributes to skin cancer risk.” Professor Signal says encouraging local councils to develop sun safety policies would be a useful first step for supporting sun protection in outdoor recreation spaces. “We know that some councils do this well already, for instance by considering shade in playground upgrades and urban design.”
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38 | Term 3, 2019 www.principalstoday.co.nz
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Issue 1213 of Principals Today magazine