Free range education
Seven Oaks Schoolâ€™s unstructured success
More than a free lunch
School lunch programme launched
Young achievers striving for great things
Living springs A positive force in youth development
How Mates & Dates develops personal growth
What you need to know
Getting back to basics Encouraging traditional entertainment
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Free range education
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More than a free lunch
School lunch programme launched
Seven Oaks School’s unstructed success
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Young achievers striving for great things
Living springs A positive force in youth development
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How Mates & Dates encourages personal growth
What you need to know
Getting back to basics
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How Mates & Dates encourages personal growth
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5 Collaboration - the best way to embrace change
10 Measles outbreak
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PPTA president Jack Boyle on the benefits of co-operation
6 Free range education
Seven Oaks principal Jeremy Orczy on the benefits of unstructured learning
Putting bad waste to good use What you need to know School lunch programme launched
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News | Viewpoints
the best way to face and embrace change Jack Boyle PPTA president
Following the ratification of new Collective Agreements for tumuaki in primary, secondary and area schools, there is perhaps no better time to “get under the hood” of our education system than right now. More than any time in the last 30 years, there is something of a convergence between principals, teachers, unions and policymakers about the challenges we face if we are to continue to meet the needs of tamariki in a rapidly changing world. There is also, I think, a growing trust and commitment to co-operation where once the sector was beset by siloes and interest groups. The recent partnership between NZEI and PPTA in their campaign for teachers’ collective agreements, and between SPANZ and PPTA for secondary principals demonstrates, I think, the potential of this new way. What’s needed now is an interest based approach to dealing with change and reform. What’s needed is an approach that is aimed at finding consensus and working together to build the best solutions. What’s needed is partnership - and there’s no time like the present. There’s a lot of change (and potential change) happening in education in Aotearoa. As educators we should be bringing our professional expertise to all of it – from policy at the national
level to everyday practice in our schools and kura. From pedagogy to assessment, to how we work with our colleagues to create the best learning opportunities for all ākonga, our knowledge and experience need to be in the mix when changes are happening. At the national level proposed changes to legislation – such as the removal of the current appraisal model, the Tomorrow’s Schools review and a replacement for decile funding - will have far reaching implications for how we support great teaching practice and how our system provides what our students need. New approaches to assessment (through the NCEA and Curriculum, Progress and Achievement workstreams), new funding approaches and an Education Workforce Strategy are also imminent or in the pipeline. Throughout all of it the voice of principals, as well as teachers, will be critical. We will need to bring our knowledge and expertise to make clear what changes are needed, when and why those changes should be made. We will need to work together - to listen and exchange ideas and to put our combined weight behind those changes that will make the most difference for learners and society. And we can’t get bogged down in disagreement – instead we will have to find common cause. Of course, this won’t always be easy. Already some principals have voiced
“Our leaders need to have the tools to ensure their schools are delivering and they need to be trusted to use them. Through partnership between SPANZ, the PPTA’s Secondary Principals’ Council and NZEI, we can ensure that our principals are supported to lead.”
disquiet about the proposed removal of appraisal. It’s probably worth noting that we are not advocating for teachers to have no accountability - schools will still have performance management systems (and rightly so). But we need to be clear that the current appraisal model drives compliance rather than enabling better practice. It often leads to little other than more administration and that’s why it will be discontinued. In fact, when you look to use appraisal as an accountability measure, international evidence suggests you get a narrowing of practices to those that are ‘measurable’ and appraisal becomes entirely about compliance.
We can be confident that the sky won’t fall in if we remove appraisal either. Of course, there may be some who worry what appraisal will be ‘replaced with’. Unlike other professional workers, teachers already have multiple layers of scrutiny and accountability that they are subject to. It’s my view that at the national level all that is needed is certification / registration. Where the rubber will hit the road is with principals. Our leaders need to have the tools to ensure their schools are delivering and they need to be trusted to use them. Through partnership between SPANZ, the PPTA’s Secondary Principals’ Council and NZEI, we can ensure that our principals are supported to lead. In this vein, removing appraisal will be about giving principals and staff the flexibility to do what works for their situation. Identifying next steps for teacher learning and development and enabling tumuaki and senior leaders to manage their staff should be a school level issue, and not subject to unnecessary compliance demands from external agencies. So, if a school wants to use the inquiry model or re-gear their performance management procedures - that should be their call. Whether locally or at the national level, the power of organised professional leadership and the voice of teachers in education is the best lever we have to ensure our system delivers – for everyone. I’m confident we can do it – together.
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www.revital.co.nz www.principalstoday.co.nz Term 4, 2019 | 5
News | Principal Q&A
Free range education By Lydia Truesdale
Seven Oaks School in Christchurch is the school we all wished for when we were young. Established in 2009 by Macpac founder Bruce McIntyre as his new social venture, many parents are just now starting to understand the relevance of Seven Oaks’ exclusive curriculum in aligning young people with a personally meaningful path in life. Principals Today met with principal at Seven Oaks School, Jeremy Orczy, to discuss how unstructured learning is the key to solving unstructured world problems. How many students make up the school roll? Sixty – including 11 new entrants this term. How would you describe Seven Oaks’ learning environment? ‘Learn. Do. Apply.’ We’re always trying to bring learning in a creative, purposeful way and always giving children experiences to learn from. Traditional subjects (maths, English, science, etc) are applied to the real world and delivered in modern ways, for example, through wearable arts, talent shows, school productions, designing and building things like a pizza oven and BMX track – the list goes on. The goal of our human-centred education is to draw out the natural inner brilliance of every student, catered to through an individual learning pathway (ILP). Our focus is on social and emotional wellbeing. In mainstream education this is more of an add-on but for us it’s where we start – and from there, we find, the learning is most effective. Relationships are the most important part of who we are. We have small classes, we’re able to get to know our children, what works for them, when they’re reaching their potential and when they aren’t; and help them learn
to care for themselves, each other, and the planet. Most modern learning environments don’t allow for this in the same way that we do. We know every little thing that happens on the playground that you’d have no choice but to ignore in a mainstream school – and these are often the kinds of things that can foster becoming social/emotional issues in adults, and end up having a much bigger impact on their lives than something that could and should have been sorted out in the playground. What are some of the positive qualities of children and young people today? Kids are so aware these days. They care about things like climate change to the point it wears them down. It’s overwhelming and you have to teach them how to break it down into what they can do to work towards a satisfactory outcome. They care and they question everything. I think the biggest difference between a modern child and a child from the past is that they will question you – and you have to be ready with an answer! How does Seven Oaks’ curriculum nurture these qualities? We are teaching the fundamental skills of what it takes to be a decent human being. At the core of our Brilliant Curriculum are seven character strengths that enable students to become the very best versions of their unique selves and make valuable contributions to society throughout their lives. The more you understand the world, the more understanding you are as a human being. Instead of going out there and saying “be a good person”, you have to teach the qualities that, when combined, the result of which is a good person. If you can establish those seven strengths, you’re going to be a good human being.
“We know every little thing that happens on the playground that you’d have no choice but to ignore in a mainstream school – and these are often the kinds of things that can foster, becoming social/emotional issues in adults, and end up having a much bigger impact on their lives than something that could and should have been sorted out in the playground.”
What are those seven character strengths? Self-awareness, emotional intelligence, resilience, imagination/creativity, cooperation/collaboration, ecological intelligence, and responsibility. Tell me about the Brilliant Curriculum The Brilliant Curriculum integrates with the national curriculum as well as the MindPlus and Arrowsmith programmes to deliver a uniquely holistic education. It allows for an inspiring social and natural environment, to engage students in learning activities that are enjoyable and meaningful to their own real-life situations and nurture them to grow via highly supportive teacherstudent relationships in small classes. Who can benefit from this blended education? People come here for difference reasons – primarily for our philosophical approach and due to learning difficulties that may be the result of modern learning environments, for example large class sizes, minimal one-on-one teacher interaction, bullying, etc.
We have a varied range of people and this is reflective of society. What is needed from education in the future? More flexibility is needed, as well as a stronger focus on social and emotional wellbeing. All schools teach reading, writing, math, but not all schools teach behaviour. Children need to be taught how to be properly responsible – and then they can apply what they have learnt at school to improve their home and social life. A skill that’s only going to become increasingly important is being able to work in groups – people have to learn to work together. Society is changing so fast, educators need to be forward thinking to prepare students for all the changes yet to come. We have to teach our children for that future – we can’t teach them for the present because the present soon won’t exist. Seven Oaks School is seeking two fulltime teachers as well as one part-time teacher from 2020.
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News | Connections
Learning to be good mates “You see the students get eager, and they get as tall as they can to get your attention and get involved, and we let them go for it; we give them the space to grow and share and learn.” So says Sophie Bailey, a Canterbury region facilitator for the ACC-led healthy relationships programme Mates & Dates. Sophie is bursting with positive energy and enthusiasm for her job. She comes from a health sciences background, where her studies focused on health education, health and community, and intimate partner, family and sexual violence. That’s why, when the Mates & Dates programme was announced as starting in Canterbury in 2014, Sophie jumped at the chance to get involved. “My studies showed me how prevalent violence is in our communities and the effects it has on survivors’ health, wellbeing and quality of life,” Sophie explains. “That’s why Mates & Dates is so great. It gives us agency to do some good work and help young people learn how to develop relationships that are free from violence.” Mates & Dates is taught across years 9–13 through five 50-minute sessions over about five weeks. It progresses each year and ties in with the health and physical education learning area of the curriculum. Facilitators who are experts in working with young people on sexual violence prevention come in to a school as a team with all the resources required, and it’s all free. “Mates & Dates isn’t about the physical or biological side of relationships,” Sophie explains. “Rather, it focuses on the social and emotional side of relationships.”
The programme covers the five themes of: • Healthy relationships • Skills and consent • Identity, gender and sexuality • When things go wrong • Keeping safe together.
“Mates & Dates empowers conversations about relationships and things that matter to young people,” Sophie says. “We’re not trying to tell them how to run their lives but rather how to build skills for when things go wrong and how to navigate through relationships.” The programme started at Ao Tawhiti Unlimited Discovery, Christchurch, at the beginning of 2018. School counsellor Miriam Denney noticed students trying to understand situations they were getting themselves into, and she recognised that Mates & Dates might be able to help them.
School counsellor Miriam Denney
Mates & Dates Canterbury region facilitator Sophie Bailey
“Mates & Dates empowers conversations about relationships and things that matter to young people,” Sophie says. “We’re not trying to tell them how to run their lives but rather how to build skills for when things go wrong and how to navigate through relationships.”
We can act as a bridge for students who are hesitant to reach for the supports offered by their schools.” Now Sophie and the other facilitators are returning to Ao Tawhiti Unlimited Discovery and seeing the same students a year older and the next level up. “And those students are going ‘Hey, you’re from Mates & Dates; we remember you from last year’, and they’re confident and relaxed with us, and it’s a great feeling to be remembered like that.
“The best thing for me,” Sophie reflects, “is seeing the students have a lightbulb moment and go ‘Ah-ha! That’s what I believe in, too – those are my values!’ “Those lessons where they get to apply what we’re talking about in a Mates & Dates session to their own situation and realise what’s going on in their lives, what they really want in – and what they have a right to expect from – their relationships. Those are the moments when I really feel proud of my work.”
“Every student ought to know that they have the right to be comfortable in their relationships,” Miriam says. “No one really likes dealing with this kind of stuff, but we all need to. I felt the Mates & Dates programme might be able to help students understand how to avoid getting themselves in a pickle.” Mates & Dates takes a collaborative approach with the schools, the facilitators and the students working together. Facilitators are fully prepared to work around the school’s requirements, and they’re happy to work in with other programmes schools might have in place already. As Sophie says, “Ultimately, we’re all working towards the same goal: helping young people experience better lives. We all provide slightly different things, covering different aspects of life that are equally important for young people to learn about as they grow up in today’s society.” Teachers who may not have the necessary PD gain confidence by observing the Mates & Dates facilitators in action and transfer their observations to actions in future. “Our facilitators aren’t there to replace staff,” Sophie says emphatically. “We’re there to add – we provide another ear for a young person who might be reluctant to talk in front of people who know them. “Sometimes, students find it easier to open up around someone external. www.principalstoday.co.nz Term 4, 2019 | 7
News | Initiatives
Bright ideas By Lydia Truesdale
Get the children into worms!
New Zealand’s future is in the hands of a motivated, intelligent generation of young people who everywhere, every day, are striving for great things. These are just a few of the many young New Zealanders who are shaping a better future for the world as we know it.
Jamie Beaton and Sharndre Kushor Jamie Beaton and Sharndre Kushor launched Crimson Education as teens in 2013, to help people gain scholarships to Ivy League schools. Today the Auckland-based global consultancy is worth more than $200 million, has worked with over 20,000 students, and employs more than 2,000 tutors and mentors from around the world with locations in places like Australia, Vietnam, Thailand and Russia.
Donielle Brooke – Designer Wardrobe Donielle Brooke was 25 when she was diagnosed with thyroid cancer. Bedridden and with bills to pay, she began offloading her designer clothes for sale through a Facebook page – which, in a matter of days, amassed a cult following. Donielle has grown Designer Wardrobe into having more than 100,000 members and 1.2million monthly website views, as well as a board that includes Spark chief-executive Simon Moutter and GrabOne founder Shane Bradley.
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At just 16 years old, Alexia Hilbertidou won the Unitec Coding App competition (2015) for her online food redistribution platform KaiShare. As an 18 year old, inspired by the fact she was the only girl in her Year 12 IT and physics classes, she founded GirlBoss NZ, an organisation encouraging young women to embrace STEM, entrepreneurship and higher leadership.
Inspired by a visit by Mike King to his Northland high school, 14-yearold Ezekiel Raui sat down at his kitchen table that night and wrote down the problems facing youth in New Zealand. Five years later Ezekiel had founded Tu Kotahi, a programme to tackle youth suicide and mental health issues among students in New Zealand.
Nineteen year old CEO and founder of Tumeke Enterprise, Jay McLaren-Harris hopes to build the next generation of leaders through an overhaul of leadership training and education.
Alexia has also interned at the New Zealand Treasury, won a 2016 Westpac Women of Influence Award, received a scholarship from the Ministry of Education, and was the youngest person ever to go on a project mission with NASA.
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GirlBoss has become New Zealand’s second largest network of women with nearly 8,000 members. It primarily targets high school students through workshops and presentations on leadership, entrepreneurship, science and technology, with past speakers including My Food Bag’s Theresa Gattung, Xero’s Anna Curzon, Green Party MP Chloe Swarbrick, and Prime Minister Jacinda Ardern.
8 | Term 4, 2019 www.principalstoday.co.nz
Tu Kotahi, which means “stand as one”, hosts education sessions and youth workshops where young people are given peer counselling services. The programme aims to bridge the communication gap between services and young people suffering from mental health issues, by equipping a group of students at each school with the skills to be mentors and help to create a culture where “it’s cool to korero about the hard stuff”. Tu Kotahi has received backing from the government and was rolled out in schools in 2018.
The Tokoroa teen left his hometown for Auckland at the age of 18 with $250 in his back pocket. From there he founded Tumeke Enterprise, an organisation building the next generation of leaders. Tumeke Enterprise offers a number of services that nurture young people’s leadership capabilities and their ability to influence change. Jay has plans to see Tumeke Enterprise operating in Australia, the Cook Islands and the United States by 2021. By 2022, he would have liked Tumeke Enterprise to have directly affected one million lives, through growing his following by 7500 people each month for the next three years.
News | Eco-initiatives
Plastic un-fantastic By Lydia Truesdale
The habits we create as children can develop into lifelong behaviours as adults. That’s why schools are becoming increasingly proactive in their role of fostering positive ecological habits in our young people. Here are some examples of how any school can put bad waste to good use. 1. SOFT-DRINK GREENHOUSE Using the school’s discarded plastic soft-drink bottles, build a bottle-house perfect for growing vegetables. Materials: • Recycled timber • Recycled plastic soft-drink bottles • Roofing materials • Foundation materials (if any). Method: • Using 1.5/2.25L bottles, remove the lids and cut off the bottles’ bases (the bottom few centimetres of the bottle) • Then, using bamboo canes, thread the bottles together making sure they stack neatly in to one another
• Fit the bamboo canes into the recycled timber framework of the greenhouse. 2. ECO BRICKS Another excellent use for 1.5/2.25L plastic soft-drink bottles is to pack them tightly with soft plastic, perfect for use as a substitute for hollow blocks in building. Materials: • Soft plastics such as food packaging and wrapping • 1.5/2.25L bottles with their lids on.
will never disappear, because it does not fully breakdown and this encourages minimised plastic use by our young people.
• Fill the bottles with as much soft plastic as you can pack into them • Screw the lid back on. 3. PLASTIC ARTWORK Getting your students to create and hang plastic artwork around the school is a superb way to highlight just how much plastic waste there is in the world.
New Zealand doesn’t yet have its own plastic recycling plant, but there are many creative ways to recycle plastic on a small, individual scale until it does – creating positive habits in the process.
Additionally, because plastic shows little sign of degradation even after years of exposure, it also serves as a great reminder to students that plastic
www.principalstoday.co.nz Term 4, 2019 | 9
News | Health
Measles outbreak: What you need to know There have been 1,172 confirmed cases of measles notified across New Zealand from 1 January to 11 September 2019. Make no mistake: measles is a highly infectious airborne virus that affects both children and adults and can be life threatening.
including staying home from school for five days after the rash appears and not allowing any visitors into the home. First symptoms The illness starts seven to 18 days after you’ve been exposed. The first symptoms include: • Fever • Cough
One person with measles can pass the disease on to 13 other people who have not been immunised.
• Runny nose
Just being in the same room as someone with measles can lead to infection if you are not immunised – it is easily spread from an infected person by saliva or mucous droplets when coughing, sneezing or talking. It can also be spread by contact with surfaces contaminated with an infected person’s nose and throat secretions.
• Sometimes small white spots on the back inner cheek of your mouth.
Measles has a more than 50 percent death rate for New Zealand children with low immunity, such as those receiving cancer treatment. To protect these children, it’s important we and our families are immunised so that we cannot spread the illness. If you suspect someone within your school community has measles, ask them to phone a doctor (to avoid spreading it through the doctor’s waiting room) and isolate themselves,
• Sore and watery ‘pink’ eyes
Day 3–7 of illness A blotchy rash, which tends to start on your face, behind the ears, before moving over your head and down your body, lasts for up to one week. However, you are contagious five days before to five days after rash onset, counting the day of rash onset as day one. Prevention Measles is one of the world’s most infectious diseases yet is easily preventable. The best protection against measles is the free measles, mumps and rubella (MMR) vaccine. After one dose of the MMR vaccine, about 95 percent of people
Measles is one of the world’s most infectious diseases yet is easily preventable. The best protection against measles is the free measles, mumps and rubella (MMR) vaccine. are protected from measles. After two doses, more than 99 percent ofpeople are protected
overseas – to protect yourself and to help prevent outbreaks in New Zealand.
In New Zealand, if you were born in 1969 or later, you can get the measles vaccine for free.
The brand of MMR vaccine used in New Zealand is Priorix. See the Medsafe website for more information about Priorix, visit: https://medsafe.govt.nz/ Consumers/CMI/p/Priorix.pdf.
Vaccination is particularly important if you are planning to travel anywhere
Bernina Fashion and design is going through a resurgence in New Zealand schools, and BERNINA is committed to helping schools meet the demands of today’s student. Technology in the sewing world has moved greatly in the last 15 years, however many schools still have fleets of machines in need of replacement. BERNINA, as a platinum sponsor of HETTANZ, offers special school prices on a range of machines suited to the demands of the classroom. We don’t sacrifice on the robustness of our machines, or the quality of our machines, as we believe that a machine that lasts is the right investment in schools. Machines in classrooms need to be simple to use, but also be suitable for a Year 7 student, right through to a Year 13, that’s why BERNINA has just launched a new 3 series of machines which are perfect for schools. We still have the heart of the BERNINA machine that teachers have loved and trusted for decades, but 10 | Term 4, 2019 www.principalstoday.co.nz
a brain that is advanced enough to keep students engaged during class. Sewing is such an important skill for the future and students deserve the best tools to learn with. But the machine isn’t the only way BERNINA helps schools, through our association with HETTANZ, we offer training to help your teachers get the most from their machines, and have a nationwide network of trained BERNINA service centres to ensure our machines are kept in the best condition and last. To discuss your schools sewing needs, contact your local BERNINA sewing centre, or BERNINA directly on 0800 70 18 18.
News | School Life
More than a free lunch Children in 30 primary and intermediate schools will begin receiving a free lunch every school day from term one next year. From 2020, the Government will launch a pilot scheme to fund daily free lunches for year 1-8 students in around 30 schools with high levels of disadvantage in the Bay of Plenty/ Waiariki and Hawke’s Bay/Tairāwhiti. The programme will expand into 120 schools and kura by 2021. The Government’s prototype school lunch programme will initially roll out to all Year 1-8 pupils in 30 schools that will be part of a trial, extending to 21,000 children in 120 schools by the beginning of 2021. The programme, announced as part of the Wellbeing Strategy, has the potential to make a huge difference for the students who are most in need. “Do we want our kids to go hungry? The obvious answer is no. That’s why the Government is rolling this school lunch programme out to the kids in New Zealand who need our support the most,” Jacinda Ardern said at the launch. “Children themselves told us during the consultation on the strategy that going to school hungry was a barrier to their learning. That was heartbreaking to hear and this prototype starts to ensure children are fed and have the best chance to succeed. “Fixing all the things that cause child poverty will take time but one thing we can do straight away is make sure kids get at least one decent meal a day. “You simply can’t learn distracted by an empty stomach. Many families in New Zealand struggle to provide enough food for their children. A healthy lunch every day will help to alleviate one of the worst aspects of deprivation for kids – hunger,” she said. The free school lunches’ programme is one of 75 initiatives which form the New Zealand’s Child and Youth Wellbeing Strategy. Other key priorities in the strategy include: • Reducing child poverty and mitigating the impacts of poverty and socio-economic disadvantage • Better support for children and young people in care and addressing family and sexual violence • Better support to children and young people with greater needs, with an initial focus on learning support and mental wellbeing. The School Trustees Association says it is excited about the Child Wellbeing Strategy.
“Most of us can’t even remember how long we’ve been asking for this kind of initiative to make our children and young people’s wellbeing a social priority across the board,” NZSTA president Lorraine Kerr says. “For decades we have been battling against a rising tide of poverty, inequity and a general erosion of children’s quality of life. We’ve become so involved in trying to counter those issues in our schools that we’ve had less and less time to focus on helping students learn,” she says. KidsCan has welcomed new lunch fund for year 1-8 students - but says the job is far from done. “This is a great step in the right direction by the Government, and good news for the primary and intermediate school children that this fund targets,” KidsCan’s CEO and founder Julie Chapman says. “We see every day the difference that providing food at school makes to children in hardship, but there’s so much more to do. I’ve always advocated for government, business, charities and community working together to tackle child poverty as the issue is so big.”
Ignoring the real issues Family First NZ says lunch in schools programmes provide a short term bandage, but ignore the underlying causes and how they must be resolved. “A child whose parents cannot even provide two pieces of toast in the morning or a bowl of porridge, or cannot provide a basic lunch, highlights a number of real concerns,” says Bob McCoskrie, national director of Family First NZ.
“State-funded lunches are a short-term bandage for a much more serious and longer-term illness. It also creates a dependence on a service which may not always be able to be provided,” Bob says. “Schools are providing an important stop-gap measure which is to be admired, but the greater issue is – is it solving the problem long-term. Schools should educate our children – not raise them.”
“Firstly, if the children aren’t being fed on schooldays, how do we know that they are receiving meals at night or during the weekend, or during the 12 weeks of school holidays? As well as that, the level of neglect may be far greater than just providing meals.
Auckland Action Against Poverty welcomes the move towards the provision of free lunches for kids, but warns that the limited targeting of the scheme and low benefit levels won’t address core issues of food deprivation and poverty.
“Secondly, there is a welfare system in New Zealand. Every home has a source of income. The important question is – what is the money being spent on, and is that appropriate? Are they receiving their correct entitlement? And in the case of welfare payments, will food vouchers solve part of the problem?
Auckland Action Against Poverty coordinator, Ricardo Menendez March, says “The Government can’t address child poverty without fixing adult poverty. While we support the move towards free lunches for kids, we are concerned that the Government continues leaving their parents in poverty.”
The Royal Australasian College of Physicians (RACP) has also welcomed the government’s pilot scheme. “Hungry kids can’t learn”, says Dr Jeff Brown, a paediatrician based in Palmerston North and the RACP Aotearoa NZ president. “A nutritious lunch will provide kids with the energy to engage their brains in school work, participate in the classroom and enjoy playing with their friends. “Not only is the universal lunch in schools programme taking action to feed hungry kids, it’s a vital step towards addressing the food environment in our schools. This initiative has potential to make a healthy lunch the norm for thousands of kids in Aotearoa NZ.”
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www.principalstoday.co.nz Term 1, 2018 | 11
News | Mental Wellbeing
Getting back to basics More needs to be done to encourage kids to rediscover traditional forms of entertainment, according to All Black star and Member of the New Zealand Order of Merit (MNZM) recipient Keven Mealamu, who says children follow our own example when it comes to our choice of pastime.
With a backdrop of toy manufacturers and retailers around the world closing due to a drop off in demand, Keven Mealamu and recent All Blacks are saying it’s time to return to play as they knew it, or it will be lost to the next generation. Auckland fitness centre owner Mealamu says having diversity in
playtime is essential in the development of more wellrounded children. He joins three past and present All Blacks who are dads, Dane Coles, Te Toiroa Tahuriorangi and Karl Tu’inukuafe, in a campaign to encourage Kiwi families to reconnect with each other.
Research by Sanitarium Health Food Company has shown eight in 10 parents (81 percent) feel their children’s lives are too complicated. Keven says the results are worrying and he’s hoping to do his bit to change things in a campaign for Weet-Bix, which includes a new collectors card game found in the product boxes. The game (Weet-Bix Stat Attack) features players past and present, six All Black legends and one head coach. Each card includes All Blacks player statistics, with the game requiring players to take turns to call out a statistic they think will be a winner. The winner of the hand collects all of the cards. The idea is to get Kiwi families to spend time together away from any distractions - something Keven Mealamu, a dad of two, says he’s passionate about. “I think we have to role model the information that we’re sharing with our kids. I know these days our phones are a part of our work, but we need to find that balance as well. “For our family we try to have dinner together - and obviously our kids have homework and assignments due but it’s a time when they can put the books, computers and phones down and catch up. “I think initiatives like Weet-Bix Stat Attack are great for families because they’re a conversation starter! They provide a platform to get dialogue going between the kids and their parents or siblings - there’s something quite special about sitting around a table and playing a simple card game or board game together,” he says. Keven Mealamu, who features on one of the six special “Legends” cards, says the messages behind the cards are also important. “I like to be able to share with the kids how I got there, how tough it was and the importance of working hard - that everything isn’t easy. I collected those cards myself growing up and they provided a huge amount of inspiration for me,” he says.
12 | Term 4, 2019 www.principalstoday.co.nz
“I feel really privileged to have my stats on a card, and I want my kids to know that with success comes failure and I want them to understand it’s how you pick yourself up from those setbacks that count in life, no matter what path they take.” All Black front rower Dane Coles says he’s also thrilled to be part of a campaign which encourages kids to engage in play with others. “I think it’s great that we are able to help encourage the kids to head outdoors and hang out with their mates and have a bit of fun in the backyard. It’s great to be promoting healthy habits.” As a father of two boys Dane says he feels a responsibility to lead by example and tries to get his boys to be active. “We really are living in a different world to the one we grew up in, so it’s awesome to promote something that we did as kids. As well as having a lot of fun, a game like this is teaching them social skills like interacting with their mates. “I try and play little games with my kids, you know like hide-and-seek and stuff like that. I just try and get them outside as much as I can and show them how I grew up and put these little traditions in place. It takes me back to when I was a kid as well,” he says. One of the traditions he also took part in as a child has come full-circle, with Coles now featuring on one of the cards which were prized possessions during his own youth. “I used to collect the cards when I was a young fella, obviously the legend Keven Mealamu was a guy I looked up to, so I used to rip the pack open and get the cards from the bottom.” Rotorua-born halfback Te Toiroa Tahuriorangi says he, like Dane Coles, tries to make sure his own son gets plenty of time outside encouraging hobbies like hunting, fishing and swimming to keep him busy.
News | Inside Education
Early literacy success is critical to children’s wellbeing
A Better Start National Science Challenge team has been researching effective ways to accelerate early reading and writing success for children who enter school with lower levels of oral language.
background. Classroom teaching supported by whānau and community is critical,” she says. A Better Start Literacy Approach integrates this multifaceted approach and has involved teachers, community and whānau, as well education and health professionals.
“Early literacy success is critical to children’s wellbeing from many perspectives,” says Professor Gail Gillon, University of Canterbury Child Well-Being Research Institute and Deputy Director for A Better Start Challenge. “It helps children see themselves as successful learners early in their schooling”, she says. Early reading ability is a strong predictor of later reading and education success, which is also linked to children’s overall healthy wellbeing. “We don’t want to wait for children to fall behind their peers in reading before we provide targeted support. We need a systems change to ensure all children experience success in
their early literacy attempts,” says Professor Gillon. A Better Start National Science Challenge recognises the importance of explicit teaching in phonological strategies for reading alongside teaching comprehension. It is also important to continue to improve on existing learning and literacy resources that support such teaching strategies. The Successful Learning theme within the Challenge, led by Associate
Professor Brigid McNeill, University of Canterbury School of Teacher Education, has brought together top researchers across disciplines to focus on improved learning outcomes for our tamariki. “Early literacy success requires a multi-faceted approach,” says Professor McNeill. “It needs rich language experiences combined with explicit phonological awareness teaching that is connected and relevant to children’s cultural
The successful pilot of this approach involved over 250 children in their first year at school in the eastern suburbs of Otautahi, Christchurch. The children were born in the year or following year of the Christchurch 2011 earthquakes and a high number showed lower levels of oral language at school entry. The research study showed A Better Start Literacy Approach leads to accelerated development in reading, spelling and oral language, compared to current class literacy curriculum. This approach proved equally successful for boys and girls and for Māori and Pasifika students. Further research is underway to expand and adapt A Better Start Literacy Approach in Auckland and in Christchurch schools.
www.principalstoday.co.nz Term 4, 2019 | 13
Working Space | School Security
Administration | Finance
A better way to balance the books
Creating a security risk management plan Creating a security risk management plan involves identifying security risks at your school and planning how to reduce these risks. There are several steps to creating a security risk management plan. 1. Audit and assess your security risks Assessing your school’s security risks will guide your decision-making around what security measures to put in place. Knowing your risks will help you identify and prioritise actions your school can take to deter vandals and thieves. Get a Ministry-funded formal security audit The Ministry of Education may pay for a formal security audit if your school has suffered damage to your buildings and other facilities through arson. For a tailored assessment or formal audit, talk to your property advisor. Do your own security audit If your school is not eligible for a tailored assessment or formal audit, you can do your own audit. Use the Risk Management Planning Tool to review all the areas in a school that could pose security risks, and to help you develop your risk management plan. Using a security consultant You can use a security consultant to audit your security. They can also help you choose and arrange instalment
Independent Security Consultants • Security Audits and Risk Reviews • Specification Preparation • Contract and System Audit • Project Management • Independent Inspections • Condition Reports Prepared Email: firstname.lastname@example.org Phone: (09) 482 2378
of your security system. Your security consultant must be licensed under the Private Investigators and Security Guards Act 1974 (New Zealand Legislation website), and/or a member of a professional body such as the New Zealand Institute of Architects or the Institute of Professional Engineers New Zealand. Ask your property advisor about security consultants in your area. Use one with experience and competency in the security industry. 2. Rank the security issues Rank the risks identified in the audit in their order of importance. 3. Write your security risk management plan Develop a security risk management plan to minimise the risks you identified in your audit or assessment. Your plan needs to reflect: the character of your school, your school’s needs, and the school community’s needs. A security risk management plan for a suburban school will be very different from a plan for a rural school. 4. Put together a security policy The best time to put together a security policy is after the security audit and risk management planning exercise. The purpose of a security policy is to have effective procedures in place to manage your security. You may want to work with your security consultant on the policy. 5. Monitor and review your plan and policy Your security risks will change with time. At some stage, you may need to do a new security audit and plan. At the least, you should: Review your risk management plan at least once a year using the security risk management planning tool, monitor any security incidents so you can quickly respond to risk changes, assess the costs and plan for any work needed to improve your security as a result of your review, and update your security policy so that everyone understands any changes. Information sourced from www.education.govt.nz.
14 | Term 4, 2019 www.principalstoday.co.nz
Since the advent of Tomorrow’s Schools in 1989, the management of school finances and their subsequent reporting environments has been a roller coaster ride. It was, back then, common place to see a parent volunteer, who was often roped into being the board treasurer, attempt to do the school’s books. It was seen as being in the same vain as being on the committee or being the treasurer of the local golf club or rugby club. Quite often the cashbook was handwritten and the monthly report to the board could be anything from tabling the cashbook, just the bank statements or even nothing at all. Everything appeared fine until audit time rolled around. MANAGING FINANCES While I was not involved in the first two years of Tomorrow’s Schools, I was involved in doing school audits from 1991 – 1994. Since then I have been involved in the school accounting side of things, seeing first hand the evolution of the school accounting environment during the last two decades. Let’s just say the early years were an “enlightening” experience. In some cases the audit process commenced with the school dumping a big box of “stuff” off at the auditors, invoices for Africa in no particular order, bank statements – not all of them, no annual financial statements or even a ledge recording the transactions. But the scariest thing was the apparent oblivion of the schools, both principals and board members, to the nature of the problem. More often than not they all thought their financial systems and reporting was fine. Even today there is still a bit of this laissez-faire attitude to the financial system. School’s often don’t know what they don’t know. I do think in general – though admittedly not always – schools don’t know the difference between good and poor accounting. It is often only during the course of an audit, or when replacing key office personnel that school’s will evaluate their financial functions.
The key questions all schools must ask of themselves are: • Do I receive my monthly reports in a timely fashion? • Are my reports comprehensive? Do I get all the information I need? • Did I receive an un-qualified audit opinion? • Were my annual financial statements at audit by the statutory deadline of 31 March? • And in this day in age – Can I access my financial information anytime, or anywhere via the web? I think most schools these days can answer the above questions with a yes – but if for any reason you can’t, a revamp or just an evaluation of your financial systems is needed. IN-HOUSE FINANCES The internal controls and procedures in relations to school’s finances are also an area of importance. In my journey of more than 20 years of being involved with school finances, all instances of fraud or misappropriation of funds that I have come across has involved schools using an in-house system. In my book outsourcing and having someone else reviewing all transactions is gold. However, I think there is a bit of a threat out there when some schools are seeing software alone as the silver bullet. While there are some really good and innovative software packages on the market, they are only as good as the user. If you are contemplating a change to an in-house system several questions also need to be asked: • What is the cost of the software? • How many extra hours am I going to have to pay my staff? • Do my staff have the skill to do the annual financial statements? • Will I need to pay an accountant at year end? I have, during the years, seen many schools come unstuck thinking they were making really prudent cost saving decisions, but when the above factors were weighed up it was actually costing them significantly more. Article by Peter McBreen, CEO of Education Services
Save time, save money, reduce risk – why wouldn’t you outsource your financial administration? Principals have a huge workload and a wide range of responsibilities – so why wouldn’t you take every opportunity to save some time, save some money, and reduce the risk of fraud and misappropriation? Peter McBreen, the managing director of Education Services Limited (ESL), shares his thoughts on school finances. Education Services completes the Financial Administration for almost 700 schools - the largest such provider in New Zealand. ESL has been around since the advent of Tomorrow’s Schools. There isn’t much Peter and his team haven’t seen with regard to school finances over the last 29 years. Peter has also worked auditing schools for three years (“working on the dark side” as he refers to it) so is well placed to comment on the various types of service and reporting that are available to schools. “For the life of me I just don’t know why a busy principal
would want to have all their finances in-house. It is just so costly – and risky,” he says. “Ninety percent of all school fraud happens when accounting and creditor payments are handled in-house. “Often, when we do a marketing presentation to a school we get the response that ‘yes that looks great, but we get very good reports etc from our in-house person who has been doing it for years, things are fine. But if things change, or someone leaves, we will contact you’. “And perhaps a year or two down the track they do contact us because someone has left or something changes and we pick up where they left off, and I can tell you things were not fine! “But as a principal how could you tell for sure? You trust the reports put in front of you. You trust that the amount shown on the report is the bank balance as shown, you trust that all transactions are included, you assume that the correct accounting treatment has been used so there are no nasty surprises at year-end. Unless you are both a principal and accountant and also have
the extra time it takes to check everything thoroughly, it can be very hard to tell. “I do acknowledge there are some very, very capable and skilled EOs working in schools. Not all prepare poor reports by any means, but the point is that often the principal will not be able to tell if there’s a problem with the reporting until it is too late. “There are many good school accounting service providers. They specialise in school accounting – day in and day out that is all they do. Their knowledge, experience and skill are a wonderful asset to schools. “And there is also the fallacy that hiring an EO to facilitate school finances in-house is cheaper than outsourcing.” Peter acknowledges it can be difficult for a principal to put a cost on doing the job in-house, and therefore when confronted with the cost of outsourcing it can appear expensive at first glance. But when a detailed comparison is done the in-house option is more expensive.
Some obvious benefits to using a service provider are: 1. Significantly decreased hours spent on finance in the admin office. 2. Service providers perform all year-end accounting functions, meaning the school does not need to employ someone with accounting skills to work in the school office. 3. Significantly reduced risk of fraud and misappropriation. 4. Access to school financial experts. 5. Timeliness - have everything (annual financial statements, board reports, GST returns) done on time, every time, without having to worry. 6. Accounting software and data backup costs are included in the service provider’s fees. 7. Using a service provider can result in a reduced audit fee.
We call it ‘peace of mind’. Can you afford to not outsource your accounting functions?
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New Plymouth: (06) 757 5489 Wanganui: (06) 349 0903 Lower Hutt: (04) 589 5533
www.educationservices.co.nz www.principalstoday.co.nz Term 4, 2019 | 15
Working Space | Healthy Canteens
Food curriculum resources Food and nutrition/technology classes at schools around New Zealand are being offered contemporary, visually appealing and online tools, following the launch of the Heart Foundation’s new Food Curriculum Project resources. Aimed at food teachers of Year 7 and 8 students, the resources are the result of a collaborative project involving the Heart Foundation, vegetables.co.nz, and over 50 teachers from around New Zealand. They look to enhance some of the great work that is already being done by teachers.
Identifying the need Heart Foundation Food and Nutrition manager, Dave Monro says Massey University research in 2017 looked at what was being taught in food classrooms across 120 schools in New Zealand.
Developing the resources Using the study results, the Heart Foundation and vegetables.co.nz took a ‘by teachers, for teachers’ approach in developing the materials to meet curriculum requirements. Industry associations - Home Economics and Technology Teachers Association NZ [HETTANZ] and the New Zealand Association of Intermediate and Middle Schools [NZAIMS] - have also been involved and the project is funded by the Ministry of Health.
“The results showed that there were opportunities to provide updated educational resources that would better equip children with fundamental life skills to enable them to cook healthy meals within their budget, cultural and time requirements.
This collaborative teamwork has resulted in a comprehensive suite of free downloadable resources which include a unit plan of 8-10 lessons and supporting activities that can be used by food technology and home economics teachers.
“Among the key findings were the need for lesson plans and resources to teach kids food skills, and promote nutrition and wellbeing using digital technologies. Also identified by the teachers as priorities, were the need for a central pool of current resources and ongoing professional development.”
“Each lesson includes an important food skill with a healthy recipe. Many of the activities are interactive allowing the students to use digital technologies, tablets or smart devices. The resources can also be customised to suit the needs of different teachers and students.”
Vegetables.co.nz chairman, Andre de Bruin says “We are proud to be a partner in this project teaching kids how to cook a healthy meal and look forward to supporting teachers in the ongoing use of these valuable resources.” Dave and Andre agree that they expect the resources will bring a stronger focus on students preparing a main meal which includes plenty of vegetables and hope the kids take them home and use them together with parents and whānau.
Professional development The Heart Foundation and vegetables. co.nz will continue to work closely with teachers on the ongoing use of the resources. A series of
professional development seminars are being held throughout the country to support teachers. “These seminars include a food demonstration/masterclass and nutrition hot topics which provide a fantastic platform for teachers to network and learn from one another,” Dave says. The resources are also being strongly promoted and supported by HETTANZ and NZAIMS. The resources are available at www.heartfoundation.org.nz under the Educators section. More Year 7 resources are coming soon!
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Custom manufactured to suit the shape and size of your safety area. From 15mm to 50mm thick, playground rolls provide an impact absorbent all weather safety surface. When located in high traffic areas like underneath swings and slides, the impact pad stops wash out and scuffing of the base material while providing superior absorption and safety. Duraseal Non Slip Surfacing
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www.burgessmatting.co.nz 16 | Term 4, 2019 www.principalstoday.co.nz
A seamless non-slip system permanently bonded to the existing surface. Dura-seal provides an ideal way to refresh worn, slippery and splintering timber. Doorway Threshold Ramps • Very durable and non-slip • Quiet entry for foot and wheels • Can be loose laid or permanently fixed in place • Custom made to fit. Provides equal access to any doorway, ranch slider, curb, pathway, or any other situations with a threshold step. The ramp is made to fit, with any indents, beveled edging, compliant slopes or site specific details built into the manufacturing of your threshold ramp.
• 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
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.
www.principalstoday.co.nz Term 4, 2019 | 17
Health and Safety | Wellbeing
Making schools safer Every week more than 135 children are hospitalised in New Zealand for a range of unintentional injuries – of which more than half are due to falls.
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 do 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.
Last May more than 12,000 primary school students throughout the country were learning how to prevent these types of injuries, through the ASB St John in Schools Programme. The ‘Make it Safe May’ injury prevention modules, developed by St John in partnership with ACC, focus on the four leading causes of child injury requiring hospitalisation: burns, poison, falls/slips and drowning. On average, St John treats and transports more than 70 children (aged 0-18) to a medical facility or hospital each week, due to falls or slips. Fractures make up more than a quarter of these incidents. Other weekly child hospital admissions include non-traffic transport like falling off skateboards (12), sharp objects (7), poisons (5) and hot objects (4). In addition, one child is hospitalised every two weeks due to a water incident. “St John is called to far too many preventable incidents involving children. We have been working with ACC to deliver bespoke modules with the hope of reducing the number of child hospital admissions due to unintentional injury,” says Sarah Manley, St John director of Community Health Services. Last year alone St John treated and transported more than 3,300 children to medical clinics or to hospital, due to falls and slips. “We have been coaching Kiwi kids how to avoid these common incidents by teaching them how to identify potential risks at home and at school, how to make safe decisions, the importance of knowing what we put in our mouths and keeping dangerous items out of reach,” Sarah says. In conjunction with Make it Safe May, St John and ACC developed an interactive online activity to teach children about understanding how to make their home safe. This is now available for free at: www.stjohn.org. nz/safetychamp.
18 | Term 4, 2019 www.principalstoday.co.nz
ACC’s head of Injury Prevention, Isaac Carlson says educating kids about injury prevention is one of several initiatives critical to changing behaviour around being safe and taking measured risks. “As kids gain the skills to identify hazards in real life situations they learn to asses and respond to risks. The more they do that the more they learn to manage risk well. What they gain is a life-long skill - not only for their benefit, but for the benefit of their families and communities as well.” St John presented Wiri Central School in South Auckland with an AED, following a lucky draw for schools which participated in the injury prevention modules. According to Safekids Aoteroa, Māori are over represented in paediatric hospital admissions – with 29 percent percent of all child unintentional injury admissions being Māori children. About 40 tamariki Māori are hospitalised each week from unintentional injury. To help reduce these statistics, St John is now looking into how to translate the injury prevention modules into Te Reo Māori. Primary schools interested in the ASB St John in Schools programme can find out more and contact St John online at: www.stjohn.org.nz/schools.
It’s illegal to drive if you’re impaired
IN THE LAST 12 MONTHS
2 OUT OF 3 DRIVERS USED MEDICATION THAT MAY IMPAIR DRIVING
ARE YOU SAFE TO DRIVE?
A new learning unit has been developed – Health, Driving and Substance Impairment – to raise awareness of how medication can impair driving. This is a sizeable and serious problem in New Zealand, affecting drivers of all ages. UNIT DETAILS
ACCESSING THE RESOURCE
Five credit NCEA Level 3 resource.
The curriculum resource is freely available at education.nzta.govt.nz/health-ncea-l3/
Students examine the relevant determinants of health, and the implications for the wellbeing of people and society. From this analysis, they recommend health-enhancing strategies.
Background information available at www.nzta.govt.nz/are-you-safe-to-drive/
High quality data is provided along with resources designed using SOLO Taxonomy. Unit supports assessment for Achievement Standard 91461: Analyse a New Zealand health issue.
Thank you Haley Charles, Upper Hutt College, for developing this resource.
www.principalstoday.co.nz Term 4, 2019 | 19
BROADEN YOUR HORIZONS IN 2020 WITH SIT Despite the recent confirmation that New Zealand’s 16 polytechnics will merge into a single entity in 2020, it is business as usual at the Southern Institute of Technology (SIT), the Music and Audio Institute of New Zealand (MAINZ), and Telford Campus from 2020 and beyond. Students wishing to study at SIT are assured that multi-year programmes are safe to enrol in, with the Government confirming the polytechnic will be available for enrolments right through to 2023 at this stage. Scholarships will still be available at SIT and international students are also welcome to enrol. As New Zealand’s fifth largest Institute of Technology, SIT offers over 250 programmes, ranging from pre-entry certificate to masters qualifications. These programmes are taught across five campuses (Invercargill, Queenstown, Gore, Christchurch and Auckland), and a wide range of distance learning options are available through their SIT2LRN on-line facility (Enrol now for 2020 before midnight December 31, 2019 and save on the $50 admin fee). SIT continues to offer its students affordable education with their innovative Zero Fees Scheme, offered in addition to the Government’s Fees Free policy given to first time tertiary students for their first year of study (if studying at a tertiary education organisation). This scheme is guaranteed until 2022 and potentially for many years after. Under the Zero Fees scheme, SIT will cover your tuition fees if you are a New Zealand citizen, resident or permanent resident living in New Zealand throughout your study. All you have to pay are the direct material costs associated with your course. Last year, they also launched the Sir Mayor Tim Shadbolt Accommodation Bursaries for Invercargill. All students who
are eligible for Fees Free study at SIT’s Invercargill campus can apply for shared accommodation at their apartments for free, or alternatively, $100 per week for up to 40 weeks as an accommodation bursary, regardless of whether you are living at home or renting in Invercargill.
Nursing students using the Hololens virtual reality headsets to visualise internal anatomy.
The Southern Institute of Technology (SIT) Trades and Health and Humanities faculties have some of the most modern technology available in the country for students who are studying both engineering and nursing. This year the trades faculty purchased five sets of augmented reality (AR) welding equipment to enhance their students learning experience. Trades and technology Head of Faculty Doug Rodgers says the equipment is used for introduction to welding for trades students, diploma and degree students. It is also used to introduce secondary students to the various types and complexities of welding. “The AR welding simulators replicate real welding through augmented reality outputs in the welding helmet and utilising models,” he says. “It is the very best in AR technology for Engineering and it puts SIT Engineering students at all levels, at the forefront. “On the screen, students see the material as it would be in reality and they weld accordingly.” The new systems replicate Arc, TIG, and MIG welding processes, with advantages of their use including waste reduction and skill development prior to undertaking real-life processes. The system is also used in the Murihiku Trades Academy where appropriate, giving secondary school students an opportunity to experience the benefits of this modern technology.
Tutors Bruce Hartley and Andy Young demonstrating augmented reality (AR) welding technology.
using the Hololens to assist doctors, surgeons and medical professionals with treating their patients, SIT nursing students are some of the first in New Zealand to use this technology. SIT health and humanities faculty head Maree Howden says SIT first saw the Hololens in action at the University of Canberra, and were excited to introduce the cutting edge technology to all levels of their nursing programmes. “Immersive virtual reality learning, using tools such as the Hololens, is transforming health care education,” she says. Holograms enhance the real world. They bring people, places, and objects from the physical and digital worlds together, enabling them to interact with content and information in the most natural way possible.
Within the nursing programme, students have been provided with a more natural way to interact, using the Microsoft Hololens.
Students are able to visualise internal anatomy using Hololens headsets with Pearson HoloApps software. This creates a virtual reality experience through a 360 degree video, with students able to ‘see’ inside their patients.
While numerous examples exist throughout the world of hospitals
Maree says it is a phenomenal piece of technology.
20 | Term 4, 2019 www.principalstoday.co.nz
“If this had been around when I was a student 40 years ago, anatomy would have been my favourite subject. It is so immersive.” The use of virtual reality in the teaching environment will expose students to near reallife scenarios, helping them to develop the necessary skills in assessment and active listening, whilst enhancing their ability to describe a patient’s condition. The technology will also be adopted into the sport and exercise science and massage programmes, particularly the anatomy and physiology aspects, says Maree. “This technology is likely to be used by all areas where sciences are taught, so eventually will spread across many faculties at SIT.” If you are focused on a new career, SIT can provide you with the opportunity to not only save thousands of dollars in fees, but also access to high quality resources and experienced tutors in the process. There is no better time than now – broaden your horizons in 2020 with SIT.
SIT OFFERS NEW DEGREES IN THE TRADES SECTOR Next year, the Southern Institute of Technology (SIT) will be offering the Bachelor of Construction with majors in Quantity Surveying, Construction Management and Project Management, and the Bachelor of Architectural Technology. Both degrees will be supported by graduate diploma qualifications, and will provide prospective students already working within the industry or those looking for a new qualification in their chosen field, with further options. The new construction degree has been designed to meet an increasing need in the industry, with graduates of the programme able to practice as quantity surveyors, construction managers and project managers in a construction oriented environment. Head of SIT’s Trades Faculty, Doug Rodgers says this new degree includes areas such as building information modelling, sustainable practice and green technologies to reflect modern industry practice. “Demand in industry is very high in these areas and employment prospects are very good.”
the deeper technical aspects of architecture. “These include material science, structural building systems, sustainable construction methods, integrated environmental systems and modern construction technology,” he says. In addition to these newdegrees and graduate diplomas, SIT will continue to offer students the Level 6 Diploma in Architectural technology that requires two years of full-time study on-campus. A recent recruit to the Architectural diploma, Tamar Mareroa returned to New Zealand after spending the past seven years in Australia. Rotorua-born, Tamar worked at IKEA in Sydney for several years where she says their mantra ‘creating a better everyday living’ struck a chord. “With that in mind, I began my journey of study, first with one semester of Engineering – Sustainable Energy, then onto a Certificate in Building and Construction.” In 2018, Tamar decided it was time to cut her teeth within the industry and she started as a Contracts Administrator for a small building company in Sydney.
The Bachelor of Architectural Technology is being introduced to meet a significant industry need for highly-skilled technical architectural designs, with graduates expected to be employed as architectural designers and technicians, says Doug.
“This position expanded my knowledge and experience across many facets of design and construction, but the small operation meant that I could work in and alongside different roles – accounting, book keeping, scheduling, estimation, drafting, contracts admin and mitigation,” says Tamar.
“This is a unique architectural degree with a focus on high-end architectural drawing and design with the inclusion of
“I was a ‘Jack of all trades’. Some days were spent on-site with the boys, others in court for tribunal hearings, but most
Head of Faculty for Trades and Technology: Doug Rodgers
New Zealand Diploma In Architectural Technology student Tamar Mareroa
mitigating contract details with clients.”
At the moment we’ve just come to model making, so it’ll be rewarding to step back and see what we all come up with.”
She says the experience helped her to narrow down her options and make a decision as to where she wanted to go next. Tamar chose to return to New Zealand to study at SIT in Invercargill, with the Zero Fees Scheme further prompting her decision. “It really was a no brainer for me,” she says. “When compared to other institutes who offer the diploma, SIT makes economic sense when you’re not eligible for the Government scheme.” Enrolling in the Architectural Technology diploma is Tamar’s first step in testing the waters to find her ideal career. “I’d like to find the role that leads to a career, hence starting with a diploma with the aim of finding scope across the construction industry, and where I’ll fit in. “I don’t rule out further study at all.” She has found the course challenging so far, but has been assured that the first year can feel like you are thrown in the deep end a bit.
Tamar is enjoying the interaction she has with members of the industry in Invercargill and how supportive local firms are of SIT students. “Of the three architecture firms in Invercargill, we have two directors as tutors, which is amazing,” she says. “They give us well rounded feedback and advice, allowing us to ‘find our feet’ as such.” Upon graduation, Tamar plans to return to Australia and beginning working in the industry.
If you are already working in the industry, would like to make a career change, or are fresh out of secondary school and keen on employment in construction or design, contact the team at SIT today. Learn more at www.sit.ac.nz or Phone 0800 4 0 FEES.
“It’s like that in the industry, so they want you to feel that too.
BUSINESS AS USUAL @ SIT FOR 2020, 2021, 2022 Enrolments confirmed until 2023
SIT Zero Fees Scheme
The Sir Mayor Tim Shadbolt Accommodation Bursaries for Invercargill SIT2LRN Early Bird special, enrol for 2020 and save on the $50 admin cost
0800 4 0 FEES www.principalstoday.co.nz Term 4, 2019 | 21
A night of education excellence The best of the best in the education sector were celebrated at the Prime Minister’s Education Excellence Awards ceremony in Parliament. 22 | Term 4, 2019 www.principalstoday.co.nz
Rotorua Boys’ High School
Five of the 20 finalists representing early learning services, kōhanga reo, schools and kura were recognised as winners at the Prime Minister’s Education Excellence Awards, for the innovative practices they implemented in partnership with their whānau and community to support learners to succeed. The top prize of the night, the Prime Minister’s Supreme Award, went to Rotorua Boys’ High School. The school focused on supporting students in the school’s Tai Mitchell hostel through expert guidance and whānau support. Teachers as housemasters and strong whānau involvement have provided more educational opportunities for the students.
Holy Family School
The school also won the Excellence in Leading Award. In her speech, Rotorua Boys’ High School Leader of Learning Te Reo Māori, Rie Morris says, “we have tried and worked hard to lead our young men in their pursuit of their dreams and aspirations, and to realise their potential. In keeping with our school motto: Ad astra per aspera, Whaia te iti kahurangi. To the stars through hard work. And to the end, we will return home to Rotorua, to Te Hokinga, the sculpture of whakairo that stands central to Tai Mitchell Hostel. It serves as a reminder of the journey we have been on, the journey we are currently on, and will continue to be on for the sake of our young men, of raukura.” Nae Nae School Kapa Haka Group
The other winners are: Holy Family School for the Excellence in Engaging category; Te Kōhanga Reo ki Rotokawa for the Excellence in Teaching and Learning category; Tiaki Early Learning Centre for the Excellence in Health and Wellbeing Education category; and Te Kura Kaupapa Māori o Hoani Waititi Marae for the 2019 Education Focus Prize – Excellence in Māori-medium Education. Ministry of Education Acting Deputy Secretary for Early Learning and Student Achievement, Pauline Cleaver, congratulates all the winners and says they are a testament to the great teaching that’s happening around the country to support learners to succeed.
Te Kōhanga Reo ki Rotokawa
“Their hard work and dedication to education excellence has changed the lives of children and young people, and will have a lasting impact not just to them, but to their whānau and the community they belong to,” she says.
Find out more about the winners and watch their stories by visiting www.pmawards.govt.nz
Gayle Croft, owner and kaiako of Tiaki Early Learning Centre
Hare Rua, principal of Te Kura Kaupapa Māori o Hoani Waititi Marae
www.principalstoday.co.nz Term 4, 2019 | 23
Working Space | Careers
Quick connections How SpeedMeets accelerate career opportunities The Ministry of Education in partnership with Got a Trade? Got it Made! hosted free SpeedMeets at locations across the country from August 22 to September 25, in conjunction with industry training organisations, local secondary schools and community partners. These SpeedMeets give students the opportunity to be interviewed by employers - speed-dating style. After each mini-interview, the student and the employer note ‘yes,’ ‘no’ or ‘maybe’. If both parties want to meet again, students may receive an offer of work experience, training, apprenticeship or potential employment. “Getting your first job can be scary. It can be difficult for young people when they don’t always understand what employers are looking for or don’t have those relationships with employers in their community,” says Ministry of Education deputy secretary Rose Jamieson.
Industry Training Federation chief executive Josh Williams says, “The Got a Trade? Got it Made! SpeedMeets are a great way for young people to find out whether an ‘earn and learn’ pathway appeals to them, and it’s a great place to meet a potential employer.” The event also helps young people build confidence and network through meeting actual employers. “Talking to employers from different industries is invaluable in itself for developing students’ employability skills - finding out about a wide range of careers and gaining an understanding of what employers are looking for,” Josh says.
Julie Marino, human resources manager at Novotel Hotels and Resorts Rotorua, says most of the school leavers they hire start off quite shy.
a range of industries - automotive, construction, engineering, healthcare, infrastructure, primary industries, retail, service industries and more.
“But as they learn on the job, they become confident and eventually take on more responsibility and grow. It’s great to watch.
“Employers are seeking out young talent to address current need and future-proof their workforce. There are significant skills shortages across the board in the trades and services industries - crucial jobs that keep New Zealand going,” Josh says.
“I encourage employers to give young people a go. They need to start somewhere. After all, they’re our future employers, managers and leaders.” SpeedMeets include employers and industry training organisations from
For more information on the Got a Trade? Got it Made! SpeedMeets, go to: www.gotatrade.co.nz/events.
Employment strategy helps more people into fulfilling careers Making sure all New Zealanders can achieve their potential by developing skills, finding secure employment and having fulfilling careers is the driving force for the Government’s Employment Strategy, released in August by Prime Minister Jacinda Ardern and Employment Minister Willie Jackson. Explore an exciting and creative industry through the Signee Pre-vocational training programme! Learn what working in the sign making industry is all about, during an eleven week programme. Through practical work experience and online learning, you will discover a multi skilled industry that creates and manufactures: all sorts of esignage, digital design, brand creation, vehicle wrapping, illuminated signage, 3D signage, hi-tech architectural installations, traditional hand painted techniques and much more. It’s a great way to get some practical skills and gain an understanding of how the sign industry works. It also gives you the ‘Signee Advantage’ to work or enter into an apprenticeship in any sign making shop nationwide. FIND OUT MORE AT www.signee.nz OR CONTACT CAROL KING ON 021 029 76782
24 | Term 4, 2019 www.principalstoday.co.nz
WHO IS IT FOR? Anyone excited to explore the sign making industry as a career option. School leavers who are unsure about what they want to do for a career. Anyone considering an apprenticeship and wants to experience what it’s like to work in the sign making industry before committing to the trade. Gateway students at school.
“We are doing this because work is The strategy will: more than just how people support • Build a skilled workforce by ensuring themselves and their families. It also the education, immigration, welfare provides a sense of purpose, a feeling systems all pull in the same direction of community and belonging, and the to unlock people’s potential and chance to use existing skills and develop enable businesses to get the skills new ones,” Jacinda Ardern says. they need “We need a joined-up approach across • Support industries and regions education and training, the social to thrive by ensuring they are welfare system and active labour well served by the skills and market strategies to work with people training system to get them into the right kind of • Support workplaces to modernise jobs. On all these fronts we have work by encouraging them to make the underway,” she says. most of New Zealand’s increasingly diverse workforce • Support workers and businesses to be resilient and adaptable in the face of the changing nature of work by making sure New Zealanders have good foundation skills and participate in lifelong learning • Support a more inclusive labour market to better enable people to grow their skills and careers and have decent and stable work.
Become a Young Eagle Flying NZ operates the Young Eagles programme giving young people aged 12-17 the chance to experience flying and learn about aviation through organised events and activities. Costs are minimal and every year scholarships are awarded to help fund flying lessons.
Learn as you Earn If you’d rather train part time after work hours or just at your own pace, an Aero Club is the perfect place to learn to fly. Full time courses available too.
learn fly Nationwide Locations There’s an Aero Club located near you. Visit the Flying NZ website to find your nearest location.
Share the Benefits
Train to the Highest Level
As a club member, you’re also an owner of the aircraft. Aero Club profits are put back into facilities and equipment and towards keeping costs to a minimum.
From a first introductory flight, to private, commercial, multi-engine professional licences and instructor ratings. The choice is yours.
Where there’s a Passion for Aviation Thousands of professional pilots learned to fly at their local Aero Club. Recreational flyers welcome too.
We look forward to seeing you soon! For more information visit: www.flyingnz.co.nz or Phone 0800 422 635
Working Space | EOTC
Keeping school excursions on track When we teach maths, we don’t contract a sudoku hobbyist – we front with a professionally trained maths teacher. And when we teach rock climbing (and outdoor education in general), we increasingly contract professional outdoor instructors. The Ministry’s online EOTC Guidelines outlines the duty of principals and other BOT trustees to exercise due diligence around safety. This involves making sure that the school is doing all that is reasonably practicable to ensure the health and safety of staff and students. So, how does a principal conduct due diligence and check that independent contractors are actually professional? Providers must be registered When outdoor activities such as rock climbing are deemed to be high risk, providers are subject to the Health and Safety at Work (Adventure Activities) Regulations 2016. The regulations cover activities that are designed to deliberately expose the participant to a serious risk in dangerous terrain or dangerous waters. If you provide sufficient information, WorkSafe will advise on whether planned activities meet the criteria. Although schools are exempt from the Adventure Activity Regulations, independent contractors aren’t. This means that they must be audited and certified, and then registered by WorkSafe. What’s involved in a safety audit? Every three years, a qualified auditor from an accredited audit body conducts an extensive review of the provider’s safety management system. The auditor measures the safety planning documents compliance with the Adventure Activities Safety Audit Standard 2017, which was developed
with extensive sector input. The next stage involves technical experts observing the activities and advising the auditor as to whether the activities meet sector good practice If the auditor is satisfied, the audit body will certify the provider and recommend that WorkSafe registers them. Shorter surveillance audits are conducted in the intervening years.
What should schools do? Despite independent providers jumping through these audit hoops, some schools continue to ask for providers’ planning forms and even their full safety management system. This frustrates providers who have gone to considerable trouble to pass their audit and at some expense: they see schools second guessing trained auditors and technical experts.
To meet their obligations to parents and students, schools involved in high-risk activities should search the WorkSafe Register of adventure operators to check that providers are registered. Much of the due diligence requirement around safety has been done for them. However, schools can’t simply contract out their responsibilities.
The Adventure Activities Certification scheme mandates how this auditing process is done. Audit bodies are accountable to JAS-ANZ, the accreditation agency that audits them twice a year and also uses technical experts to witness auditors in the field. The regulations are now well bedded in, with most providers having been through two three-yearly audit cycles. Auditing doesn’t guarantee safety but it’s difficult to envisage a system that could do more.
is a beautiful campsite situated on the bush-clad slopes of Mt Karioi and has breath taking, panoramic views of the Tasman Sea and beach. It’s a 7-minute drive from the artsy Raglan township where you can visit the many artisan shops or grab an amazing cup of coffee! It is a great place to get away from it all and do everything or nothing!
Our camp activities include: Where Friends and Memories are Made
Paintball, climbing wall, low ropes course, team building activities, confidence course, swimming pool, archery, air-rifles, orienteering, flying fox, table tennis, BMX bikes, volleyball, trampoline, a developed playground area, beach and bush walks, a 6-person hammock, a camping area on a stream edge, sports playing field, and a large gymnasium.
has been developed to cater for a wide variety of groups, which include Primary, Intermediate and High Schools with endless scope for learning activities. This includes bush, small stream studies, inner harbour and ocean beach studies, farm and small town studies, just to name a few.
Sleeping Accommodation is essentially under one roof, which provides easy and secure supervision. There is also, on-site, 5 twin rooms and a double room available in Bethel House. Camp Raglan
has a resident cook who provides excellent meals, and with prior arrangements and a small additional fee, special dietary needs such as DF, GF, and Vegetarian, can be catered.
At Camp Raglan,we aim to provide a service and facility that will enrich and enhance your outdoor educational programme. If you have never been to Camp Raglan we warmly invite you to visit our facilities.
Camp Hosts: Marty and Cathy Truman Ph: (07) 825 8068 Email: firstname.lastname@example.org Website: www.cbm.org.nz 2018.indd www.principalstoday.co.nz 1 26Principals | Term today 4, 2019
13/06/2018 1:59:46 p.m.
Working Space | EOTC Under the Health and Safety at Work Act 2015, schools do need to ‘consult, co-operate with, and co-ordinate activities’ with the registered provider regarding where each party’s roles and responsibilities begin and end.
Activities nearly certain to be subject to the regulations – from worksafe.govt.nz: • Abseiling (outdoors) Back-country skiing • Bridge swinging • Bungy jumping (most are subject to the Amusement Devices Regulations) • Canyon swinging • Canyoning • Glacier walking • High ropes and high wire • Mountaineering • Rafting (currently subject to a Maritime NZ rule) • River boarding • Rock climbing (outdoors) • SCUBA (except in a swimming pool) • Snow caving • Zipline (over 2m high). Activities such as canoeing, caving, coasteering, kayaking, mountain biking, and snorkelling might be subject to the regulations.
For example, the school and the provider need to discuss any student issues that could affect safety, and who is responsible after an activity is finished for the day. What about less adventurous activities? There are many activities that aren’t defined by the regulations as adventure activities, and therefore don’t need to be (and can’t be) on the WorkSafe public register. However, many providers will have chosen to be audited anyway – they value an external review of their programme. For those independent providers that haven’t been audited, schools do need to ask more questions, including what qualifications the instructors hold. The New Zealand Outdoor Instructors Association (NZOIA) lists members’ qualifications on their public website, and various other qualifications may be relevant too. Should we get our school programme audited? Many schools have qualified outdoor education teachers providing a programme under the school’s safety management system. In these cases, principals may be comfortable that the programme is run safely. Nevertheless, the EOTC Guidelines recommend that schools with an extensive outdoor education programme consider an outdoor safety assessment from an audit provider.
While an audit can’t guarantee there won’t be an incident, it will enhance safety and it will ensure that most due diligence requirements are met, especially when teachers don’t hold nationally recognised outdoor qualifications. And when little Kim takes the consent form home to mum, you’ll know you’ve done what you can to minimise the risk around that rock climbing day.
Article by Stu Allan who coordinates the AdventureMark audit programme. In a past life he was a teacher, a mountain guide, and an outdoor instructor. More recently, he was a Tourism Industry Aotearoa Project Leader, an NZOIA Board member, and worked as the Principal Advisor Adventure Activities, WorkSafe New Zealand.
Outdoor Education and Activity Provider in the Waikato. • School Camps • EOTC needs
Telephone: 07 871 9570 www.firststepoutdoors.com
We want your school to visit Parliament The Parliamentary Engagement team invite you and your students to visit Parliament for a fun and engaging experience to support their learning. Students can: • Learn how to engage with their democracy and participate in the work of Parliament. • Gain an understanding of how Parliament works and how it affects their lives. • Visit the House of Representatives, either from the floor of the Debating Chamber, or by watching the House live in action on afternoons of sitting days. • Meet their local electorate member of Parliament – subject to availability. • Book now for your 2020 visit! Can’t make it to Parliament? Take a virtual tour of Parliament on our free Parliament XR app, available on iOS and Android. We also encourage you to take advantage of our educational resources – available online or e-mail us if you’d like to receive hard copies in the post. Contact us: Education.email@example.com or visit www.parliament.nz under Visit and Learn to find out more. Mention this ad and we’ll post your school out a couple of VR headsets!
www.principalstoday.co.nz Term 4, 2019 | 27
Working Space | EOTC
History comes alive in Arrowtown 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. 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 be the 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. Schools tend to choose similar times of the year for camps and visits, so contact us early for a booking so you don’t miss out! Please use our website for pre and post-visit resources to reinforce learning around your museum trip: http: www.handsonhistory.co.nz.
28 | Term 4, 2019 www.principalstoday.co.nz
Lakeside retreat Lakes Ranch aims to equip children with tools for the future and create lasting memories. The camp provides a challenging but safe environment for this to take place. We all grew up where children built a real tree hut, in a real tree. Lakes Ranch is set on 127 acres of outdoor fun and the direction we are moving in is one of adventure. We are helping kids gain confidence in an environment that is both challenging and safe. Lakes Ranch wants to embrace the past and give kids the opportunity to love the outdoors, teaching them to look for adventure instead of being bored. The aim is to give kids the skills to minimise risk and the confidence to give things a go, instead of doing nothing for fear of getting hurt. Therefore, the goal is to provide a place where opportunities are available to jump in, have a go, and meet the challenges offered by the site. Activities There is a huge range of activities for school groups to get involved with at the camp.
Sports facilities and fields are also available to kick a rugby ball on, or have a game of competitive volleyball. Tennis and badminton are also great games for kids to get involved with and sports gear is available at the camp. Archery and air rifles are also available for the students to try something different, and of course all these activities can be supervised. And don’t forget the camp is a hop, skip and jump to the local attractions Rotorua has to offer. From zorbing to luging, the options are endless. Maybe try a spot of fishing on one of the lakes, or check out the cultural sites around the region. School holiday programmes Lakes Ranch offers extensive holiday programmes. For those who love to get out into the great outdoors on horse back. From trekking to trotting, the camp offers amazing opportunities to harness your skills on horse back. And you don’t even have to know how to ride a horse. The talented team at the camp can teach you. Lakes Ranch 79 Lake Rotokawau Road RD4 Tikitere Rotorua T (07) 3503010 E firstname.lastname@example.org www.lakesranch.org.nz
Working Space | EOTC
A positive force in youth development Living Springs has been running school camps for over 40 years and has always aimed at being a market leader in the Canterbury region.
“Rangi Ruru Girls’ School Sinfonia has been coming to Living Springs for its annual orchestra camp. The stunning indoor and outdoor environment is inspirational for music making, and during breaks we all enjoy the magnificent views, peace and tranquillity, as well as the spacious grounds.
Located at the head of Lyttelton Harbour, access to the camp is an easy 25-minute drive from Christchurch. A stunning, natural environment with inspiring views of the harbour set the scene for great adventures and memorable camping experiences for everyone who visits. Benefits of camp have been well researched with documented studies showing camp improves the wellbeing of the campers in the following ways: • Improved Self-esteem • Positive peer relationships • Independence • Adventure and exploration • Leadership opportunities • Environmental awareness • Friendship skills • Values and decisions • Social comfort. “It’s gorgeous! Beautiful views! We all loved the campfire complete with marshmallows and biscuits. The food is really very, very, good. I was impressed with the morning and afternoon teas. The fruit was delicious - watermelon, melons, pineapple, etc and delicious slices and brownies. The lunches and evening meals are also excellent. “I would highly recommend a camp at Living Springs. It is perfect for Y4 - 6 learners, it provides some safe challenges so the students can feel adventurous within a huge range of activities, excellent accommodation (Harbour view) and food and friendly and helpful staff. Only an hour bus ride away.” - Lisa Hunt, Kirwee Model School
“The accommodation is clean and comfortable, perfectly suited for our group, and the meals are looked forward to and enjoyed by all. Nothing is too much trouble – we have found the staff to be very easy to work with and willing to accommodate our needs. This camp is one of the highlights of the year for the girls, we are fortunate in having such a wonderful venue as Living Springs available to us.” - Janet Kingsbury, Director of Music, Rangi Ruru Girls’ School
The findings also indicated that camp is a unique educational institution and a positive force in youth development. All requirements for your next school camp are covered when you book at Living Springs where a turn-key solution is offered, making the process as simple as possible. Fully customised to meet your needs, Living Springs offers catered or self-catered camps plus a range of accommodation options to suit your budget.
offered to take advantage of off-peak seasons. All rooms have heat pumps and there are indoor activity options and meeting spaces are available enabling camps to happen year round.
To enquire email reception@ livingsprings.co.nz or go to the website www.livingsprings.co.nz for more details.
Safety and service is a top priority at Living Springs with a current AdventureMark accreditation giving reassurance to parents, staff, board members and management teams that we are serious about safety. The catering staff are well used to providing a range of dietary requirements including halal, vegan, vegetarian, dairy-free and gluten free to name a few. Living Springs is the choice of camp for many schools, so bookings are taken well in advance. Winter packages are
Ohakune, New Zealand Ph 0800 272 3353 E: email@example.com 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.
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. Phone: 09 424 7633 • Email: firstname.lastname@example.org • Web: www.psyv.org.nz
www.principalstoday.co.nz Term 4, 2019 | 29
Working Space | Asbestos
Managing asbestos when refurbishing Asbestos risks need to be managed in a consistent way during all property projects within schools. The Ministry’s asbestos management process is designed to ensure the safety of all people who may be affected by asbestos works - including pupils, teachers, contractors, visitors and neighbours. This process reflects good practice and ensures compliance with the Regulations and should be followed by schools and boards when managing asbestos in schools. If you are managing or involved in a project, you must ensure the following steps are followed: 1. Conduct an asbestos refurbishment or demolition survey When undertaking projects and associated works which are likely to disturb or damage asbestos, such as demolition or refurbishment, work cannot begin until an asbestos refurbishment or demolition survey is completed. This is an intrusive inspection of the specific area that will be affected and will confirm whether asbestos or ACM is present. The person conducting the asbestos survey must be a licensed asbestos
How to identify asbestos: • If your building was built prior to 1 January 2000 it is likely to contain asbestos-containing material (ACM) and you could assume that your school building contains asbestos • You could follow the WorkSafe Approved Code of Practice Guidance to identify what is likely to contain asbestos • You could consider training your staff to better understand how to identify asbestos • Or you can employ a surveyor to assess your building • Where asbestos has been identified by a surveyor or it is assumed to exist in a school, your school needs to have an asbestos management plan in place. assessor and needs to have sufficient training, qualifications, knowledge, experience and ability to sample and identify asbestos. The assessor should be briefed with a complete overview of the scope of work to be undertaken as part of the project. Samples must be analysed by an accredited laboratory.
Clear Air Asbestos Management Clear Air Asbestos Management is a family owned and operated business which has been operating for over 20 years. We value all our clients and have a long-standing established presence working within the education sector. We align ourselves to the values upheld within the education sector, which has created very successful business relationships across education providers within many regions. In the education sector, we have experience working on small primary schools through to some of the largest New Zealand universities.
• Commercial, Industrial and Residential Asbestos Removal • Nationwide Service • Site Safe Certified Personnel
CALL FOR A FREE QUOTE - 027 278 8950
Unit 6, 50 Gracefield Road, Gracefield, Lower Hutt 5010 Email: email@example.com Visit: www.clearair.co.nz 30 | Term 4, 2019 www.principalstoday.co.nz
We have a good work history with some of the major construction companies, working on large commercial buildings right through to private residential homes. Clear Air Asbestos Management holds the highest Occupational Health and Safety Management certification being the AS/NZS4801:2001. We hold both Class A & Class B Licences with WorkSafe and all our staff have attained the necessary NZQA qualifications to remove asbestos. We are also SiteSafe certified and members of the New Zealand Demolition and Asbestos Association. We welcome any opportunity to be of assistance within the education sector.
Working Space | Asbestos When you commission asbestos removal, you must ensure that the asbestos removal work is carried out by a licensed asbestos removalist.
The assessor must use appropriate Respiratory Protective Equipment (RPE) as a minimum. Consider how to provide and manage access to subfloor and ceiling spaces, particularly for buildings which are still in use. When commissioning an asbestos survey, ensure that the correct type of survey is conducted. A ’management’ type survey is not acceptable for refurbishment or demolition projects. For Ministry-run construction projects, the Education Infrastructure Service will work with the school to identify and manage the presence of asbestos before and during the project. 2. Isolate the asbestos risk If asbestos is identified or assumed to be present and the condition of the material may pose a risk to health in its current form, or if it is disturbed as a result of work about to commence, the work area should be isolated immediately and appropriate warning signage displayed until the risk has been effectively managed. For more information about Asbestos and your health, visit the Ministry of Health website.
3. Removing asbestos When you commission asbestos removal, you must ensure that the asbestos removal work is carried out by a licensed asbestos removalist. The licensed asbestos removalist you commission must prepare an Asbestos Removal Control Plan. 4. Communication and consultation It is important to communicate to everyone who may be affected by the works. This includes: • The workers and any other people in the workplace • The person who commissioned the asbestos removal work • Any person at or in the immediate vicinity of the workplace (e.g. neighbours along boundary fences) • Anyone occupying premises in the immediate vicinity of the workplace (e.g. after school care programmes). Communications must clearly state: Why the work is being undertaken; What is involved with the work; When it will start and finish; The safeguards that will be in place during the works.
Comex Limited - Asbestos Services Comex is a one stop shop for consulting, surveying, face fitting of respiratory protective equipment (RPE), air monitoring and A & B class removal and disposal. Comex will carry out separate WorkSafe Licensed Assessor work for removal work by others. Comex is fully licensed by WorkSafe New Zealand for the safe removal of all asbestos containing material (ACM) and has the resources and staff in place to manage any asbestos works - from survey through to removal and safe disposal. Comex are members of SiteSafe and NZDAA, and carry out asbestos surveys of all types of building structures, be they domestic, commercial, industrial, and soil. Surveys are structured to meet the requirements of the regulations while satisfying specific client needs. Experienced personnel offer a high standard of workmanship
that meets the requirements of the legislation and ACOP.
Comex have considerable experience in managing in-situ asbestos for clients in a range of industries and sectors. We can provide advice on the most efficient and pragmatic way to manage asbestos hazards through Asbestos Management Plans (AMP), permit to work systems, and project management.
• Asbestos Consultancy • Asbestos Surveying • Worksafe Licensed Assessor • Air Monitoring • Respirator Fit Testing • Asbestos A & B Class Removal • Demolition Consultancy • Demolition • Excavation and Earth Works • Construction • Bins and Tipping Hook and Gantry Bins
“Comex carry out asbestos survey work for our school. Their staff are professional and work around school schedules to ensure all work can be done safely and with minimum disruption to school activities.” - Cris Hull, Principal, View Road School Call John on 027 235 9697.
Company Director and Work Safe Assessor:
JOHN KENDALL – Phone: 027 235 9697 Email: firstname.lastname@example.org
Phone: 021 987 291 Email: email@example.com www.principalstoday.co.nz Term 4, 2019 | 31
Working Space | Asbestos
Facts about asbestos • Around 170 people die each year in New Zealand from asbestosrelated diseases. • Exposure to asbestos dust can cause serious health issues, including various forms of cancer such as lung, larynx, and ovarian cancers. • Asbestos in good condition and left undisturbed is unlikely to pose a health risk and doesn’t need to be removed. • If asbestos is present NEVER cut it, drill it, sand it, scrape it, scrub it, waterblast it, or demolish it, unless you have had asbestos awareness training. • All friable asbestos must be removed by a Class A licensed asbestos removalist. 5. Air monitoring Air monitoring is required on all school projects, no matter the size or class of removal. 6. Obtain a Clearance Certificate and update the Risk Register When any asbestos removal work is complete, you must ensure necessary clearances from an independent asbestos assessor are obtained before anyone not directly involved in the asbestos work can re-occupy the area.
• Never use high pressure waterspray, compressed air or power tools on asbestos or suspected asbestos materials.
If you accidentally damage or uncover asbestos - stop work immediately, keep people away, minimise the spread of contamination and get advice on what to do next.
• If you accidentally damage or uncover asbestos - stop work immediately, keep people away, minimise the spread of contamination and get advice on what to do next. • Always wear the correct personal protective equipment (PPE) when working with asbestos materials. • All asbestos removal work over 10 square metres must be done by either a Class A or Class B licensed company. You should also update the school’s asbestos information (both school and Ministry records), the hazard and risk register for the project site (if applicable), and the hazard and risk register for the school. Paying for asbestos management The cost of managing or removing asbestos safely is part of the project costs. If this causes a major overrun in the project’s budget, help may be available and you should speak to your school property advisor.
Content provided courtesy of the Ministry of Education. For more information, visit: www.education.govt.nz.
Safeway Asbestos Removals Ltd A Division of Roofing Specialists Ltd
KEEPING KIWIS SAFER THAN EVER With over 36 years in business we are the industry experts with a focus on keeping New Zealanders safe where they live, learn, work and play. With our head office located in Auckland and branches all over New Zealand we’ve got you covered for all your asbestos, demolition and remediation requirements.
All asbestos removal including:
• Cladding removal • Vinyl and tile removal
• Ceiling removal • Roofing removal
Our team are fully committed to safe asbestos removal practices and follow regulations and guidelines setdown by Worksafe NZ.
We specialise in managing complex, high risk projects, redefining what “Best Practice” means in our industry.
Proud award winners at the NZDAA Awards two years running.
GET IN TOUCH WITH US TODAY
0800 272 378 www.atlgroup.co.nz firstname.lastname@example.org
32 | Term 4, 2019 www.principalstoday.co.nz
INDUSTRIAL • COMMERCIAL • RESIDENTIAL 18A Sunshine Ave, Te Rapa, Hamilton Phone: 07 849 4160 • Email: email@example.com www.roofingspecialists.co.nz
Working Space | Asbestos
The asbestos experts Asbestos materials were used widely throughout New Zealand until the 1980s. Although asbestos remains safe when undisturbed and in good condition, when renovations, demolition work, earthquakes or general deterioration take place, there is a risk that asbestos fibres become airborne and create a health risk to those nearby. The Ministry of Education takes the lead on dealing with asbestos responsibly and safely with strict processes in place to manage, minimise, control and eliminate asbestos exposure. With over 12 years’ experience Central Demolition offers professional advice and carries out safe asbestos removal for residential, commercial and government customers. Central Demolition has worked closely with the Ministry of Education and local councils to ensure safe removal of asbestos in schools, hospitals and other state-owned buildings. Central Demolition provides project management and risk assessment services, sourcing independent testing and providing safe removal and disposal of asbestos material to safely manage contamination in schools.
KEY STEPS TO MANAGING ASBESTOS
assessor to provide a clearance certificate for the building.
Identifying if asbestos is present
Asbestos risk needs to be managed in a safe and consistent way during any building projects within schools. Central Demolition offers:
Buildings built prior to 1st January 2000 are likely to contain asbestos material. Central Demolition coordinates independent assessors to provide predemolition surveys and analysis. 1. Producing an asbestos management plan Follow the WorkSafe guidelines to plan how asbestos will be managed. Central Demolition provides project Asbestos Removal Control Plans and Site-Specific Safety Plans.
• On site services throughout the North Island • Specialist help with emergency asbestos abatement and r emoval work • Project Management and Asbestos Removal Plans
• Commercial, industrial and residential asbestos removal
• Pre-demolition remediation and facility management advice
• WorkSafe accredited removal of all types and forms of asbestos
• AS/NZS 4801 Certified Safety Management System
• Full health and safety compliance as a priority
• ISO 9001/14001 Accreditation and NZDAA membership.
2. Recording risks in a hazard and risk register It’s important to record identified or assumed asbestos. Information should note location, condition, quantity and a monitoring plan should be shared with contractors before removal. 3. Communicate asbestos information Ensure all information including the asbestos management plan and a copy of the risk register is accessible to staff and provided to all contractors undertaking work at the school. 4. Clearance Post asbestos removal Central Demolition engages an independent
If you’re renovating or demolishing a building that contains asbestos, DKL Projects is a certified Asbestos Removalist and Demolition company. We safely and efficiently remove all asbestos products, e.g. flat sheeting, corrugated super 6 roofing, textured ceilings, pipe lagging, vinyl flooring etc. For fast and friendly service please contact us: Email: firstname.lastname@example.org • Mobile: 021 968 490 • Phone: 09 416 2118 www.dklprojects.co.nz
DEMOLITION & ASBESTOS REMOVAL SERVICES
Experts in Asbestos Removal and Commercial and Residential Demolition Central Demolition are leaders in asbestos removal and demolition throughout the North Island. With an outstanding safety record and highly skilled workforce Central Demolition is able to take on your next project. Contact us today to discuss your demolition project and the safe removal and disposal of asbestos.
0800 344 421 www.centraldemolition.co.nz
Northland | Whangarei | Auckland | Waikato | Hamilton | Bay of Plenty | Tauranga | Taranaki | New Plymouth | East Cape | Gisborne Hawkes Bay | Napier | Manawatu | Palmerston North | Whanganui | Feilding | Wellington | Kapiti Coast | Wairarapa | Masterton
www.principalstoday.co.nz Term 4, 2019 | 33
Have you met your asbestos obligations? In the last issue of ‘Principal’s Today’, there was a spotlight article on asbestos obligations throughout schools. As a reminder, the article stated “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…” Instant testing also available
If your buildings do not contain asbestos, you obviously will not be required to have an asbestos management plan. However, if you have buildings that were constructed prior to 2000, you would first need to go through the identification process to confirm whether your building does contain asbestos.
In addition to our comprehensive surveys, we also have specialised technology which enables us to instantly identify a large number of asbestos materials. This testing can be done at a fraction of the cost, is non-intrusive and can be tested on live services and in-situ materials. You are able to receive on the spot results!
How can we help you?
Asbestos Management Plans
Thomas Consultants is an Auckland based consultancy boasting one of the largest teams of Asbestos Surveyors and Assessors of its kind, providing asbestos management services to a wide range of clients across the whole of New Zealand. Our services range from instant asbestos testing (on the spot results) through to asbestos surveys, asbestos management plans and full project management. In short, we manage the entire process.
If asbestos containing materials are found, in most cases removal is not required but rather an asbestos management plan needs to be in place, which outlines how these materials can be safely managed. Thomas Consultants can work with you to produce an effective management plan, which will support your long-term goals including any refurbishment or construction projects.
Identification and Testing
For buildings or structures that require removal of asbestos containing materials, we provide removal methodologies, scope of works, document review, contractor auditing, removal supervision and monitoring.
Our team of licensed asbestos consultants specialise in asbestos identification and carry out comprehensive asbestos surveys through both visual assessments and sampling. Following on from the survey, an asbestos register is prepared which details the location, extent and type of asbestos (if found).
34 | Term 4, 2019 www.principalstoday.co.nz
personal), which ensure the correct control measures are in place to minimise fibre generation.
Full turnkey service Thomas Consultants has been providing asbestos project management and specialist consultancy services to a large number of government and private clients since 2009 and we pride ourselves at adding value to our clients through excellent problem solving, analytical thinking and exceptional communication and project management skills. We have extensive experience in working with schools and understand the importance of timing in educational facilities and work we carry out can be coordinated afterhours or in school holidays. Our non-intrusive and discreet testing techniques can also support conducting surveys during school hours if required. For further advice on asbestos management and to ensure you are meeting your obligations, please contact our team today.
We also conduct Class A and B clearances and air quality monitoring programs (static and
P: 0800 027 237
Working Space | Asbestos
It pays to become aware
it should also be made available and provided to any contractors conducting work at your building.
Industry experts are calling on building owners and property managers to take the risk of asbestos exposure more seriously ahead of NZ’s third annual Asbestos Awareness Week.
When undertaking work that has the potential to disturb or damage asbestos (even routine maintenance), it is important for managers and their staff to understand the risks and to take the appropriate precautions, in order to avoid putting their health and the health of others at risk.
“Many business or property owners are failing to take the health risks associated with asbestos exposure seriously enough” says Rikki Jones, president of the New Zealand Demolition and Asbestos Association (NZDAA). “Many are still unaware of their duties and obligations under the new asbestos regulations and will often conduct maintenance and repair works without fully understanding the dangers or costs of disturbing building products that contain asbestos.” Asbestos is New Zealand’s number one killer in the workplace with around 170 people dying each year from asbestos-related diseases. Due to its common use in building products, many buildings built or renovated before 1990 are likely to contain some type of asbestos materials. Tradespeople working in or
on buildings are likely to encounter some form of asbestos every single day and are therefore amongst the most at risk. 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 demolition and refurbishment works, or as part of other routine building and maintenance tasks. It is therefore important to understand the potential risks,
CAUTION Asbestos Hazards Aren’t Always this Obvious If you’re managing a building or facility, it pays to get asbestos aware. For information or training on asbestos management visit www.asbestosawarenz.com
and how to safely manage these. All PCBU’s (Persons Conducting a Business Undertaking) need to be aware of their obligations under the Health & Safety at Work (Asbestos) Regulations which came into effect in April 2016, and applies to all workplaces, business and/or building owners. When it comes the identification of asbestos in buildings, the reality is, it isn’t always obvious to spot. Asbestos doesn’t come with a warning sign. It is often mixed with other materials, making it virtually impossible to identify by eye. The only way to be certain if a material contains asbestos is to have it tested in an accredited laboratory. The advice for anyone responsible for conducting maintenance or refurbishment works on their building, is to get asbestos aware, that way they will understand the risks and their obligations as PCBU. 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 to be 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
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. In November the NZDAA, in conjunction with WorkSafe, will be highlighting the dangers posed by asbestos exposure and promoting safe practices and education for building owners as part of Asbestos Awareness Week. This annual event was initially set up to help improve the education and understanding of the risks amongst tradespeople, but now the Association is expanding its message to include building owners and property managers, who also have an important role to play in the management of asbestos and safe guarding the wellbeing of the people who frequent their buildings. “Everyone needs to understand their role in asbestos management and they have a duty to ensure that the people they hire are competent or suitably trained to manage the risks,” Rikki says. Asbestos Awareness Week will run from 25-29th November with a full day conference happening in Wellington and a number of other shorter education sessions and information drives around the country. To find out more about the activities happening in your area you can visit the NZDAA website (www.nzdaa.com) for dates and locations.
New Zealand Demolition & Asbestos Association
0800 469 322
If you’re renovating or demolishing a building that contains asbestos, DKL Projects is a certified Asbestos Removalist and Demolition company. We safely and efficiently remove all asbestos products, e.g. flat sheeting, corrugated super 6 roofing, textured ceilings, pipe lagging, vinyl flooring etc. For fast and friendly service please contact us: Email: email@example.com • Mobile: 021 968 490 • Phone: 09 416 2118 www.dklprojects.co.nz
www.principalstoday.co.nz Term 4, 2019 | 35
Working Space | Sports Turf Management
Agrichemical use –
what are the rules for schools? The pressure to produce and maintain high quality school sports fields is constantly on the increase with the growing professionalism in all sporting sectors and the success of our national teams. In addition to sports fields, there is also a need to provide attractive and functional outdoor spaces for student recreation in the form of lawn and garden areas. However, in order to produce the quality required to support these areas often requires significant chemical inputs in the form of fertilisers and products for pest, weed and disease control. Use of these chemicals can however be harmful to people, animals and the environment. Hence, there are strict rules around the purchase, storage, use and disposal of these chemicals. The rules are particularly relevant to school grounds where there are large numbers of people present with potentially sensitive neighbouring properties. In the context of this article, we are going to refer to the chemicals used on sports fields and school gardens as agrichemicals – which simply put, is “any chemical used for horticultural use”.
So, what are the legalities with agrichemical use? In December, 2017 significant changes regarding agrichemical use came into effect as part of a wider health and safety regulatory reform, which saw the management of agrichemicals (and other hazardous substances) toxic to humans, coming under the enforcement of Worksafe NZ. As with any piece of NZ legislation the intricacies of compliance are many and varied. Most importantly, compliance with the legislation requires an intimate understanding of the hazard classifications of the agrichemicals that are being used. Table 1 is a summary of some of the important parts of the Acts and Regulations as they relate to agrichemical use on school gardens and sports fields. Keep in mind that this list is by no means exhaustive, but is designed to give some insight into the legalities required of schools in managing agrichemicals.
36 | Term 4, 2019 www.principalstoday.co.nz
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Working Space | Sports Turf Management Table 1: Compliance requirements for use of agrichemicals REQUREMENT
WAYS COMPLIANCE CAN BE ACHIEVED
Certified Handler Certification if a school handles any agrichemical with a Class 6.1A or 6.1B classification
Changed from Approved Handler to Certified Handler with a Pre-requisite is GROWSAFE® Standard + evidence of spraying experience and much more substantial competency assessment workplace compliance
A qualified person must be on site to handle any ecotoxic agrichemicals; 9.1A, 9.2A, 9.3A or 9.4A + Haloxyfop 100g/litre and Fluazifop-P-butyl 150g/litre (if applied by a contractor)
Relevant to a person other than a Contractor applying an ecotoxic product to land with a boom sprayer or motorised hand equipment greater than 30 litres or within 30m of water or a sensitive habitat.
Substances restricted to a Workplace; 6.1A, 6.1B, 6.1C, 6.7A, 8.2A & Diazinon 800g/litre
These substances can only be supplied to a workplace under Competent person can be a person that holds a GROWSAFE ® the management and control of a PCBU* & only if there is Standard Certificate and/or Certified Handler Certificate written notification that a competent person will accept responsibility for the substances.
Any agrichemical with a 6.1A or 6.1B qualification will require tracking and must be managed by a qualified person.
GROWSAFE ® Standard Certificate + Certified Handler is valid for the requirements of a competent person
It is mandatory for the PCBU to keep an inventory of all hazardous substances in the workplace.
Use Worksafe approved online calculator found at; www.hazardoussubstances.govt.nz/calculator
Safety Data Sheets
The SDS or condensed versions (e.g. product safety card or Haznote) must be provided by the PCBU and be made readily assessable to any Worker or emergency service provider.
Download Safety Data sheets, Haznote or Product Safety Card from the suppliers website
Information, instruction training & supervision
The PCBU must ensure workers know how to safely use, handle and store hazardous substances in their workplace, and have a documented record of training activities
Training Certification in the use of agrichemicals could include; GROWSAFE ® Basic Certificate or GROWSAFE ® Standard Certificate (See flow diagram below)
The PCBU must have a documented emergency plan in Refer to the following website to assist in emergency planning: place to ensure workers safety in the event of an emergency www.hazardoussubstances.govt.nz
Labelling, storage and signage
There are specific requirements with regard to labelling, storage and signage in regard to managing hazardous substances
A Standard GROWSAFE® Certificate is one form of qualification recognised as competency when using these agrichemicals
GROWSAFE ® Standard Course will outline the legal requirements to ensure compliance
If you are complying with the current legislation and regulations, then you may not need to modify much, but it’s important for all schools to review their processes and update their compliance.
*PCBU – Person Conducting a Business Unit or Undertaking.
After all, it’s all about keeping people students, teachers and visitors to the school safe around agrichemicals.
The experts in seed innovation DLF Seeds, relative new comers to New Zealand, is owned by Danish farmer’s cooperative DFL, and is the world’s largest seed company involved in the breeding, production and sale of temperate grass and clover species, and fodder beet.
PROVIDING TURF SEED FOR SPORTS FIELDS AVAILABLE THROUGH FARMLANDS STORES NATION-WIDE DLF are the largest seed company in the world with over 60% of its business in turf. DLF have also been the main seed suppliers to World Cup venues in both soccer and rugby, plus key suppliers to the Olympics. P O Box 39042 Harewood 8545, New Zealand Tel: +64 3 982 7333 Email: firstname.lastname@example.org www.dlfseeds.co.nz 38 | Term 4, 2019 www.principalstoday.co.nz
DLF Seeds uniquely combines access to the world’s largest research programme in forage species, with a world-class plant breeding and testing programme based in New Zealand. This allows DLF Seeds to test the latest plant material and associated technology from around the world, and decide whether they add value to New Zealand’s unique climates and farm systems. At the same time, the New Zealand breeding programme also utilises the best local plant genetics available, often crossing with elite international plants, to produce cultivars that improve productivity in our conditions. This makes our motto very appropriate, “A world of seed innovation, right here”.
DFL Seeds at a glance: • Established over hundred years ago in Denmark • The largest seed company in the world • Have supported Farmlands for the past 10 years or more • Farmlands have over 80 stores across the country • Farmlands have a wealth of knowledge in their Territory field officers who are then supported by a designated Turf Manager from DLF who has over 30 years’ experience in turf • Farmlands also supply fertilisers and chemicals to assist with turf maintenance • All Perennial ryegrass varieties offered are grown in the Canterbury area so perform well across New Zealand.
Working Space | Sports Turf Management
Protecting your turf In recent years sand carpet sports fields have moved from stadia, to council fields and now appear in increasing numbers at schools at all levels, from primary to high school. This is partly driven by rising player and parent expectations of high quality surfaces, and by the increased use on the limited areas available within urban areas for sports fields. The increased popularity in utilising sand carpet sports fields in schools raises some important issues: Is the school planning and budgeting for appropriate maintenance of the field? Does the facilities manager at the school know the consequences of under-investment in maintenance? Do the grounds staff understand the maintenance inputs required and have the skills to effectively manage a sand carpet sports field? In many instances organisations install sand carpet fields and then little attention is paid to the on-going maintenance. The sand carpet rapidly declines in performance and is
no longer considered an asset to the organisation. This is astounding when you consider the investment in an installation can range from $150,000 to $300,000. What other assets do organisations invest in to this level and then leave without a clear management plan until replacement is required? It is important to realise sand carpet sports fields are dynamic living systems that undergo significant
changes from the day the construction is completed, throughout the asset’s lifespan to eventual renewal. It is important that employees responsible for maintenance are fully conversant with the requirements of a sand carpet sports field for the species of grass utilised. Incorrect practices can greatly accelerate the decline in performance of your investment.
Factors affecting sand carpet performance and lifespan include: • Site • Materials and construction • Amount of use • Pest activity • Rainfall / irrigation • Renovation • Turfgrass species • Maintenance.
Fleet have a range of easy to use line marking machines for grass and hard surfaces. Starting from $900.00 + GST
McMud has developed Gro-Rich Bounce and Jump safety surfacing products for playgrounds and sports fields that keeps children and athletes safe and injury free. As Wellington’s go-to experts, our unique products are found in playgrounds and parks throughout the North Island. Gro-Rich Bounce Playground Mulch • Certified Playground Safety Surfacing. • Safe for children’s playing areas. • Looks Great!
Gro-Rich Jump Sand • • • •
Certified Playground Safety Surfacing. Keep play and jumping grounds safe! Good for high wind areas. Suitable for sand pits, long jump, high jump and other sport and play areas.
Phone: 04 477 4004 • Email: email@example.com • www.mcmud.co.nz
We manufacture a full range of paints especially designed for use on all types of natural grass surface. Line mark a field from as little as $30.00 Permanent Marking Fluid (PMF) is for application on hard surfaces - tennis and netball courts, car parks and even your school playgrounds! PMF is easy to apply, economical, rain resistant and extremely hard wearing.
Mention ‘Principals Today’ and receive a 15% discount off your order
Fleet Australasia Limited - 0508 435 338 or 06 349 0100 www.fleetaustralasia.co.nz • firstname.lastname@example.org North Island Martin Poppelwell - Ph: 021 919 880 E: email@example.com South Island Shawn Docherty - Ph: 021 919 889 E: firstname.lastname@example.org
www.principalstoday.co.nz Term 4, 2019 | 39
Learning Space | Performing Arts
Learning Space | Water Safety
Stages and seating designed Is your swimming pool safe? for high performance
Stronglite Staging’s range of performance stages and staging equipment are 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® supply 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 our high standards of performance under live and static load conditions. Lightness: Innovative design and use of material creates equipment that is
light and easy to handle, saving time and possible injury. Safety: Engineer’s design certification, documented test results, qualified trades-people, monitoring of product in the workplace, established safe working loads, and our products 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 our products are quick, simple and easy to transport and assemble, saving you time and effort. Versatility: Particular attention has been paid to designing stage/seating systems that are multi-use wherever possible, including indoor and outdoor use. Stage sections can form stage platforms, catwalks or can be tiered for audience seating or seated choir/orchestra use, stage extensions and pit infils. 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. Achieve your best with the Stronglite Staging® range of top quality products. Stronglite Staging® Limited Sales 0800 78 78 99 Hire 0800 12 12 33 www.stronglite.co.nz
Quality Pool uses the knowledge and expertise that has been gained from the aquatic industry and Poolsafe over the last 16 years to provide private pool operators with the tools to maintain a safe environment for their customers and communities. This includes motels and hotels, holiday parks, retirement villages, private gyms and health clubs, as well as schools. Quality Pool is an independent assessment of pools to ensure that their operations and facilities are safe. The scheme comprises an annual assessment of the provider’s documentation covering the operation (NOP), emergency action plan, health and safety and water quality. Through the Quality Pool scheme, operators now have access to important safety information and key messages on operating aquatic environments. We provide the industry best practice information on supervision guidelines for parents/caregivers of children, water treatment standards, health and safety, emergency procedures and signage, and tools to ensure managing the quality of the pool water is simple. Pool safety is paramount. By understanding your duties and creating a healthy environment for swimmers you will ensure that pool users have a safe, positive and enjoyable experience. You will also be safeguarding the quality and durability of your assets and helping promote high standards. New Zealand Recreation Aotearoa (NZRA) works closely with WorkSafe to ensure that standards meet what
40 | Term 4, 2019 www.principalstoday.co.nz
Pool safety is paramount. By understanding your duties and creating a healthy environment for swimmers you will ensure that pool users have a safe, positive and enjoyable experience.
is reasonably expected of providers of aquatic environments. The Quality Pool programme is a self-review of an aquatic environment against specific standards, via an online system. Desktop assessments are then provided by NZRA, upon which the accreditation is granted. With a Quality Pool accreditation, you can have peace of mind that you are meeting the industry standard in aquatic provision. Quality Pool is easy to use, easy to participate in. If you have any questions, contact our Quality Programmes co-ordinator at: email@example.com. www.nzrecreation.org.nz
Learning Space | SunSmart
Summer and the sun are not far away Now that it’s spring, it is a good time to plan ahead for the summer term and to think about incorporating SunSmart into your classroom activities. In New Zealand we enjoy a temperate climate and an outdoor lifestyle. But sadly we share with Australia the ranking for the highest skin cancer rates in the world. Yet skin cancers are largely preventable as they are mainly caused by too much exposure to ultraviolet radiation (UVR) from the sun. Children are at school during peak UVR hours and some of that time is spent outdoors. Childhood is the most critical time for UVR exposure. DNA damage is irreversible and UVR exposure cumulates over the life span. Students take part in many outdoor activities— camps, sports days and swimming sports where students will often get sunburnt. So learning about the dangers of UVR and why skin protection is so important is vital. Schools are uniquely placed to provide a sun safe environment and to educate students about sun protection behaviour.
What an effective sun protection policy looks like Many schools are joining the Cancer Society’s SunSmart Schools Programme which provides schools with: • Best practice sun protection advice • Sun protection policy • A dedicated website with lots of up to date information • Advice from your local Cancer Society health promoter • Accreditation for schools that have effective sun protection policies and practices • When a school becomes SunSmart Accredited it shows parents/caregivers their school takes sun protection seriously. Teaching students about the sun and its harmful UVR is a great start to reducing the risk of skin cancer! To assist teachers with this task, the Cancer Society has developed a series of cross-curricular resources for levels 1, 2, 3 and 4. These include an overview and planning tools, plus links to an array of SunSmart resources.
Children are at school during peak UVR hours and some of that time is spent outdoors. Childhood is the most critical time for UVR exposure. DNA damage is irreversible and UVR exposure cumulates over the life span.
Covering science, maths, English and te reo concepts, these resources were designed by educators. They include single lessons, group work and unit plans, using an accelerated learning approach, and incorporate hands-on, fun lessons with links to clips on YouTube to Māori legends, Greek myths and other traditional stories about the sun. These resources and accompanying teachers’ notes can be downloaded from: www.sunsmartschools.org.nz.
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frescoshades.co.nz www.principalstoday.co.nz Term 4, 2019 | 41
Working Space | Playgrounds
A case study in improving playground safety Principal Michael Gendall and the fundraising team at Hutt Central School were ecstatic when they heard the news that NZCT had approved a grant of $20,000 for their playground project. The school had identified the need for a safer fall surface underneath its junior and senior playgrounds, as well as a sunshade to protect students from UV exposure. “We were concerned about the landing area and shade over our playgrounds,” Michael says. “This grant will go a long way to supporting our fundraising so that we can keep our students as safe as possible when playing on our equipment.” The school aims to nurture a safe environment where pupils can explore their abilities and talents. The new surfacing will go a long way to achieving this for its students and children from the community who use the playground outside of school hours. “Without carrying out this work we would continue to have injuries on and around the playgrounds.
“The playgrounds would also have limited use in the winter months and during wet weather. In summer we would have to limit the time the playgrounds are used due to increased time of UV exposure.” Using CoolPlay turf for the project will mean students can use the playground in all weather. It will be laid on the ground under the playground and has layers of foam and rubber shock absorbers that enable the turf to drain water from the playground through the material. The shock absorbers will provide cushioning on landing that will not move or compact. “The key benefits of this project are that we will have safer falling surfaces for our students that can be used in all weather,” Michael says. Work will begin on the senior playground initially and then the junior playground as funds become available.
Playground safety essentials Here are some playground and park safety tips to help children stay active and injury free. • Put the phone down Remember that it’s social time for the kids, not social media or Facebook time in the park. Active supervision isn’t hard – the kids will be calling you to watch them play, climb, jump and swing, so join in the fun! • Keep it age appropriate Many playground injuries involve preschool children falling off playground equipment that is too big for them. Big kids can also get injured when they play with equipment for preschool kids. Watch out for age appropriate signs and use good sense to determine if the play equipment is suitable for children.
• Soft surfacing Check that playgrounds have well maintained shock absorbing surfacing. When children fall, they are less likely to be seriously injured landing on rubber, synthetic turf, sand, pea gravel, wood chips or mulch. • Look for hazards Keep an eye out for rusted, broken or vandalised equipment, sharp and pointed objects (such as glass and exposed nails) and dangerous surfaces. Report these to your local council immediately. • Dress appropriately Necklaces, purses, scarves or clothing with drawstrings can get caught on equipment and strangle children. Even helmets can be dangerous on a playground, so save those for their bikes.
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2019 W I N N E R S ROTORUA BOYS’ HIGH SCHOOL The Prime Minister’s Supreme Award HOLY FAMILY SCHOOL Excellence in Engaging ROTORUA BOYS’ HIGH SCHOOL Excellence in Leading TE KŌHANGA REO KI ROTOKAWA Excellence in Teaching and Learning TIAKI EARLY LEARNING CENTRE Excellence in Health and Wellbeing Education TE KURA KAUPAPA MĀORI O HOANI WAITITI MARAE 2019 Education Focus Prize — Excellence in Māori-medium Education
Thank you for leading the way The Prime Minister’s Education Excellence Awards recognise lasting change that transforms classrooms, whānau and communities. To all the 2019 winners, thank you for sharing your world-changing work with us.
WATCH THEIR STORIES AT PMAWARDS.EDUCATION.GOVT.NZ 44 | Term 4, 2019 www.principalstoday.co.nz
Issue 124 of Principals Today magazine