Principals Today #131

Issue 131 Term 3 | 2021

learning and living history Te Wharekura o Arowhenua principal Gary Davis on history’s role at his kura

Pondering solar power A long-term investment deserving serious consideration

NZC principles for principals

How to strengthen your local curriculum design

inspiring tomorrow’s innovators Samsung’s Solve for Tomorrow competition

Digital dilemmas Are oral language and handwriting skills on the decline?

ISSN 1170-4071 HAVE THE FOLLOWING PEOPLE SEEN THIS?

Creative collaborations The Creatives in Schools programme 2021

Scratching the surface One third of NZ principals see bullying on a weekly basis

Principal | Careers Advisers | HODs | Administration Dept | Board of Trustees | Property Manager | Outdoor Ed Dept | Teachers

Calling all Kiwi kids

DESIGN A BEESWAX WRAP To help save kiwi To find out how school kids can take part in this competition, and for terms and conditions visit: crombielockwood.co.nz/beeswax Entries close 16 August 2021

Two great thirst quenching solutions,

ONE

school of thought.

For teachers and students with more than a thirst for knowledge the answers are quite academic; two great thirst quenching drinking systems from our extensive range.

✔ Boiling and chilled drinking water on tap ✔ Highest capacity units available - easily cope with school staff breaks

✔ No noise or unsightly cupboard vents - easy to retrofit ✔ Most compact & energy-efficient units in their class ✔ Over sink, or separate drained drip tray ✔ Only brand to achieve Gold Global Greentag certification

✔ Bottle fillers and drinking fountains ✔ Fully sensor-operated touch-free models available ✔ Combination models available ✔ Green ticker counts bottles saved from going to landfill ✔ Vandal resistant options ✔ Indoor/outdoor options

And we’re not just giving ourselves top marks, here’s what some enlightened clients think!

Christine Mackie, Palmerston North Boys’ High School

...with close to 200 students in our hostel, we never run out of hot or cold water during meal times.

Todd Hoar, Samuel Marsden Collegiate School

This is great for the environment as well as being safe due to the auto sensor, meaning no buttons are needed to be touched when refilling your own bottle.

Check out full testimonials from some very satisfied clients on our web site. www.merquip.co.nz/About+Us

Proudly supplying NZ schools with drinking water systems www.merquip.co.nz | 09 636 0 636 | info@merquip.co.nz www.principalstoday.co.nz Term 2, 2021 | 3

20

Welcome Publishers note

In this issue of Principals Today our regular Q&A features Te Wharekura o Arowhenua principal Gary Davis, who discusses the Aotearoa New Zealand’s national histories curriculum and how history plays a role at his kura.

We also delve into a range of subjects including how to strengthen your local curriculum design, how to make the most out of centenary celebrations, great ideas for tasty packed lunches, and the ever-present issue of road safety around schools.

There are also pieces on why investing in solar power makes long-term sense, Samsung’s Solve for Tomorrow competition, the Creatives in Schools programme 2021, and helping students navigate the potential minefield of expectation and emotion that school formals can induce.

We also ask if oral language and handwriting skills are on the decline, plus much more.

Enjoy!

lor Jonathon TayEditor

WORKING & LEARNING

6 NZC PRINCIPLES FOR PRINCIPALS

16 GREAT LUNCHBOXES BY AGE

26 PONDERING SOLAR POWER

A long-term investment which deserves serious consideration

The ever-present issue of road safety around schools

How to strengthen your local curriculum design

7 LEARNING AND LIVING HISTORY

Te Wharekura o Arowhenua principal Gary Davis discusses the Aotearoa New Zealand’s national histories curriculum and how history plays a role at his kura

8 inspiring TOMORROW’S INNOVATORS

Samsung’s Solve for Tomorrow competition to inspire Kiwi kids

NEWS 12 SCRATCHING THE SURFACE

One third of NZ principals see bullying among students on a weekly basis

14 GETTING READY FOR THE BALL

Ideas for tasty packed lunches

18 SCHOOL CENTENARY CELEBRATIONS 28 PLACING CHILD SAFETY FIRST

The keys to success

20 DIGITAL DILEMMAS

Are oral language and handwriting skills on the decline?

21 LINWOOD LIBRARY REFURBISHMENT

How libraries link learners to better learning outcomes

36 CREATIVE COLLABORATIONS

What you need to know about the

Creatives in Schools programme 2021

38 AN INTRODUCTION TO HOCKEY

24 OUR OUTSTANDING TEACHERS

Small Sticks - the perfect

introduction to a fast and fun game

40 WHAT TO EXPECT WITH ASBESTOS

Recognising our most inspirational educators

50 HOME TRUTHS

Depression and suicide risk double in high school students facing housing deprivation

What to look out for when it comes to asbestos in schools

48 CALL IN THE EXPERTS

Some jobs are better to be left to experts and roofing is one of them

53 SORTING POOL SAFETY

Helping students navigate a potential minefield of expectation and emotion

A check list to help prevent drownings

NEED A NEW website FOR YOUR SCHOOL?

Academy Group has grown to be one of New Zealand’s largest privately owned publishing houses, with carefully targeted publications offering in-depth analysis of current issues, exciting profiles, interesting people, and details of the latest projects and products making news.

YOUR SUCCESS IS OUR BUSINESS

Fattastic websites starting from $997+GST Simply email enquiries@fatweb.co.nz your domain / website address, and we’ll send you a comprehensive audit of your current school website.

And if you’d like to chew the fat after, we’re here to help.

AUCKLAND OFFICE

Level 6, 3-13Shortland St 38 Lowe St Auckland CBD Addington Christchurch 8011 Auckland 1010 Phone: (03) 961 5050 Email: admin@academygroup.co.nz Web: www.canterburytoday.co.nz

36

IDEAS

MAGAZINES TODAY OVERVIEW

HEAD OFFICE

30

enquiries@fatweb.co.nz | 0800 FATWEB | www.fatweb.co.nz

FOR ALL ADVERTISING ENQUIRERS

Contact the sales team on (03) 961 5083 | sales@academygroup.co.nz

MAGAZINES TODAY MANAGEMENT Gary Collins MANAGING DIRECTOR Kylie Palermo GENERAL MANAGER OF OPERATIONS Monice Kruger CHRISTCHURCH SALES MANAGER Jonathon Taylor EDITOR Jarred Shakespeare ART DIRECTOR

PRINTER

ISSN 0113-8340 (Print) | ISSN 2230-6331 (Online)

This publication is provided on the basis that AMark Publishing NZ Ltd is not responsible for the results of any actions taken on the basis of information in these articles, nor for any error or omission from these articles and that the firm is not hereby engaged in rendering advice or services. AMark Publishing NZ Ltd expressly disclaim all and any liability and responsibility to any person in respect of anything and of the consequences of anything done, or omitted to be done, by any such a person in reliance, whether wholly or partially upon the whole or any part of the contents of this publication. Advertising feature articles are classified as advertising content and as such, information contained in them is subject to the Advertising Standards Authority Codes of Practice. Contents Copyright 2013 by AMark Publishing NZ Ltd. All rights reserved. No article or advertisement may be reproduced without written permission.

Conditions of entry: One entry only per person and must be sent on the official entry form or as otherwise stated. Entry is free and open to all residents of New Zealand. All entrants must be over the age of 18, proof of identity and date of birth may be requested. Employees and their immediate families of Academy Group, the promoter and agencies associated with any promotion in this publication are ineligible to enter. Winner(s) will be notified by email/phone. The judges’ decision is final, no correspondence will be entered into. No responsibility is accepted for late, lost or misdirected mail. Prizes are not transferable or redeemable for cash. Academy Group, the promoter and agencies associated with any promotion in this publication shall not be liable for any loss or damage whatsoever suffered (including but not limited to direct or consequential loss) or personal injury suffered or sustained, during the course of prize winning travel or in connection with any other prizes won. Academy Group, the promoter and agencies associated with any promotion in this publication accept no responsibility for health, luggage, insurances, travel, personal expenses and transfers other than specified.

Entries remain the property of Academy Group, the promoter and agencies associated with any promotion in this publication and cannot be returned.

Academy Group, the promoter and agencies associated with any promotion in this publication reserves the right to photograph and publish winners.

Entries may be used for further marketing purposes by Academy Group, the promoter and agencies associated with any promotion in this publication but are not made available to any third party.

4 | Term 3, 2021 www.principalstoday.co.nz

This publication is printed on papers supplied by

All wood originates from sustainably managed forests or waste sources.

All mills utilise the Chain of Custody system to verify fibre source. The end product is recyclable.

All mills are ISO 14001 certified.

Designing &

g!

citin x E is d n u ro g y a l P Building a New

Park Supplies & Playgrounds are here to make

Our goal is to make the process of designing and building your new playground as easy as possible!

things easy for your team.

WORKING WITH US: OUR PROCESS

1

5

Our first contact

Proposal/quote/ funding

2

6

On site or virtual meeting

Manufacturing

3

7

Design brief written

Installation

4

8

Playground design

The Grand opening

For more information and a FREE info Pack, call 09 527 4666.

www.parksupplies.co.nz

Melissa Cowie

Jenny Mullins

021 502 220 melissa@parksupplies.co.nz

021 822 676 jenny@parksupplies.co.nz

www.principalstoday.co.nz Term 3, 2021 | 5

News | Viewpoints

NZC principles for principals how to strengthen your local curriculum design Rob Clarke

CEO of Learning Architects

When was the last time your staff opened the New Zealand Curriculum and talked about how various aspects work in your school?

This is one of the first questions I ask teachers who wish to review their local curriculum. Invariably I receive a range of answers, with some teachers admitting that they’ve not opened it for a number of years!

Perhaps this is just an indication that we are in a phase in education in NZ where we are addressing the consequences of a previous policy that in an endeavour to raise achievement in reading, writing and maths, unnecessarily narrowed the curriculum.

One of the unintended consequences of this narrowing has meant that in many instances, teacher efficacy as designers of curriculum has diminished.

So, if we look at how you can help get things back on track, I think the challenge is: how might you help your teachers design a curriculum that responds to the needs of our communities and is personalised, relevant, and engaging for your students?

But this phase is not all doom and gloom. It means that school leaders and communities have an opportunity to take back the NZC, and make it their own.

So if you’ve yet to do so, how might you approach this exciting challenge, helping teachers (and students) to become designers of your curriculum?

I’ve gathered some ideas, divided into four stages depending on where you’re at in the process and with your thinking.

1. Go back to the principles.

2. Use them as a filter.

3. Use them at different levels.

4. Put the theory into practice.

Get back to the principles Looking at page nine of the NZC I think there’s one single sentence that is really important: “They [the principles of the NZC] should underpin all school decision making”.

In my experience, this is an oftenmissed statement with people going straight to an immediate learning

outcome; but without considering which principle can ramp up the learning in a relevant way for their students.

It goes on to say that the principles are particularly useful in helping you plan, prioritise, and review so you can create a localised curriculum to include, engage and challenge all of your students.

And when they are used in an ongoing way to plan, prioritise and review your curriculum, your teachers will become better curriculum designers as well, and have a clear rationale for choices in your localised curriculum.

If it’s been a while since you addressed the principles in your school consider some of these questions to whet your appetite: • Can you and your staff name the principles?

• Which principles are strong in your school, and which need strengthening?

• When was the last time you asked your teaching teams to demonstrate how they use the principles, or one of them, to inform their planning?

• Are your trustees aware of the principles and using them to inform policy decisions?

• Might your students be able to give you feedback about the principles to inform school improvement activities? For example, via a Google Form, or via your student council/etc.

Think of the principles as a filter If you are planning to start the process of school curriculum review and design, use one or more of the principles right at the beginning of the process as a filter to view your school decision making - for example:

focus - they inform and deepen our views of what our localised school curriculum could be • Because some principles have layers, you could use them to create a rubric (eg Future Focus includes: sustainability, citizenship, enterprise and globalisation). Then use this rubric with staff and students.

Use the principles at different levels Given that the NZC states that the principles should underpin ALL school decision making, it is worth considering the levels of the school in which they are used. If you reflect on how this might work in your school, it will create opportunities for innovation that you might not otherwise have thought of.

Leaders and teachers are likely to see the issue of curriculum design through a different lens from each other. Given this, it is helpful to view the principles from multiple perspectives: • As a teacher • A support staff member • Your leadership team • The board of trustees • The students.

Put the principles into practice One of the best things you can do with any professional learning is to turn theory into practice so that it is useful for teachers and students.

It’s important to help staff review and develop your school’s curriculum, while supporting them toward a shared understanding of how the principles support your school’s vision and values, and key competencies.

Here are some ideas to try:

• When making decisions, simply ask a question like: ‘which principles are guiding us here?’ Simple questions like this can be helpful for staff, students, parents or trustees because they prompt them to know about, and understand, the principles

• Create a three-column table with the principles down the left, with two other columns: one is ‘what we do well’ and the other is ‘next steps’. You could workshop this with staff and also with students, board and parents to get different perspectives

• Use the principles to make connections to other professional learning you are doing, for example, leadership development or digital fluency. This helps teachers to see that the principles transcend any particular learning area, topic or

• See if your staff can prioritise which principles are strongest in the school, and which are in need of strengthening. One way I might approach this is to do it as an individual exercise, then combine and compare results as a collective

6 | Term 3, 2021 www.principalstoday.co.nz

It’s important to help staff review and develop your school’s curriculum, while supporting them toward a shared understanding of how the principles support your school’s vision and values, and key competencies.

• Encourage your teachers to go beyond merely saying ‘we do that’ and ask questions like: how do we show this aspect of this principle? Or in what ways could we improve this aspect of this principle?

• Create an online form to survey your community. Using a Google form with sections means you can match information from staff, parents and students • If you ask teachers to incorporate the principles into their planning, ask them to also state how this principle might improve the learning of their students • The principles are multi-faceted, so when looking at any particular one, go deeper into what it means and see if you can identify the components of that principle in your context. For example, if reviewing the Coherence principle, see if you can identify the links between learning areas, or how pathways are created for students, or even the degree to which the curriculum is connected for students.

• These are just starting points in what is an exciting process. No two schools will look the same, and so the way you design your localised curriculum review process will be unique to your school and its needs.

But if you’ve yet to dip your toe in the water… go on, do some quick reflection then just dive in and get back to the principles – and along the way, as well as strengthening your local curriculum design, you might just remind yourself what you signed up for in the first place!

Ideas | Principal Q&A

Learning and living history

By Polly Nichols

The Ministry of Education expects all schools and kura to teach Aotearoa New Zealand’s histories starting in 2022. While the national curriculum is still being finalised, the Ministry also encourages schools to develop curriculum which encapsulates their own local histories and community.

Some kuras already make a point of teaching their students local histories like Te Wharekura o Arowhenua, one of the few Māori immersion schools in the South Island.

Principals Today talks with Te Wharekura o Arowhenua principal Gary Davis about the Aotearoa New Zealand’s national histories curriculum and how history plays a role at his kura.

What’s your opinion on the Aotearoa New Zealand’s national histories curriculum and what it should include?

We need to know our history so that we know how to move forward around some of the issues that we do have.

Māori history, because we are an immersion school, is very important to us. Our local history is from here.

Also, the coming together of two cultures, Māori and Pākeha [should be included], and I think it’s important also to acknowledge the arrival of other nationalities to New Zealand and how that shaped us and is going to shape us in the future.

How does your school teach students about local history and what do you think students gain from it?

We followed the stories of my [Māori] ancestors that were here from the beginning. We follow their stories. We follow the legends. The stories that formed this land for us.

We also look at those encounters between the different iwi that happened down here. We look at the joining of those iwi and we acknowledge that all the time and the way that we do things like powhiri, in the way that we talk about how we got here. We acknowledge also the coming of many iwi from the North Island and their settlement here.

A lot came down to run our freezing works, to run our shearing sheds.

Now we have the third and fourth generations of those families living here in Southland. But it’s also very important for us to know where [the students are] from and who they are.

The kura and three other schools taking part in The Science Wānanga. Image kindly supplied by Murihiku Marae and Waihōpai Rūnaka.

We have a goal that at least every student here will visit their maunga, their awa, where they’re from, their marae so that they have that connection still with their people, with their iwi.

We have to acknowledge the history of not only the pre-European but the post-European and the effects that has had on our area of Murihiku, Southland.

Also acknowledging the arrival of many other ethnicities and diversity of our province now.

What significance does history, local or national, have in your school’s day-to-day activities?

Because we are an immersion school, we follow tikanga Māori. We use those stories when we have powhiri, we use those histories that acknowledge [the histories are] from here when we do go through those formal processes that we have here at this kura. When we travel, we take those stories and histories with us to acknowledge who we are, where we’re from.

If you’re looking at day-to-day things, we really try to localise curriculum with our environment. Our environment holds the stories of what happened in those areas and to those people; what people were there, what ancestors and what they did.

At the moment we have a curriculum that we are trying to form around a place called Waituna down here which is a wetland area that we’re being a part of trying to revive, bring back to a healthy state. Again, the history around that area has become a part of our curriculum.

Considering the fact that your school is a Māori medium school, how do you think language and history prepare your students for education after they leave kura?

Our ethos says that te reo Māori will be our first language. After that we will also ensure that our students have a good grasp of English or any other language that we may teach here so that our students are able to walk in both worlds confidently and are able to communicate in both worlds confidently.

That’s a very important thing for us – to ensure that our students have that skill set to do that. They can go to a marae in the morning and be able to competently and confidently communicate there and then go to a formal English occasion where English is the main language and be just as confident in that setting.

I would hope that they leave here with a really good sense of knowing who they are. We all have a whakapapa that is Māori and whakapapa that is Pākehā.

It’s acknowledging both of those sides.

But because we are very much an island when it comes to te reo within our province here, there are not many speakers. We have to fight very hard to ensure that we are able to keep te reo Māori alive within our community. We fight hard to ensure that we are able to do what we do.

What would you change if you were the Minister of Education?

I’d like to see the Ministry of Education follow the model that has been set

One of Te Wharekura O Arowhenua’s aspirations is to have each student visit their marae at least once so that they’re connected with their whenua, awa and past.

Principal Gary Davis says that practically every iwi in New Zealand is represented in his school so sometimes this aspiration is a real challenge.

Gary recalls a time his kura competed in the national kapa haka for secondary schools. The competition was held in Gisborne and one of his students in the competition had never visited her marae in person which was just 40 minutes away from where the competition was held.

Making the most of the opportunity, whānau members took her to her marae. Gary says, “Although the kapa haka was important, her being able to touch whenua, touch the land of where her ancestors were from, was something that brought her to tears. Just a great thing we can do that’s awesome”.

by the Ministry of Health. I think it’s well in time as a treaty partner that we have our own education authority that sits side by side with the Ministry of Education – to be able to run the likes of Māori immersion and to ensure that there are extra significant changes for Māori and all sectors of education.

www.principalstoday.co.nz Term 3, 2021 | 7

News | In the Classroom

Inspiring tomorrow’s innovators Samsung’s Solve for Tomorrow competition to inspire Kiwi Kids

By Claire Wright

Samsung, in partnership with MOTAT, is giving Kiwi kids the chance to unleash their number 8 wire mentality by using STEAM to help improve their communities.

For students Year 7 to 10, the finalists will share $20,000 in prizes, including prize money and Samsung tech for them and their school.

Principals Today chats with two of the judges for the Solve for Tomorrow competition – Museum of Transport and Technology (MOTAT) education manager, Julie Baker and Samsung New Zealand head of corporate marketing, Simon Smith – about why it’s important for children to ignite their inner-innovators.

Inspiring the innovators of tomorrow is what the Samsung Solve for Tomorrow competition is all about, so it made perfect sense for Samsung to partner up with MOTAT to deliver New Zealand’s first year of the competition.

Museum of Transport and Technology (MOTAT) education manager, Julie Baker says, “We want students to recognise that New Zealand has got a legacy of innovation.

“We have that legacy of innovation in our genetics. What we try and encourage our students to do is to tap into that and recognise that they can be innovators as well.

You don’t have to be a rocket scientist.

“As a whole, we are known to be an innovative nation, so we don’t accept things for what they are. We don’t look at something and think, ‘That could be better, but it’s not me that’s going to do it’.

“We tend to think, ‘What if I could make it do this, as well as that, and why can’t we use this in a different way?’

“We have that legacy of innovation in our genetics. What we try and encourage our students to do is to tap into that and recognise that they can be innovators as well. You don’t have to be a rocket scientist.

Solve for Tomorrow launch event, featuring the three judges – Dr Siouxsie Wiles, Julie Baker and Simon Smith.

“You don’t have to be Peter Beck.

You can be innovative around the small stuff as well, and that’s what we’re trying to encourage the students to do.”

The key goal is to help students develop an ‘innovation mindset’, especially when it comes to solving real world issues in our communities.

From income inequality to climate change, Kiwi kids can flex their creativity by showcasing solutions adults haven’t even thought of yet.

Samsung New Zealand head of corporate marketing, Simon Smith says, “The Solve for Tomorrow competition is a nice way of getting your mind around the issues that are out there, and then coming up with your unique take on how to come up with an idea and a solution for it.

8 | Term 3, 2021 www.principalstoday.co.nz

“At Samsung, we’re innovating all the time – we always want to be first with new technology. At its heart though, we’re trying to meet the needs of our consumers. With Solve for Tomorrow, we’re taking it a step further and looking for ways Kiwi kids can serve their communities.”

“Because any kind of design thinking involves iteration and process, your outcome is often just a moment in time, and is likely to change as technology evolves. I will be looking at the student’s creative journey and how rigorous their process has been,” Julie says.

While the competition itself is about innovation, it fosters skills vital for future leaders outside of that as well – skills like teamwork and working collaboratively. “We’re preparing our future citizens,” Julie says.

“Did they just develop one idea, or did they start with a range of ideas and look at which one was going to best meet the outcomes of the community?

Did they consult with the community end-users and did they identify and take on board the user’s issues?

A standout entry for the competition isn’t just about the final product, either. Undergoing explorative and iterative processes that take students to their final goal, to work towards an innovation mindset, is equally important.

“And then, did they go through a process which was not just linear? Was it iterative, did they circle back and keep changing and feeding through their learnings and putting those into the end-result?

News | In the Classroom

Entries open now Samsung’s Solve for Tomorrow The latest in Samsung technology and cold, hard cash. The finalists will share $20,000 in prizes, inclusive of prize money and Samsung tech for them and their school.

Entry is simple – complete an application form, available on Samsung’s website, and send it with your entry. The deadline is 31 August 2021.

In your entry, tell the panel everything it needs to know about you and your idea. What’s the issue you’re addressing?

What’s your solution? Who is it for? Why is it different, and what inspired you?

• Entries can be submitted in the following formats: • Written plan or essay (max 1,000 words) • PowerPoint presentation (max 10 slides) • Poster, diagram, model or artwork (submitted via PPT, PDF, video or jpg)

• Video presentation (max five minutes) • Prototype (submitted via video, max five minutes).

First place $12,000 prize pool, including cash and Samsung technology for the winners and their school.

Second place $8,000 prize pool, including cash and Samsung technology for the winners and their school.

All Year 7-10 students and their teacher(s) can enter Solve for Tomorrow, whether from individuals or teams. With no limit to the number of people on each team – whether it’s a group of four students or a whole class – schools may also enter as many individuals or teams as they like.

The judging period will take place in September 2021, with winners announced shortly afterwards.

For more information, visit: www. samsung.com/nz/solvefortomorrow.

“And then I look at the outcome, where have we go to and does it address the problem they first identified? All that would come together for a kickass entry.”

Rather than seeing the competition as another addition to an already full workload, Julie encourages teachers to look at what’s already being achieved in the classroom as a part of the technology curriculum, or a project-based learning initiative and see if it could be entered into Samsung’s Solve for Tomorrow competition.

“There’s a really rich opportunity there for teachers to look at some of their students’ best work, and think, ‘That outcome would be a great entry for the Solve for Tomorrow competition, and this project work could be entered as well’.

In its 11-year run, 1.8 million students have participated across 23 countries.

Solve for Tomorrow is planning on reaching more of the world’s kids, expanding across more than 30 countries.

The competition will feature a third judge, microbiologist and winner of the New Zealander of the Year award, Dr Siouxsie Wiles.

For more details about the competition, please visit: www. samsung.com/nz/solvefortomorrow.

The deadline is August 31, 2021.

Samsung Solve for Tomorrow solvefortomorrownz@samsung.com

“Just that mindset of this is an avenue they can use to showcase some of the good innovation practice that’s already happening in the classroom and potentially reward those students for the work that they have done in that process.”

While the Samsung Solve for Tomorrow competition is in its maiden year in New Zealand, the competition has been ongoing worldwide since 2010 when it was launched in the United States.

www.principalstoday.co.nz Term 3, 2021 | 9

News | Society

A drop in a bucket

While Budget 2021 is expected to make a slight difference in childhood poverty rates, it doesn’t go far enough

By Claire Wright

There’s no doubt that beneficiaries were long overdue for an increase in their income, especially if the government is serious on making good on their promise of lowering child poverty.

Benefits will be boosted by up to $55 a week, implemented in two stages – a $20 a week increase starting 1 July and a second increase occurring April 1, 2022.

While the changes are estimated to lift between 19,000 and 33,000 children out of poverty in 2022/23, in the grand scheme of things, it’s merely a drop in a bucket.

Child Poverty Action Group (CPAG) communications & research officer, Janet McAllister says, “We find it really interesting that the Treasury’s own analysis shows that once they’re fully implemented, these increases will only reduce a key indicator of child poverty of pre-Covid 18.4 percent to 17.0 percent. That’s it – those are the official measures.

“It still leaves 180,000 to 190,000 children under that indicator line. It leaves the vast majority of children in poverty.”

While it’s by no means a generous indicator, Janet says, CPAG is hoping for an alleviation of really desperate financial poverty.

Janet says, “To quote Dr Ella Henry in an interview with RNZ, ‘For some it means a growth from abject poverty to desperate poverty, but at least there’s a move.’

“We are concerned for some families there will be clawback, which means that currently they’re getting supplementary hardship assistance, some of which actually abates at 100 percent if you get more money.

“The government will increase benefits with one hand, but then will take away the supplementary hardship assistance dollar for dollar with the other.”

In a shocking but unsurprising statistic, child poverty rates disproportionally affect Māori and Pasifika children, according to the latest pre-Covid childhood poverty statistics from Stats NZ. Māori children have twice the material hardship rate as Pākehā children, while Pasifika children have nearly three times the Pākehā rate.

Over half of New Zealand children in material hardship also live in a household with at least one disabled person.

Despite this fact, there is not any effort in Budget 2021 to remotely help disabled people or children by increasing their benefits, whether through an increase in a direct child tax allowance or for adults specifically.

“The carers of disabled children are 1.5 times more likely to report not having enough income than all other parents.

63 percent of carers of disabled children say they do not have enough money.”

- CSS Disability Action national policy analyst, Phoebe Eden-Mann

Disability allowances are not considered benefits – they weren’t increased from the recent budget announcement.

CSS Disability Action national policy analyst, Phoebe Eden-Mann says, “When you look at the statistics, we need the disability allowances increase.

There is a phenomenal number of disabled people, but especially disabled children that are living in poverty.

Increasing the disability allowances would go a long way to fixing that as an issue.

“Disabled children are the only target group that did not see a single reduction in any indicators, and that is coming directly from the government’s own budget table.”

For the financial year just past (2020/2021), the government estimates it spent $111.5 million on the Child Disability Allowance. For this financial year (2021/2022) the government estimates it will spend $116.9 million.

While the amount has changed for the overall Child Disability Allowance budget, there is no

10 | Term 3, 2021 www.principalstoday.co.nz

increase in the amount of the allowance or benefit itself.

Pair this with the fact that disabled children tend to come from single parent households (30 percent, according to the 2013 Disability Survey) – most of them solo mothers, who are historically underpaid – and it looks like the government had no desire to fix poverty for disabled children.

“The carers of disabled children are 1.5 times more likely to report not having enough income than all other parents. 63 percent of carers of disabled children say they do not have enough money. Disabled kids are complicated.

I was a disabled child – we’re not easy,” Phoebe says.

Phoebe points out that people with disabilities are chronically underfunded and under resourced, despite the fact that it’s the world largest disenfranchised group that anyone can become a part of at any given time.

People don’t understand what people with disabilities need because they don’t even put people with disabilities at the discussion table when it’s time to make decisions for and about disabled people.

“We still need to get it right for disabled children, but we’re just fundamentally not. But if we get it right for them, then we’ve probably nailed it for the vast majority of people.”

The solutions to fix childhood poverty are relatively simple, but society’s view on it is another monster entirely.

“What’s the best way to support children living in poverty? It’s to stop pushing their families into poverty,” Janet says.

“Parents and caregivers are doing one of the most important missions in the world – bringing up children. As a society we should be supporting them to do this, not putting insurmountable financial and social barriers in their way.”

Slash Your Storage Costs!!!

Save Thousands $$$

Looking for Sliding Storage Systems?

Ex Hire Lundia & Hydestor Systems Now Selling

NOW Admin Furniture available 60% cheaper than new

Up to 60% off retail Near New-Lundia-Sliding & Static Shelving

Call Mike today for a quote!!

Ph 0800 42 42 47 Email: advancehire@xtra.co.nz SHELVING SOLUTIONS – Auckland • Wellington • Christchurch • All areas Serviced www.advancehire.co.nz / www.shelvingsolutions.co.nz / www.cabrafurniture.co.nz www.principalstoday.co.nz Term 3, 2021 | 11

News | Behaviour

Scratching the surface One third of New Zealand principals see bullying among their students at least weekly, that’s according to News Hub and an Organisation for Economic Co-operation and Development (OECD) report completed in 2019.

Thirty-five per cent of secondary principals also reported regular acts of intimidation or bullying, more than double the OECD average of 14 per cent as stated on Stuff in 2019.

While alarming statistics, many New Zealand principals are aware that bullying happens in all schools and are taking their own measures to try and eliminate the problem.

Pink Shirt Day recently celebrated in May and run by the Mental Health Foundation is an organisation that brings awareness to bullying by highlighting the importance of kindness, inclusivity and diversity among schools, the workplace and the community.

Now celebrated annually around the globe, Pink Shirt Day started in Canada in 2007 when two students took a stand against homophobic bullying after one of their peers was bullied for wearing a pink shirt.

“We promote our school values in everything we do, Burnside is a large community (of around 2,750 students and staff) and to operate successfully it is important that we all try to model and live those values every day. We work hard to identify and deal with students whose behaviour does not reflect our values.

What counts as bullying?

• Bullying is intentional – hurting another person on purpose • Abuse of power and control • Bullying usually happens consistently and can often cause a lot of harm to others.

Because of Pink Shirt Day donations, the organisation has reached more than 2,000 schools and kura nationwide each year to share messages and classroom activities that help to prevent bullying.

While Burnside High School principal Phil Holstein believes Pink Shirt Day helps to bring attention to the problem of bullying, he feels more could be done in schools to have a long-term impact.

“I am very supportive of Pink Shirt Day as it puts a schoolwide focus on the issue of bullying but sadly its impact is often short-lived and we have to make good behaviour an everyday habit, this is an ongoing challenge for us all.”

At Burnside High School Phil puts an emphasis on creating a culture of inclusiveness that is safe for everyone where people treat each other with respect, kindness and there is a culture of care.

The school supports students to speak up if they experience bullying or see bullying of other students.

“The biggest thing for us is to have an environment where students feel comfortable to inform the pastoral team, if they are experiencing bullying, we want to know so that we can follow it up.”

“Every year we have a Year 13 ‘SpeakUp Anti-Bullying Group’ where students promote anti-bullying in assemblies, with events, through online platforms and Pink Shirt Day. “This year they are extending their work further by training as peer mediators, once trained they will work with students with low-level issues and will facilitate specialist support as and when needed.

While he believes that the majority of students at Burnside do not consider bullying as an acceptable behaviour, he feels that there is still a long way to go to deal with the problem at hand.

Why do some people bully others?

• They are unhappy • They have been bullied themselves • They want to be intimidating or feel powerful • They aren’t aware of how their actions hurt others • They believe being different from the crowd is a bad thing “Sadly, human nature is a powerful force and young people tend to mirror the way they see people treated.

“Our aim is for all students to be engaged, have a sense of belonging and feel valued, respected and connected to their school, when this happens bullying behaviours are minimised.”

THE LARGEST

NZ OWNED OUT-OF-SCHOOL

B E FOR E - SCHO O L CA RE AFT E R - SCH OO L CA RE HOLI DAY P R OG RA MMES

CARE PROVIDER

Is it time for a change?

Affiliated with

Why have over 60 schools in New Zealand chosen Kelly Club?

Revenue-share model We’re not just a hall renter. We share our revenue with your school.

Quality care you can trust Our programmes are approved by the Ministry of Social Development and our nutritious, yummy food complies with the safety requirements of the Food Act 2014.

Childcare subsidies Eligible parents or caregivers can access WINZ subsidies to help cover the cost of our programmes.

Parents love our flexible bookings Parents appreciate our same-day booking and cancellation without penalty, so they only pay for the childcare they use.

We make out-of-school care easy and hassle-free Contact Paul Jamieson | paul@kellyclub.co.nz | 021 409 241 | join.kellyclub.co.nz 12 | Term 3, 2021 www.principalstoday.co.nz

• DRINKING FOUNTAINS • SEATING

Fel Street Furniture has been a supplier for New Zealand schools for over 25 years.

• CYCLE RACKS AND STANDS

Our extensive range of standard products provides a budget conscious solution without sacrificing on attractive visual design. Alternatively you can choose to have us custom design your outdoor furniture to fit with your specific school design and environmental requirements.

• SHELTERS

• SCOOTER RACKS

• BOLLARDS • SKATEBOARD DETERRENTS

The majority of our street furniture products are manufactured from high quality materials at our Auckland manufacturing plant.

• PICNIC SETS

Our proven reputation for high quality products allows us to offer workmanship guarantees of up to 10 years for many of our street furniture NZ products.

www.streetfurniture.co.nz 09 526 5660 www.principalstoday.co.nz Term 3, 2021 | 13

News | Student Wellbeing

Getting ready for the ball Love it or dread it, once a year, this momentous occasion comes to a school near you, wrapped in the full complement of glitz, bling and emotional overload.

School balls provide a smorgasbord of experiences for our young people as they navigate the minefield of friendships and dating relationships and cut loose for an evening of celebration.

For many, the emotional implications of the ball start kicking in long in advance, and can last long past, the big night itself.

Organising the school ball can be a valuable opportunity for students to learn the ins and outs of running a significant event, work alongside staff and prove to both their families and their schools that they have stepped up to the next level as responsible young adults.

On its flipside however, the event can present a serious financial headache and place stresses and pressures on both students and staff.

“There’s a constant background worry of getting a phone call about a serious incident connected to the formal,” explained a senior staff member interviewed for this article.

“We can work with our senior students to prepare a great school ball event, but as a school, we have no control over the after-ball party, and we can only make it clear beforehand to parents and students that the party afterwards is beyond our remit,” added another.

And the students themselves?

“It’s an awesome event that the majority of us look forward to throughout the year,” said one year 13 student.

“Once a year, you get to dress up – do your hair, do your make-up, get an awesome-as suit, and you really get to go out and have a fun time ... In this generation, I don’t think we get enough socialisation as teenagers ... the ball is a good opportunity to go out and ... feel good about ourselves ... and have a really fun time with our friends,” explained another ex-student.

But not all teenagers feel that great about the experience, and not all are ready to cope with the pressures implicit in the school ball.

One teen blogger described the buildup to the event as an “ordeal”.

“Advertised to be the highlight of any senior’s year, the ball is an expensive night injected with self-consciousness and superficiality… based on physical appearance, and thus judgement blossoms... which, in my experience, contributes significantly to students’ stress levels. Essentially, we are being pitted against one another.”

Other teens interviewed expanded on these sentiments. “… [body image] may be… at the back of their minds… which leads to them not enjoying the night as much as they should.”

“Within the girls... in some cases, there is a little bit of competitiveness.... oh, she’s wearing the same dress; I’ve got to look this or I’ve got to look that... some girls bought their dress about four months in advance,” said another.

And as another year 13 student acknowledged, “There is a lot of pressure… to get it right”.

Leading up to the ball, young people will be considering what they want from the event, what their boundaries are and how they should be communicating those boundaries to their friends, peers and dates.

The decisions students will be making at this time cover the spectrum, from whether to even attend the ball to whether they go on their own, with a date or with a friend.

Alongside planning what to wear, they could well be thinking about whether to dance or be intimate with someone and whether or not to join the afterball party.

Not all school staff feel confident about being able to provide the support and advice students need around these emotionally challenging aspects of the ball. That’s where initiatives such as ACC’s Mates & Dates healthy relationships programme can help.

14 | Term 3, 2021 www.principalstoday.co.nz

Alongside planning what to wear, they could well be thinking about whether to dance or be intimate with someone and whether or not to join the after-ball party.

“In Mates & Dates, we explore topics that help young people develop skills around effective communication and consent,” said Sophie Bailey, Canterbury region facilitator for Mates & Dates.

“We encourage the young people we work with to be considerate and reflect on what each person might want from a whole range of relationships.

“We also explore help-seeking pathways and discuss the ideas of ‘bystander intervention’ and being an ‘upstander’, which is where peers and friends who notice something happening can take responsibility for providing help and intervene safely.

“This all means that, if young people are concerned about something at the ball or after party, they already know to think about how they can keep themselves and others safe, and they can feel more prepared for what they might face and more confident about taking care of themselves.”

Helping students prepare themselves to deal with the emotional experiences of the school ball won’t reduce the financial or the organisational pressures associated with the big event, but they might give your staff and your students that bit of reassurance that allows them to “… put aside the stresses from school to have a night of fun”.

Building | Dayle ITM

Dayle ITM At Dayle ITM, we’re big on relationships, honesty, and flexibility.

We’re the friendliest and most reliable building supply specialists out there, servicing Auckland, North Waikato & Coromandel daily. Our three handy locations in Avondale, East Tamaki, and Kopu means we’re conveniently located as your one-stop-shop for trade and DIY building supplies.

Going the extra mile? That’s our team.

Dayle ITM has been family-owned and operated for 45 years and counting, that’s just one reason why we’re trusted trade partners to thousands of builders across the upper North Island. And, being part of the ITM Co-operative means we’re connected to over 90 stores across New Zealand, so we can support your next building project – wherever it is.

We’re committed to the success of your next project – it’s this dedication that sees us continually investing in ways to support the building trade. It’s why we’ve invested in three pre-nail frame and truss plants – to help speed your project timeline. It’s why we have a fleet of 12 delivery trucks on the road daily – to ensure you’ve got what

you need, when you need it. It’s why we host free LBP training evenings for all of our customers – to ensure you’re always at the forefront of industry updates; it’s why we make it easy for Dayle ITM customers to purchase off one accounts across three locations – to make your job easier. If you’re a

busy construction business or a weekend DIY warrior, talk to us about the very best in building supplies, advice, and service.

We’ll see you right! Find us online at www.dayleitm.co.nz or call any of our three handy locations on 0800 DAYLE ITM.

“We’re committed to the success of your next project – it’s this dedication that sees us continually investing in ways to support the building trade.”

www.principalstoday.co.nz Term 3, 2021 | 15

News | Health & Wellbeing

Great lunchboxes by age Lunch is often neglected in our meal planning, but a healthy lunch is important to make sure you’ve got enough energy to last the day, whatever stage of life you’re in. Dietitian Katrina Pace explains.

As we get older, our nutrition needs change, and this is reflected in what makes good lunch choices. Preschoolers, on the go all the time, need small and frequent snacks during the day to provide all they need.

As children grow, their physical changes often determine which nutrients they need more of, such as calcium for growing strong bones and iron during puberty.

At university or work, a healthy lunch depends on what we’re doing. A builder, nurse or fitness trainer would have very different lunch needs to someone who sits all day in an office or truck. And when retirement rolls around, our energy needs are not as great as when we were younger.

Taking a lunch to school, university or work puts you in control of what, and when, you eat.

For some parents, packed lunches can be a battleground. Getting the balance between a healthy lunch and foods that will be eaten can be difficult.

Getting children involved in packing their own lunches and presenting foods in different ways (such as wraps, triangle sandwiches, or dips and vege sticks) helps increase their interest.

The morning rush can be a stumbling block for packing a lunch. Having a plan of what you’re going to eat and having the ingredients ready to go is one way to make the morning rush less stressful. Think about packaging up a few days’ worth of lunches and keeping them in the cupboard or fridge.

Here are some ideas for tasty packed lunches, to give each age group the nutrients they need.

Intermediate or high-school student Nutrient needs

Pre-schooler Nutrient needs Pre-schoolers are on the go the whole time and only have small stomachs to process food. Packing extra snacks, as well as lunch, for the littlies means that they get top-up nutrition throughout the day. Rye crackers can be a good swap for multigrain bread, but rice crackers can be low in fibre and high in salt, so not such a good choice.

Weekly variety is really important as pre-schoolers tend to balance their nutrients over the week. Encourage children to try different types of food by mixing up how you present it to them.

Snack (700kJ) • 1 choc chip banana and oat mini muffin • 1/2 mandarin (peeled into segments) and 1/2 carrot (chopped into chunks), mixed with 2x2cm chunks cheese.

Lunch (1350kJ) • 1 slice multigrain bread with 1 tablespoon cream cheese, 1 tablespoon raisins and 1 tablespoon diced red capsicum filling. Cut into triangle sandwiches to serve • 1 tablespoon each frozen edamame beans and blueberries • Fruit yoghurt pottle.

For older children, lunch is a great chance to top up on much-needed calcium. At this stage of life, adolescents and teens are building strong bones that need to last a lifetime. Calcium is crucial to this, but often this is when older children stop having milk and yoghurt. Iron is also important for girls but, again, this is an age when their intake can slow down.

Getting the balance between a healthy lunch and foods that will be eaten can be difficult.

• Homemade roll with beetroot, chicken, sweet chilli sauce or relish, grated carrot, baby spinach and sweetcorn

Nutrient needs With lots of learning and playing, school kids need long-lasting energy to keep their body and brain on full power all day. Steer clear of the lollies – the way to get long-lasting energy is through carbohydrates, such as high- fibre breads, high-fibre crackers and beans.

• Fruit yoghurt pottle.

Snack (800kJ, 30g carbs) • 1 homemade muesli bar • 1/2 apple sliced (wrapped to keep airtight).

Lunch (1800kJ, 40g carbs) • 1 wholemeal wrap filled with 3 falafel patties, light mayo, 1/4 cup grated carrot, 1/4 cup grated cheese • 1 tablespoon sultanas • 1/4 cup each strawberries and chopped watermelon mixed with 1 tablespoon blueberries.

4.1

5 1.6

staff that just don’t quite understand?

16 | Term 3, 2021 www.principalstoday.co.nz

• 2 choc-cranberry bliss balls.

Primary school student

SICK of dealing with restaurant PREFERRED APP STORE TODAY!

• 3 dried apricot halves and 1 tablespoon cashews Lunch (2200kJ, 310mg calcium, 2mg iron)

AllergyRate allows you to search/rate restaurants and cafes according to 2.6 how well and how willing they are to accommodate the needs of 3.4 people with allergies.

FREE DOWNLOAD VIA YOUR

Snack (1200kJ, 70mg calcium, 2mg iron)

4.7

2.9 2.3

4

FEEDING HUNGRY LEARNERS GREAT FOOD

APPROVED

SCHOOL

LUNCH SERVICE

PROVIDER

Healthier food options for New Zealand’s hungry learners.

• • • •

Top quality, freshly made school lunches.

On-site or delivery service, tailored to suit you.

Professionally audited food control plan.

Trained, qualified & 100% local staff.

It’s simple, let our professionals feed hungry students, while your professionals feed hungry minds.

BE PART OF THE JOURNEY. LET’S TALK. 09 361 2655 | www.libelle.co.nz

www.principalstoday.co.nz Term 3, 2021 | 17

News | Organising Events

School centenary celebrations – the keys to success Special events are important in the life of a school. They reflect the character of the school and provide promotional opportunities, yet they are largely reliant on fundraising and volunteers to stage them.

stage’ to reach the target audience.

However, traditional media and local advertising were important to cover the transgenerational gap • To support the website registrations and online promotion, the manual registration office was deemed essential, not only for the older guests but for those who preferred face to face interactions

These events can also pose a financial risk to the school. The organisers rely on a contribution from a range of stakeholders so prudent governance decisions regarding investment, time, and dedicated resources are critical.

Two facilitators from the Southern Institute of Technology (SIT) have undertaken a case study of the 2018 Matamata College Centenary Celebrations to gain insights into the event and its planning process.

From March 23 – 25, the college welcomed more than 1,700 past students and staff, plus the community joined in a range of celebrations.

The centenary was self-funded through a centenary organising committee made up of volunteers, past pupils and staff, parents, a few teachers, the principal, and the chairperson of the Board of Trustees. Two paid professionals, an event manager and an IT specialist were contracted.

• Regular email or mailed updates across the generations provided information and built anticipation.

To gain a retrospective insight the SIT researchers focused on three areas:

KEY FINDINGS FROM THE CASE STUDY

1. The resources utilised in the planning process, including the contribution from volunteers, paid staff, and stakeholders.

RESOURCES • Having paid professionals on the organising committee was strongly supported by interview respondents, particularly an experienced event manager to navigate the myriad of compliance issues: health and safety compliance, insurance, risk analysis, building consents, fire authority and adherence to government and council bylaws

2. The role of an online presence and social media.

3. The downstream benefits for Matamata College.

The researchers accessed secondary data from internal records and post-event evaluation forms; and primary data from 12 semi-structured interviews (SSI) with college staff and members of organising committee.

• Volunteers from the staff, parents, and the community were hard to recruit. Attrition through the 20-month planning period meant the organisers were continually recruiting. But, as is consistent with events of this kind, there was a variance in the value of the volunteers’ contributions • The low level of support received from the college staff could have been because many teaching staff live remotely so do not identify with the community, along with the heavy workload teachers have.

Current students participated in various areas and showcased their talents. They were also enthusiastic school tour guides • Both paid and unpaid personnel are invaluable to this kind of event, but it is important to match numbers and skills with what is affordable.

SPONSORSHIP/PARTNERSHIPS • There was heavy reliance on sponsorship (paid and in-kind), to fund the event and cover the cost of the contracted staff. This was achieved through a professional sponsorship approach which ensured sponsors received appropriate recognition. The contribution from the community was generous, and a rugby club partnership provided the solution to beverages. Identified early on as an important revenue stream, the committee could not manage it themselves. By partnering and sharing the profits, the rugby club brought manpower plus strong connections with suppliers.

This was highly successful for both parties.

SOCIAL MEDIA • Social media was cost effective in the initial ‘awareness raising

18 | Term 3, 2021 www.principalstoday.co.nz

BENEFITS TO THE COLLEGE • There were internal and external benefits. In addition to the college’s regular facilities management programme, the grounds and buildings were spruced up. School tours were hugely popular and provided an insight into how students are prepared for life in the 21st century. Matamata College could celebrate the past, plus showcase the present and future • Feedback from the SSI within the college included comments around improved culture and pride, healthy enrolments, and an enhanced image • There is evidence the event contributed to enhanced community cohesion. The partnerships, networking, and ‘multiplier effect’ noted over the weekend grew Matamata’s community spirit • The organising committee was congratulated on hosting a successful and safe event.

Financially, the committee broke even and provided a legacy for future celebrations.

The importance of sponsorship, partnerships, compliance and suppliers were highlighted, and these should be handled by an experienced professional.

In general communications the use of social media as the primary medium worked well, but the committee had to recognise channels which worked inter-generationally.

The direct benefits received by Matamata College included a blueprint for future events, profile raising across the district and an enhanced reputation.

These findings are likely to apply to schools at all levels which are considering organising a similar celebratory event.

Based on both the existing literature on this topic, plus these findings, it is evident that an event such as this centenary celebration is a large and complex undertaking.

It is one which requires substantial support from the school in conjunction with an appropriately sized group of enthusiastic and capable volunteers to be successful.

Article by Darlene Thomas and M B N Sonali Mendis. SIT2LRN, Southern Institute of Technology.

Waimakariri District Council The Waimakariri District Council offers waste minimisation and water management education programmes to schools, preschools and other early education providers throughout our District, facilitated by Enviroschools Canterbury and Eco Educate Ltd. Some schools and preschools have chosen to join the Enviroschools programme, which is delivered in partnership with Environment Canterbury, and which takes the school - and the wider school community - on a journey to being more sustainable. They develop a vision of where they want to be, and plan a range of programmes and initiatives to get there.

These can include doing waste audits then setting up waste diversion systems, introducing waste-free lunchboxes, and so on; creating compost and using it on their gardens, where they can grow food for the school and even the wider community; installing rain-water capture systems to store water to irrigate their gardens; look at journey planning and seeing if they can cut down on use of cars to get to

and from school; planting more native and flowering plants on the school grounds to provide food and shelter for birds, bees, butterflies, and so much more.

old clothes, or repurposing soft toys), and persuasive writing (e.g. to ask companies to change their packaging type from an unmarked plastic to a recyclable material).

All schools and preschools can call on the sustainability education contractor (Eco Educate) as needed to deliver tailored classroom sessions to their pupils, to facilitate a site tour to the Southbrook transfer station and resource recovery park, or to tour one or more of the Council’s wastewater plants, water supply sites or the Northbrook stormwater management area. The messaging of these sessions can be around the waste hierarchy (reduce, reuse, repurpose, recycle, recover and residual waste), water conservation, and what not to flush or pour into sewer or stormwater pipes or systems, or a combination of these.

Eco Educate also provide help to design waste diversion and water capture systems in schools and preschools, and can also assist with finding materials for pupils to repurpose, up-cycle and reuse to build those systems.

As an example, recycling crates or baths can be adapted for use as worm-farms, a desk can be turned into a community ‘seed swap station’, and plastic 200 litre drums and PVC piping can be used for rainwater capture and storage systems.

The classroom sessions are tailored to fit the school’s curriculum needs, for example they can cover mathematics (waste audits help with counting, measurement and calculation of ratios), textiles (creating bags out of t-shirts or rag rugs from

from their rubbish bins, under the Assisted Recycling Programme for Schools. Application forms are available on request to the Council’s Solid Waste team at solid.waste@wmk.govt.nz

Lesley Ottey from Eco Educate sorting out the waste

Information about these school education programmes, and advice about reducing waste in schools, can be found on the Council’s website at https://www. waimakariri.govt.nz/services/ recycling-rubbish-and-organics/ reducing-your-waste The Council also provides additional recycling bins to schools that are located inside our kerbside collection areas, to help divert recyclable materials

Worm farm made from a bath on a wooden frame

www.principalstoday.co.nz Term 3, 2021 | 19

News | Communication Skills

Digital dilemmas

Are oral language and handwriting on the decline?

By Georgina Oldfield

There’s no question that technology is changing the way schools operate and transforming the education system.

While there are many advantages to these changes, research shows that it is having an effect on some children’s oral language skills.

In 2020 RNZ reported on a study by director of the Child Well-Being Research Institute, Professor Gail Gillon that there were an “alarming number of children starting school with very poor language skills, with some only speaking like two-year-olds”.

Education specialists say screen time, time-poor households and poverty are all partly to blame.

With devices now compulsory in many schools and technology integrated into the school curriculum, Waimate Main School primary teacher, Lucy Lowery says she is seeing the effects it is having on her own students first hand.

“Kids are coming through at the moment with really, really low oral language and compared to when I was at school, I think the main reason is parents aren’t talking to them as much and when they go home there’s an outside influence and then they go onto their iPad.” Lucy, who teaches years three and four, believes technology could be one of the main contributing factors to the decline in oral language.

“It just comes back to technology; there’s so much.

“I was even talking to the kids about it the other day; when I got home, I’d be straight out on the bike, straight out on the farm, straight out doing all this stuff, where-as these kids, they come home and they literally go straight to the iPad and because there’s so much more available now, they’re not having that talking opportunity.”

But oral language isn’t the only thing that is being affected, Lucy says.

Education specialists say screen time, time-poor households and poverty are all partly to blame.

Because of the increase in tablet use in the classroom and the added pressure to get so much done in the day, handwriting has also taken a bit of a back step too.

modelling and everything like that added into it, and then your PE and your health and your science – there’s so much more pressure to teaching now.

“I mean kids still need it but sometimes it’s really hard to find time in the day.

“Sometimes with handwriting I will do it in a quick 10 minutes and it could just be at the end of spelling, or I’ll say ‘right let’s focus on the letter ‘p’, or I notice what the kids are struggling on, but it definitely is taking a backstep.”

“I have eight reading groups and four maths groups, so that takes up my morning and then writing plus the

Our decades of experience, combined with our wealth of plant and resources, give us the technical knowledge and skills to provide a wide range of construction services.

Our vision and purpose is to be a successful and enduring infrastructure company - being in, connecting with and caring for communities. It’s what we strive to achieve each day through the good work we do.

8000+ 100+ 87 STAFF LOCATIONS YEARS OF EXPERIENCE • CONSTRUCTION • TRAFFIC MANGEMENT • ASSET MANAGEMENT • LABORATORIES • TRANSPORT • SURFACING E. Tanji.ahsan@fultonhogan.com M. 027 478 8083 4 Reliable Way, Mt Wellington www.fultonhogan.com 20 | Term 3, 2021 www.principalstoday.co.nz

News | Learning Resources

Linwood Library How libraries link learners to better learning outcomes

By Polly Nichols

It’s said that public libraries are some of the last places where visitors aren’t expected to make any purchases or financial contribution – unless you’re one to rack up late fees. Even though there are few expectations of library users, public libraries have a larger role in their communities than most realise.

Linwood Library is one of Christchurch’s 20 libraries that make up Christchurch City Libraries – not including the FingerTip Library, a virtual information service, and the Mobile Library which caters to areas without library services.

In March, Christchurch City Libraries announced that Linwood Library and Service Centre would undergo a three-week refurbishment. Completed in April, the library now has new décor, furniture and a change of layout.

Three weeks isn’t very long in terms of renovating or refurbishing.

However, the project highlights the importance of public libraries and their everchanging roles in our communities.

Along with housing a number of books and computers, the Linwood Library

also facilitates a Christchurch City Council service desk. There, patrons can top up their bus cards which is helpful to those who don’t have access to the internet and can’t do so online.

The new refurbishments also allow for more staff at the service centre and privacy for staff handling cash.

At first glance the improvements seem small but they add to Linwood Library’s place in the local community. Unique to others within the library network, Linwood Library is located within Eastgate Mall.

Not only is the location convenient for shoppers, but it’s also beneficial to those without personal transport; four different bus routes have stops close to the library.

Library services are critical to the livelihood of those with limited

Public libraries fill the gap that is experienced in many communities.

resources – especially students.

Dependant on others, students often have little control over their living situation.

For example, according to the 2018 Census, Stats NZ reported that nearly one in nine New Zealanders live in a crowded house. Overcrowding is frequently a concern in regard to infectious disease transmission, but it’s also a concern when creating a space conducive to study outside of school.

Stats NZ released 2018 Census household crowding data early in response to concerns around COVID-19 in 2020. During the onset of the pandemic, we were reminded of students’ limited access to digital technologies and the internet. On this side of the national lockdown, some students still face the same challenge.

In Victoria University of Wellington’s literature review, Equitable digital access to the internet beyond school, limited

access to digital technologies and the internet disadvantages students in three ways.

First, students with limited access have more difficulty completing assignments that require access outside of school.

Second, lack of access means students have less time to gain competency with different technologies.

Third, students with limited access are less likely to benefit from digital literacy whether it’s educationally, socially or in regard to future job prospects than their peers.

Although libraries like Linwood Library don’t solve issues like overcrowding and limited access to the internet and technologies, they fill the gap that is felt in many communities by creating a space for self-advancement and learning.

Buyers & Sellers of Recycled & New Building Materials & Joinery

Less Waste More Purpose

Timber, flooring, doors, kitchens, windows, roofing materials and many more recycled and new building materials for all your building needs 3 Musgrove Close, Wigram, Christchurch Phone: 03 322 7922 Email: sales@musgroves.co.nz

www.musgroves.co.nz www.principalstoday.co.nz Term 3, 2021 | 21

Professional Development | University of Canterbury

University of Canterbury’s innovative new approaches to teachers’ professional development Staying up-to-date with the latest educational practices and policies is vital to delivering the best outcomes for students and learners.

Many teachers decide to specialise in an area of teaching they are passionate about, or further develop their range of skills.

This is where the University of Canterbury (UC) taps into its long history and depth of teaching and learning expertise to support teachers into leadership with innovative resources and opportunities.

“Teaching is a profession of lifelong learning,” Associate Professor Misty Sato, Head of UC’s School of Teacher Education | Te Kura Whakangungu Kaiako, says.

“As society changes and innovations are developed, we, as teachers, need to find those moments to refresh our thinking on issues like cultural diversity and racism, add new understandings in key areas such as well-being and mātauranga Māori, and invigorate our skills in digital delivery and te reo Māori.”

Teachers and school leaders have access to a variety of professional development opportunities through the Ministry, their schools and Kāhui Ako. In-depth learning and transformations in how teachers understand a complex educational issue, however, takes time.

“Teachers, counsellors and education professionals will find the programmes at UC provide theory, research and skills to deepen professional practice. They can undertake practitioner or action research in a workplace context. ” Te Hurinui Clarke and Lynette Brice were the first graduates of UC’s new Doctor of Education, in December 2020. Dr Brice completed her thesis ‘Loving Learning? Emotional Experiences in Second-Chance Teaching and Learning’, over four years while balancing full-time work at the Open Polytechnic in Wellington. It was important for Brice that her research had real world application, to be practical and useful to others.

Teachers, counsellors and education professionals will find the programmes at UC provide theory, research and skills to deepen professional practice.

They can undertake practitioner or action research in a workplace context.

Those who pursue a thesis pathway can focus on an area of specific interest in collaboration with their supervisor.

The Hikairo Schema for Secondary – supporting teachers towards culturally responsive practice Deputy Head of the School, Dr Te Hurinui Karaka-Clarke led the development of The Hikairo Schema for Secondary: Culturally responsive teaching and learning, working with Jennifer Smith, Matiu Tai Rātima, Angus Hikairo Macfarlane, Sonja Macfarlane, Rachel Maitland, Lisa Davies, Kari Moana Kururangi and Susannah Stevens.

“Teachers in all sectors have long been wanting a resource that provides practical strategies to implement culturally responsive pedagogies into their everyday classroom practice,” Dr Karaka-Clarke says.

“The aim of the schema is to provide guidance for teachers and schools on how to implement cultural responsive practices and, as a consequence, improve engagement and educational outcomes for their Māori students.”

The Hikairo Schema for Secondary is the third iteration of the resource that provides concrete strategies and examples, built around seven components that embrace and draw on traditions of tikanga (practices/customs) and uara (values) Māori.

Rather than provide an exhaustive number of examples for each component, the resource suggests starter strategies that can be explored and enhanced to suit the teacher and their context.

Micro-credentials for the Better Start Literacy Approach The national Better Start Literacy Approach (BSLA) was developed by a team of researchers at the Child Wellbeing Research Institute at UC. Led

by Professors Gail Gillon and Brigid McNeill, the approach was successfully trialled in schools in Auckland and Christchurch and rolled out in increasing numbers of Year 0/1 classes across the country.

The approach teaches letter-sound knowledge, phonological awareness, oral language, word reading and spelling through fun, game-based activities. It also integrates the new Ready to Read – Phonics Plus early readers series. These early readers include beautiful illustrations of local flora and fauna, and New Zealand characters doing New Zealand things, like swimming sports, picking up rubbish at the local park and cheeky weka playing in the bush.

An innovative new micro-credential programme provides training in the Better Start Literacy Approach for teachers and literacy specialists across Aotearoa New Zealand. New funding has just been announced, providing places for 125 new literacy specialists (facilitators) and 722 teachers starting this July.

“The schema can also be used to provide teachers who have already begun this journey with a level of guidance or assurance that they are on the right track. While not purposely designed as such, some schools have integrated aspects of the schema into their appraisal programme,” he says.

(Left to right) Dr Amy Scott, Professor Gail Gillon (Ngāi Tahu), Associate Professor Alison Arrow and Professor Brigid McNeill, developed the new Ready to Read – Phonics Plus early readers series, published by the Ministry of Education.

“Master’s degrees and doctoral degrees may feel like they are hard to fit into an already-busy life. It does take some planning to manage this kind of study over several years, but the rewards of deeper learning, and the opportunities that come from higher level qualifications, make the planning and time spent well worth it for the individual and for the education sector,” Associate Professor Sato says.

Dr Te Hurinui Karaka-Clarke (Te Arawa/ Ngāi Tahu) addresses graduates at UC’s Rotorua graduation ceremony. For his doctorate, Karaka-Clarke explored the challenge of incorporating Taha wairua (spiritual health), one of the four pillars of the Māori health model Te Whare Tapa Whā, into online learning.

22 | Term 3, 2021 www.principalstoday.co.nz

Upskill with UC Education.

Phone: 03 369 3333 email: educationadvice@ canterbury.ac.nz The Hikairo Schema for Secondary is a new guide with concrete strategies for teachers to engage students and facilitate culturally sensitive and inclusive learning in secondary settings.

www.canterbury.ac.nz/education

www.principalstoday.co.nz Term 3, 2021 | 23

News | Classroom Life

KAWAKAWA DELIVERING EVERYDAY EXCELLENCE

OPEN 7 DAYS Groceries | Wine & Beer | Delicatessen Frozen Foods | Tip Top & Streets Ice Creams Pet Food | Greeting Cards | Quality Service

Our outstanding teachers New Zealand’s longest running teaching awards are encouraging parents, and all school community members to nominate extraordinary educators who have displayed outstanding dedication, passion and creativity in the past year.

FOUR SQUARE SUPPORTING LOCAL COMMUNITY

For 27 years the Futurity Investment Group supported, National Excellence in Teaching Awards (NEiTA) has recognised Australia and New Zealand’s most inspirational educators.

Ph 09 404 0383

This year, NEiTA is recognising the critical role early childhood, primary and secondary teachers and principals have played in children’s lives throughout the COVID-19 crisis.

73-75 Gillies Street, Kawakawa

WWW.FOURSQUARE.CO.NZ

24 | Term 3, 2021 www.principalstoday.co.nz

Futurity CEO, Ross Higgins says the annual NEiTA Awards are an important opportunity to shine a light on the nation’s exceptional teachers – and

in so doing help elevate the teaching profession as a whole.

“There are many talented, committed and caring teachers in kura classrooms all over New Zealand who are unsung heroes. They deserve to be recognised,” Ross says.

“Education changes lives but the best teachers truly transform futures.

With the challenges triggered by COVID-19, the best teachers adapted their practice for remote learning, finding new ways to engage and enthuse students.”

Recent research commissioned by Futurity Investment Group found 64 percent of parents believe teachers are not sufficiently recognised. The lack of recognition is one reason many young teachers leave the profession.

The theme of the 2021 NEiTA Awards is “Education Changes Lives. Teachers Transform Futures” Nominations can be made until 18 August 2021, via: www.neita.com.

Convert your Taymac coal boiler to biomass You will be aware of the increasing climate concerns surrounding the use of coal and other fossil fuels.

The Government is committed to taking New Zealand towards a carbon free future where the use of fossil fuels is diminished. Taymac manufactures new boilers, or can convert any existing Taymac boiler, (or any boiler using a Taymac or Taylors coal stoker) to operate on wood pellets.

In Canterbury, the replacement or conversion of coal fired boiler plant to biomass operation is so well established that for installations up to 1MW, ECan (the regional authority) will usually permit conversion with no further need for a resource consent.

“If your present boiler really has reached the end of its operating life, then the most economical replacement alternative is a new Taymac biomass boiler.”

With over 100 years in the business of design and manufacturing, our reputation is built on our belief of providing high quality product and service at a very competitive price.

• Biomass boilers

(New installations and coal boiler conversions to biomass fuel)

• General engineering services • Workshop services

If the boiler is still in reasonable order, then, in most cases a conversion is relatively easy and by far the most economical route to biomass.

If your present boiler really has reached the end of its operating life, then the most economical replacement alternative is a new Taymac biomass boiler. It will bolt into place with no need to modify the existing installation. Typically, a ‘like-for-like’ replacement is around half the cost of the alternatives.

Even though your boiler plant may be old, provided that it is in adequate condition now, when converted it will be good for many years to come. Quite apart from the updates to the fuel feed and control systems, operation on biomass is considerably more benign to a boiler than is coal. Many boilers 30 years old or more have been converted to operate on wood pellets and continue to operate reliably and without difficulty.

Phone: 03 389 7149 Email: sales@taymac.co.nz www.taymac.co.nz

QUALIFIED PROFESSIONAL BCITO TONY HORSFALL M: 021 935 699 T: 09 533 5566 P.O.Box 82264 Highland Park, Auckland. 2010 www.surfacetiling.co.nz Find us on Member of TANZ Tile Association of New Zealand.

e: info@morganplumbing.co.nz www.principalstoday.co.nz Term 3, 2021 | 25

Sustainability | Energy

Pondering solar power With the Government’s efforts to make the public sector carbon neutral by 2025, and with half of 2021 behind us, many can’t help but feel a sense of urgency to do their part.

Navigating energy efficient options can be confusing, especially if you’re not familiar with what’s available like solar panels. However, solar panel installation is a long-term investment that deserves much forethought.

Solar power can be accessed from anywhere in New Zealand through the use of solar panels.

According to Gen Less, solar panels are made up of semi-conducting, electron containing materials like silicon. The panels are positioned in a way so that photons from the sun cause the electrons in the solar panel to generate an electric current.

Even though everyone has the potential to harness energy from the sun, different regions and panel orientations help determine the amount of electricity solar panels generate. In addition to your school’s location, there are other aspects to consider before pursuing solar panel installation.

SOAKING IT ALL IN Before installing solar panels at your school, the Ministry of Education suggests that schools make other efforts to reduce energy use like improving building insulation, using energy efficient lights and appliances, and practicing energy efficiency initiatives.

The Ministry suggests this because it finds that making these efforts is more cost-effective than solar panel installation.

Even if a school has made previous efforts to increase its overall energy efficiency, there are other considerations to be made.

Gen Less lists the pros and cons of solar panel installation in residential homes; some of the benefits include the ability to sell excess electricity to a retailer, function on cloudy days, and to charge big power users like hot water cylinders and electric vehicles.

On the other hand, Gen Less balances the pros with potential drawbacks to consider, like the fact that solar panels produce less energy at different parts of the day and year, retailers buy electricity back at lower rates than they sell it, solar panels generate less power as they degrade, and the inverter accompanying solar panels often needs replacing before the panels do.

Late last year, the Government announced that the public sector would become carbon neutral by 2025. The following April, it was announced that 36 schools would receive financial support from the State Sector Decarbonisation Fund to make clean energy upgrades – this is in addition to the $55 million allocated to replace coal boilers in 90 schools.

Although these pros and cons are applied to residential homes, there is some crossover when applied to school buildings.

For example, another pro listed is that solar panels best service energy users in the day.

While many homes are dormant in the day, schools are busy with a variety of activities and can use the energy generated by solar panels during the day.

26 | Term 3, 2021 www.principalstoday.co.nz

The Ministry of Education requires solar panels to be installed by Sustainable Electricity Association of New Zealand (SEANZ) members.

The Ministry’s reasoning behind this is to ensure solar panel installation is compliant with all standards and requirements, including roofing product warranties and the Ministry’s weathertightness and durability requirements.

Ultimately, the decision to install solar panels should be made on a case-bycase basis because there are so many factors to take into account. With that said, each school’s journey to energy efficiency and sustainability will vary and differ from school to school.

TAKING IT HOME It’s one thing to create an energy efficient learning environment for students while they’re at school, but it’s another thing to instil energy efficient practices into students.

When students learn how to best use energy, their families, the community and future generations benefit from it.

There are a million ways to teach students of all ages about energy efficiency and sustainability. For instance, when students are learning about photosynthesis, students can also learn how solar panels work and draw on the similarities and differences between both processes.

High school students can use EECA’s solar tool to determine whether their home is suitable for solar panels.

When using the tool, students will need to input their home address, the amount of electricity their household uses in a month and the price their caregivers pay for the electricity used.

This exercise can easily be made into individual projects or a class activity.

Integrating activities on energy efficiency and sustainability into lesson plans gives students the opportunity to think about ‘big picture’ ideas and to take those ideas with them when they go home or when they eventually leave school.

Power Technology 09 836 6744 | 0800 POWER NOW sales@powertech.co.nz | powertech.co.nz

SOLAR POWER WILL ALWAYS BE PERFECT FOR SCHOOLS The programme consists of five main components to ensure there is a tailored solution for every school

Schools are perfect for solar. A solar array produces energy during daylight hours when students are in school, which means that electricity is used to assist in educational activities.

Solar on the roof of a school enhances this long-term investment with impressive guarantees.

Under the NEW ZEALAND SOLAR SCHOOLS programme Power Technology has successfully installed many different sized solar arrays on to over 80 schools in New Zealand with impressive guarantees.

Every facet of the programme is managed by our experts, and the NEW ZEALAND SOLAR SCHOOLS programme is available to EVERY school across New Zealand.

Design, supply and installation of a solar power system: Our experts design a solution to meet the school’s energy demand. The requisite components are then supplied and installed by our crew to ensure optimal performance, minimal disruption to school activities and ensure the long-life operation of the system in each school.

Finance: We provide highly flexible solar finance. Each school is different, and our purchase options provide a variety of solutions to enable every school to go solar.

Monitoring & Data sharing: The performance of the school’s solar power and (optionally) energy consumption at the school is monitored and reported live in real-time data.

Educational Learning Experience: Our team includes highly experienced professional educators who will guide your schools nominated staff through a solar learning programme and interactive experience for your students.

STEM: The Solar Energy and Energy Efficiency education programme revolves around all aspects of STEM as it is based on Science, Technology, Engineering and Maths.

HOW TO FUTURE PROOF YOUR SCHOOL Schools are now installing larger solar arrays with five of the most recent schools installing more than 20 kW solar arrays.

There is a huge impact having a solar array on the school roof as it is a great visual example of a percentage of the school’s electricity being produced from a renewable source right where the students can see it, use it, and learn about it.

where EV chargers are used more often than schools and universities.

Adding EV charging stations to your school Solar PV system will have multiple benefits.

We are thrilled to be helping schools here in New Zealand on their journey to optimise their Solar PV + EV asset relationship.

New Zealand schools are already investing in the future of energy.

Where to next?

If you also want to encourage sustainability at your school and have an extra source of income, EV charger stations are a perfect addition to your school with or without a Solar PV system.

As the popularity of electric vehicles soars, EV charging stations are emerging everywhere. But there are a few places

It is an exciting time as New Zealand schools embrace Solar Energy and Power Technology will continue to lead the way.

SOLAR IS THE FUTURE WHICH STUDENTS UNDERSTAND www.principalstoday.co.nz Term 3, 2021 | 27

Working & Learning | Health & Safety

Placing child safety around schools first Schoolchildren – our most vulnerable road users – are set to benefit from proposed changes to lower speed limits on roads outside schools to a maximum of 30 km/h for urban schools and 60 km/h for rural schools.

NZ School Speeds, a road safety organisation representing school children and concerned adults, is delighted by the announcement and thanks the Minister of Transport for his consideration, but asks for consistency of speed limits to protect all children.

Lucinda Rees from NZ School Speeds says implementing consistent road rules is an easy and effective way to make roads safe for children and families.

Minister of Transport, Michael Wood, has realised this and is now considering a whole-of-network approach to speed management, simplifying and standardising rules to enact a consistent 30 km/h limit outside schools, rather than the ridiculous current limit of up to 100 km/h, she says.

always know what is expected of them, Lucinda says.

The difference of outcomes between these speeds of a vehicle hitting a child is staggering: according to the World Health Organisation, an increase in average speed of 1 km/h typically results in a three percent greater risk of a crash involving injury.

At the increased 40 km/h, the likelihood of a child being killed is doubled, despite being ‘only 10 km/h greater.’ As such, raising the speed limit to save drivers a slight amount of travel time is unconscionable when weighed against the safety and wellbeing of our children.

“These rules are a great way to enforce a safe speed limit around children travelling to and from school.”

Furthermore, a 60 km/h speed limit outside rural schools is initially acceptable, but must be reduced to 30 km/h at peak times to ensure safety, provide consistency to regulations, and minimise driver uncertainty.

The proposal suggests that in some cases the speed limit should be 40 km/h outside some urban schools. A universal 30 km/h limit at peak times must be considered to ensure drivers

Rural schools often depend on school buses, which currently have a universal passing speed limit of 20 km/h. Why should speed limits around schools not be similarly consistent for all areas?

A child at a rural school is just as vulnerable as one at an urban school.

The 30 km/h limit must be in place for every child, no matter their area.

be encouraged to consider speed management treatments in the broader area around a school (e.g. road narrowing and raised platforms)”.

Lucinda says children, as our most vulnerable road users, must be the main consideration within a school zone, not drivers. Children can act impulsively and are easily distracted.

Young children are unable to judge speeds of vehicles. If travelling to school via foot or bike is made to be a safe and attractive option for families, children will benefit the from exercise and mental stimulation this offers.

Implementing safe speeds around schools gives children this opportunity to improve their wellbeing.

Under the current proposal, ‘RCAs will be required to introduce an initial 40 percent of changes by 30 June 2024 and use ‘reasonable efforts’ to complete the remaining changes by 31 December 2029.

NZ School Speeds is pleased that this potential benefit is considered in the proposal, which states that “RCAs [Road Controlling Authorities] will

This is much too long a time to wait to make travel safer for our children and NZ School Speeds would like to see the revised speed limits implemented before the first term of 2022.

“If this proposal goes ahead, it will be a giant step for road safety of all vulnerable road users, but only if a consistent 30km/h speed limit is implemented for all schools. Children need to be the main consideration within a school zone.”

TEAM TALKS

Supporting healthy team functioning In an era when we often read in the press about overwork and diminishing resources there is plenty we can do to maintain a healthy work environment.

ARE YOU OK? MENTAL WELLBEING IS EVERYONE’S BUSINESS. IT’S OK TO ASK FOR HELP.

A Vitae counsellor is independent, objective and confidential - they’re there to help.

Speak in total confidence to a Vitae counsellor – call 0508 664 981 to make an appointment or book online @ www.vitae.co.nz

Vitae promotes actively attending to one’s personal needs, as well as small group or team approaches, thereby reducing stress and increasing goodwill in the workplace.

Peer support is an approach where we look out for and check in with colleagues regularly. We encourage people to support each other by sharing skills and utilising strengths where and when required. It is also about asking those personal questions about how others we work with are doing; honestly coming alongside.

Supporting people to be away when unwell and ensuring that the workplace culture supports people making positive decisions for selfcare, such as taking regular holidays, seeking mentoring, attending supervision and taking sick leave are all preventative measures that will help retain good staff.

28 | Term 3, 2021 www.principalstoday.co.nz

Workplaces need to be careful that their policies are geared towards encouraging staff to taking care of themselves. Be aware that overachievers are likely to burn out more quickly. The high impact of technology also needs to be acknowledged by addressing compulsive internet usage and out-ofhours working.

Managers can be on the lookout for opportunities to value their team members; role modelling standards and practices as a means of sustaining a healthy workplace. The team are valuable in supporting each other.

If you would like further information on any of these areas please speak with one of our consultants by phoning 0508 664 981 or email The Vitae Team – TheTeam@vitae.co.nz.

www.principalstoday.co.nz Term 3, 2021 | 29

Learning Space | EOTC

Telling our stories

Sharing perspectives to learn history – the National Army Museum approach

As a society, we have a tendency to perceive history as though there is one single truth, one authoritative viewpoint.

However, historical events have much more nuance than that – ideas and perceptions of an event shift depending on who is recounting it.

In its learning experiences outside of the classroom (LEOTC) curriculum, the National Army Museum Te Mata Toa (through the eyes of the warrior) strives to provide its visitors – whether they’re students or adults – with an encompassing look at the past, from many different angles and slants.

National Army Museum education and visitor experience leader, Marlene Smith says, “In the past, museums could be called Eurocentric.

“The stories that were told were the stories of the people writing history, mainly Europeans. Now there is a much greater focus on knowing the stories of all the participants, or a range of the participants in that place during that historical event, to help people understand the different perspectives.

Book your

winter camp

for June, July, August or September 2022 and receive a 20% discount *some conditions apply

07 332 3510 tuiridgepark.co.nz bookings@tuiridgepark.co.nz 30 | Term 3, 2021 www.principalstoday.co.nz

Learning Space | EOTC “It’s like science. We assume that science is black and white and a complete body of knowledge that never changes, but it changes constantly. History is like that, too, because you see it through the eyes of your perspective.”

The overarching focus of the new Aotearoa New Zealand Histories curriculum is critical citizenship and the ability of the students to learn to understand the cultures of people that differ from their own.

Marlene says, “this is why it’s important to know our past to help understand the present.

“Our experience here at the National Army Museum is that students are open and receptive to multiple perspectives to help understand our past.

“If we take the New Zealand Wars as an example, for adults the stories are sometimes a bit more confronting.

It’s harder for adults to see multiple perspectives because they have worked out where they stand and what they believe as they’ve become adults. Students aren’t like that.

“I believe that we are ready as a nation to know our history and move forward with understanding and honouring of the agreements made in 1840.

“In some of our school programmes we teach that during a time of crisis, like a war, technology acquisition and innovation makes big jumps forward.

“Lockdown last year gave the museum an opportunity to reach out to teachers virtually. Museum staff wrote a range of lesson planners that compared a time of crisis in NZ (COVID-19 Lockdown) with another time of crisis in our history.

“Our content covered topics like, the Home Front, New Zealand’s response

to the 1918 Influenza pandemic, and the beginnings of the Kingitanga.

“We posted our planners on New Zealand Teacher Facebook pages and had such an incredible response from teachers right across New Zealand. We were able to provide a meaningful context to support remote learning.

The National Army Museum Te Mata Toa (NAM) has two contracts with the Ministry of Education to provide learning experiences outside of the classroom.

GREAT CAMP IN BEAUTIFUL ARARIMU, JUST 35KMS FROM AUCKLAND CBD

• Fun Activities • Archery • 5x Zip Lines

Major upgrade well underway so come and take a look, we would love your feedback.

May we send you an invite to a schools only, open day? Please email us so we can forward an invitation.

Note we have schools that come from the Waikato to Northland.

• Team Building Course • Farm Animals

Phone: 09 294 8296 Email: bookings@chosenvalley.org.nz 53 Turner Rd, Ararimu, RD3 Drury, Auckland 2579

• Canoeing • Water Slide • Trolleys • Bush Sleepouts • Air Rifles • Burma Trail Confidence Course

School Camps Holiday Camps Family Camps chosenvalley.org www.principalstoday.co.nz Term 3, 2021 | 31

Learning Space | EOTC Examples of a popular school programme includes exploring the work of medics at Gallipoli.

This immersive experience helps students to understand the conditions for soldiers, what it was like to be injured and how they were helped in the field.

After learning in the museum students participate in a re-enactment in the dark, with loud noises and wounded soldiers all around. This experience drives home the reality of what these soldiers went through.

Over her years as a teacher Marlene has noticed how receptive and interested young people are about New Zealand’s history, both at home and abroad and the team at the National Army Museum in Waiouru are ideally placed to support schools in the delivery of the new Aotearoa New Zealand Histories curriculum.

“Those planners and others are available on the museum’s website, so equity barriers around cost have been, to a degree, removed.

“We are able to successfully teach remotely, all we need are people with devices at the other end. Since the lockdown we have been connecting with teachers in their classrooms and

now successfully offer a range of programmes online.”

While a physical visit to the museum provides an enriching experience the National Army Museum in Waiouru has been able to remove equity barriers around visits and this has enabled the museum to reach a wider audience nationwide.

The museum mandate encompasses many of the key historical events in our history from the New Zealand Wars right through the campaigns and conflicts of the New Zealand Army through to the work of the modern soldier in peacekeeping and homeland security here in New Zealand.

National Army Museum State Highway 1 PO Box 45 Waiouru (06) 387 6911 www.armymuseum.co.nz

HAVE YOUR NEXT

ADVENTURE AT

LEARN OUTSIDE THE CLASSROOM!

LOOKING FOR SOMETHING DIFFERENT?

CYC

Build confidence and team spirit in both staff and students.

Meet your schools EOTC requirements in a safe and cost-effective way.

Book now to experience CYC, the home of adventure.

Contact us at Lakes Ranch for your next Unforgettable Camp Experience! www.lakesranch.org.nz office@lakesranch.org.nz Ph (07) 3503010 32 | Term 3, 2021 www.principalstoday.co.nz

An OutdoorsMark certification shows that our camp has met the highest standard of safety in the adventure activities industry.

148 Waingarao Road, Ngaruawahia 07 824 8495 | info@cyc.org.nz | cyc.org.nz

Learning Space | EOTC bush and stream walking, beach and rock pools, giant hammock, swimming pool, confidence course, low ropes, team building activities, playground area and two trampolines. Plus our brand new waterslides where you can race your mates or your teacher down our twin water slides.

Camp Raglan

A wonderful spot The beautiful 14-acre Camp Raglan campsite is pleasantly situated on the slopes of Mt Karioi overlooking the panoramic view of Raglan and the Tasman Sea.

Camp Raglan is packed full of adventure for seven to 14 year-old boys and girls; there’s always so much to do.

Camp Raglan offers a fully catered camp for a total of 150 children and adults in dormitory style accommodation which is particularly suited to primary and intermediate school children.

All the main facilities are under one roof.

Our aim is that your child comes away with lasting memories of what they have experienced, explored and enjoyed at our camp.

What can you do at camp?

Air rifles, archery, BMX track, sports field, flying fox, indoor climbing wall,

The resident chef cooks excellent meals and special dietary needs can be catered for. Camp Raglan is known for its good food and excellent hospitality.

Our team will offer you a very warm welcome and we are happy to discuss your individual needs.

The beautiful 14-acre Camp Raglan campsite is pleasantly situated on the slopes of Mt Karioi overlooking the panoramic view of Raglan and the Tasman Sea.

Bethel House is an independent building available for hire separately from the main camp buildings. It has five twin share rooms and one double room as well as a kitchen, lounge room and two separate showers and toilets.

It overlooks the breathtaking view of the Tasman Sea. An information pack to help you with your planning is available from the camp and gives full details of facilities, accommodation and what you need to know to make your booking.

We offer a broad range of incredible learning experiences in the stunning Abel Tasman National Park.

Programmes range from half to five days and use sea kayaking and /or walking as the foundational activity. Each trip is tailored to meet the specific educational and learning requirements of your school group, and by combining the highest safety standards with our inhouse road transport, water taxi services and purpose built base facilities we make this a seamless turn-key option for any educational institution. Abel Tasman Kayaks is an approved Adventure Safety Operator with fully audited safety systems. We have a ‘ready-to-send’ NZ School Camp Safety Plan to make the planning as simple as possible for you. Please contact us for references and more information.

FREEPHONE 0800 732 529 or call 03 527 8022

An innovative and exciting camp experience Ph 03 541 8465 www.bridgevalley.co.nz

abeltasmankayaks.co.nz/groups

The gymnasium has equipment for basketball, volleyball, badminton, and hockey and is a great space to use for many activities if the weather is not at its best. There is also a sound system available in the gym The main hall has a stage area, with two large TV monitors and a large screen at the back which is excellent for showing movies etc. in an evening.

The Hall has a sound system for your use.

Camp Raglan, 578 Wainui Road Raglan, T (07) 825 8068, campraglan@cbm.org.nz, www.campraglan.org.nz.

Ph: (07) 825 8068 Email: campraglan@cbm.org.nz Website: www.cbm.org.nz Camp Raglan 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. 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.

OUR CAMP ACTIVITIES: 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 | 6-Person Hammock Camping Area on a Stream Edge | Sports Playing Field | Large Gymnasium | Brand New Water Slides

www.principalstoday.co.nz Term 3, 2021 | 33

Professional Development | University of Otago

Top marks for professional development College of Education introduces an updated Master of Education and Learning programme to offer another strong option to advance teachers and educators’ knowledge.

About University of Otago, College of Education For people who wish to be inspiring teachers or want to understand the educational influences in our society better, the College of Education offers a wide range of programmes.

We offer Teacher Education programmes or, for those who don’t necessarily want to become teachers, but are interested in education, we offer a Bachelor of Arts (BA) with a major (specialisation) in Education.

An updated postgraduate degree from University of Otago’s College of Education shows its continued commitment to providing greater choice for those working in education.

This programme is designed specifically for practicing educators and their professional development.

Teaching is a career that offers a range of exciting opportunities for people who want to work with children and young adults A teaching qualification also give graduates a broad range of skills in communication, organisation, management, creativity and adaptability.

The Master of Education and Learning can be taken completely by distance and can be studied either part-time or full-time, giving greater flexibility for students who want to learn while teaching.

Study choice is also flexible, offering either an all coursework option, or for those considering future doctoral study, a research-based option in the capstone course.

Coursework master’s degrees are becoming increasingly popular and are ideal for practising education professionals and registered teachers who want to keep up-to-date with the latest developments and best practice.

The Master of Education and Learning will advance career options without the need for a major research project, which is a core part of other research master’s degrees.

Students are exposed to fresh ideas by taking a variety of papers and working in groups. They make connections and form friendships within a cohort of students doing similar work, but often in very different contexts.

This latest programme is a continuation of the College of Education’s redesigned postgraduate curriculum and programme work from 2018.

“I like that teachers like me have had meaningful input into the process, and that the programmes reflect our goals and requirements as practicing professionals who plan to remain teaching but also wish to extend our learning at an advanced level.”

This followed wide-ranging discussion and consultation with teachers, principals, and others in education who understand the future requirements for their profession. Its design ensures a broad-based, balanced curriculum that meets the needs of early childhood, primary and secondary teachers, and teacher educators.

This master’s degree is part of a suite of redeveloped postgraduate programmes which also includes the Postgraduate Certificate in Education and Learning (PGCertEdLn) and Postgraduate Diploma of Education and Learning (PGDipEdLn). Together, these qualifications provide options and alternatives, depending on students’ goals and objectives.

The College of Education has intentionally increased, and will continue to increase, Māori content.

By teaching te reo, tikanga, and te

-Kate McAnelly, ECE teacher and PhD candidate 34 | Term 3, 2021 www.principalstoday.co.nz

ao Māori in classrooms throughout Aotearoa, teachers will become more culturally responsive and respectful, and able to address the strengths and aspirations of tauira Māori, as well as their whānau, hapū and iwi.

The redesigned programmes also feature endorsements, which highlight and recognise teachers’ specialist knowledge and areas of interest, including curriculum, digital technologies, early childhood education, leadership, and further teacher education studies.

All postgraduate qualifications are designed to be achievable, relevant and responsive. They provide a stepped pathway. Starting with a few papers, students can build their knowledge over time, with the potential to increase the research component and progress all the way through to doctoral study.

Graduates of our teaching programmes not only become successful teachers, but many also move into other exciting careers: museum educators, zoo education officers, Ministry of Education policy analysts, journalists, children’s television presenters, college/ university/polytechnic lecturers, youth support workers, teachers of English overseas, children’s advocates and more.

“We’re really excited about this programme and the opportunity it provides us to work with talented educators and form international teams of teachers.”

-Professor Jeffrey Smith, Dean, College of Education

Enhance your teaching skills.

Improve your knowledge and career opportunities with postgraduate study.

Enquire now about our range of distance programmes specifically designed for teachers and educators.

University of Otago College of Education education@otago.ac.nz

otago.ac.nz/education/postgraduate

Working & Learning | Performing Arts Learning an instrument builds on skills students can apply to other areas of life beyond school walls.

One of the outcomes of the Creatives in Schools programme is built around the idea of supporting students’ wellbeing through the creative process.

According to Scholastic, the performing arts benefit students well after the final curtain and the lights dim. Some skills Scholastic lists include: • Solving problems and improvising solutions • Coping with anxiety and managing stage fright • Building self-confidence • Exploring new emotions, ideas and perspectives.

Any one project can involve up to three creatives, various art forms, and multiple schools as long as the programme’s desired outcomes are met.

Creative collaborations The Creatives in Schools programme originally began in 2020 and consists of four rounds of projects.

Applications for Round Three of the Creatives in Schools programme opened in June and close on 21 August 2021. Successful applicants for Round Three will implement their projects in the 2022 school year.

For those who don’t know, the Creatives in Schools programme partners creatives with schools and kuras to share their skills with students through creative projects.

By the end of the programme, four rounds would have taken place, starting in 2020 and ending in 2023.

Already, a variety of projects have received funding from the programme ranging from working with textiles, learning and performing Pasifika dances, using technology creatively for game-based learning, and more.

Sensitive to where the children are coming from and the fact that student participation in drama positively affects children’s mental health and language skills, the centre utilised applied theatre to support children in their new life in New Zealand and literacy endeavours.

To do this, creatives assisted teachers in their use of applied drama in lesson plans.

Like the creatives involved in the previously mentioned project, the programme aids creatives by providing opportunities to collaborate with educational organisations and experience working with students and a source of income.

In fact, in response to the pandemic, the Government allocated an additional $4 million to the programme to strengthen the creative arts sector.

School staff benefit from the programme by building connections with parents and caregivers, while parents and caregivers get a glimpse

Responding to COVID-19 and its effects on New Zealand’s creative sector, the Government provided an additional $4 million to the programme.

The boost in funds increased the initial number of programme projects from 304 to 510, providing more work for creatives and more educational opportunities for students and schools.

of their students’ creative side through participatory and supportive roles.

In order to receive funding, projects are expected to deliver on all outcomes as described on Arts Online.

Taking part in the programme To apply, schools and creatives must develop a proposal and the school must submit the proposal to the Ministry of Education.

The focus of the programme isn’t so much the art forms themselves but the outcomes they bring to students and everyone involved in their education.

Programme purpose and implementation Although there is a wide range of projects that are funded through the programme, they all have the same basic goals to accomplish.

Holistic in nature, the outcomes of the programme are expected to serve the creative, students, schools, school staff, parents and, ultimately, communities as a whole.

Arts Online lists the programme’s successful school projects, one of them being AUT Centre for Refugee Education Early Childhood Centre.

The centre is in a distinctive position when compared to other learning centres because the children who arrive at the centre often speak another language, come with past trauma and a disrupted education.

Performing arts give students the opportunity to express themselves they couldn’t otherwise.

36 | Term 3, 2021 www.principalstoday.co.nz

If the proposal is successful, the creative and school can then plan and implement the project for the following school year.

Although many schools have existing relationships with creatives in their communities, it’s not the case for everyone.

If your school is looking for a creative to assist in developing and implementing a proposal to the Creatives in Schools programme, your school representative can look through Art Online’s ‘Available creatives’ page.

School representatives can narrow their search by selecting the location, art form and language corresponding with the project.

The search engine will produce anonymous profiles which match your search criteria. If any of the profiles suits your project’s needs, a request for the creative’s complete profile can be made online. Creative profiles are sourced from expressions of interest.

More information on the Creatives in Schools programme and how to apply can be found on the Arts Online website: artsonline.tki.org.nz.

www.nzmusic.org.nz

The New Zealand Music Commission is a government-funded organisation entrusted with the continued development of Aotearoa New Zealand’s thriving popular and contemporary music industry. With responsibilities to the Ministry of Education and the Ministry for Culture and Heritage the Music Commission has initiatives that include programmes directed at supporting students in primary and secondary schools and kura.

The Musicians Mentoring in Schools Programme commenced in 2001 with the purpose of placing known professionals from the music industry in classrooms, to support teachers and students (Year 7 to 13) with their aspirations in performance, song writing, composition, digital production and understanding aspects of the music industry. The Programme visits over 60 mainstream schools and kura kaupapa Māori each year, stretching the entire length and breadth of the country.

There is no cost to the school and the visits usually take the form of two days’ full-immersion for the Mentor and musically inclined students. We work in urban settings as well as in remote and rural situations, where it is often challenging to find music specialist teachers or sustain a music course of learning.

The Programme has incorporated over 150 musicians in its 20-year history, ranging from icons such as Annie Crummer, Jon Toogood, Maisey Rika and Rob Ruha to current stars such as Joel Shadbolt (L.A.B.), Kaaterama Pou (MAIMOA Music), Bella Kalolo and Laughton Kora (TVNZ Popstars coaches). Our selection and appointment procedures meet the requirements of the Vulnerable Children’s Act (2014) for adults safely working with youth.

In addition to the gains made in achievement our annual audit of teachers/kaiako and students/tauira highlight the long-lasting inspiration that young people gain from meeting a working music professional, as well as the many holistic gains in confidence, individuality and self-belief.

If you are interested in your school or kura being on our 2022 contact list please email education@nzmusic.org.nz with “Principals Today” in the subject line.

Thinking, Participating and Contributing. The Hook, Line and Sing-a-long songwriting competition has a ten-year legacy of involvement with primary, intermediate and secondary schools and is run in conjunction with MENZA, the national music teachers’ professional body.

Annually the call out is made for young writers to create original music, singing and playing about “what it is to live in Aotearoa New Zealand”. In 2021 the NZ Music Commission received 48 submissions from over 100 participants, covering themes including sustainability, citizenship, whanau, flora and fauna, kiwiana, holidays and iconic sites and sights. Each year the winning song is professionally recorded at Neil Finn’s Roundhead Studios, translated into NZ Sign Language, then released as a set of fresh audio-video and physical resources for teachers (non-musicians and musicians alike) to use in their classrooms.

These songs make solid impressions with staff and students, typically reaching over 25,000 sing-a-long views on YouTube. MusicWorks are our prize sponsors who generously donate over $1500 worth of goods to winning and participating schools. Each year New Zealand Music Month culminates in a sychronised performance of the Hook, Line and Sing-a-long winning song, at midday on May 31st.

Principals are encouraged to make their Syndicate Leaders aware of the competition and all the resources for teachers (non-musicians and musicians alike) which can be found at www.hooklineandsingalong.com/teach.

Phone: 09 376 0115 Freephone: 0800 469642 Email: info@nzmusic.org.nz Office: 7 Great North Road, Ponsonby www.principalstoday.co.nz Term 3, 2021 | 37

Sport & Recreation | Hockey

Small Sticks

– a great introduction to hockey Small Sticks is our nationally branded junior participation programme – the perfect introduction to our fast and fun game.

The aim is to provide a quality hockey experience for children and whānau to foster a lifelong love of hockey. It’s all about playing with friends and learning new skills in a fun, safe and gamesbased environment.

Small Sticks is made up of four different modules all tailored to a child’s age and ability, letting them play through modified versions of the game with appropriate equipment and game formats for their level of development; simply the right stuff, with the right people, in the right way.

The first module is Fun Sticks and, as the name suggests, it’s all about introducing children to hockey in a safe and exciting way. Aimed at fiveand six-year-olds, the focus is on developing fundamental movement and basic hockey skills such as running, striking, as well as body and space awareness.

As children get older and their skills progress, they move on to the next

phase of the junior programme focused on basic hockey skills and being part of a team.

Mini Sticks, aimed at seven- and ight-year-olds, sees a six-a-side version of the game divided into two options; development and standard competitions. This provides those brand-new to the sport an opportunity at any point to join in at their level and experience.

By the time the children reach the age of nine, they’re moving on to Kiwi Sticks, before continuing through the programme on to Kiwi and finally Kwik Sticks.

The small-sided game format provides a more effective learning environment for the children maximising participation and more touches of the ball.

The success of Small Sticks stems from having a nationally consistent approach to game formats, lesson plans, coach and umpire development material, equipment, communication, along with consistent branding.

This has enabled us to provide a more consistent hockey experience which is available to more people throughout New Zealand.

What to do with old concrete, hard to maintain areas and high traffic spaces?

Problem solved with

Hundreds of NZ education providers are throwing away their ‘KEEP OF THE GRASS’ signs in favour of weather-proof, durable artificial grass that keeps kids being active.

A SIP funded SmartGrass™ sports court and artificial lawn has dramatically enhanced the appearance of the outdoor area at Wairakei School, adding vibrancy and colour that the students love. Principal, Shane Buckner, says:

“

The area didn’t look very inviting and the kids didn't use it. Now we’re finding our children are here all the time, practicing cartwheels, somersaults and dance moves.

”

To create an outstanding outdoor space for children to play and learn at your school, get in touch with SmartGrass today.

0800 887 369 smartgrass.co.nz hello@smartgrass.co.nz

38 | Term 3, 2021 www.principalstoday.co.nz

The goal with Small Sticks is to provide a positive experience for children and whānau and to nurture a lifelong love of hockey.

Parents and whanau make great coaches, managers and umpires at this level.

Our associations around the country provide great support and ongoing development no matter what experience you have.

Fun Sticks is a 12-week programme which runs through clubs and schools around the country, while Mini, Kiwi Small Sticks isn’t just about getting and Kwik Sticks are normally run over children involved as a player, hockey can 16 weeks during terms two and three. easily become a family affair. Parents If you would like to know more, and whānau make great coaches, managers and umpires at this level. please visit: www.hockeynz.co.nz.

Two great thirst quenching solutions,

ONE

school of thought.

For teachers and students with more than a thirst for knowledge the answers are quite academic; two great thirst quenching drinking systems from our extensive range.

✔ Boiling and chilled drinking water on tap ✔ Highest capacity units available - easily cope with school staff breaks

✔ No noise or unsightly cupboard vents - easy to retrofit ✔ Most compact & energy-efficient units in their class ✔ Over sink, or separate drained drip tray ✔ Only brand to achieve Gold Global Greentag certification

✔ Bottle fillers and drinking fountains ✔ Fully sensor-operated touch-free models available ✔ Combination models available ✔ Green ticker counts bottles saved from going to landfill ✔ Vandal resistant options ✔ Indoor/outdoor options

And we’re not just giving ourselves top marks, here’s what some enlightened clients think!

Christine Mackie, Palmerston North Boys’ High School

...with close to 200 students in our hostel, we never run out of hot or cold water during meal times.

Todd Hoar, Samuel Marsden Collegiate School

This is great for the environment as well as being safe due to the auto sensor, meaning no buttons are needed to be touched when refilling your own bottle.

Check out full testimonials from some very satisfied clients on our web site. www.merquip.co.nz/About+Us

Proudly supplying NZ schools with drinking water systems www.merquip.co.nz | 09 636 0www.principalstoday.co.nz 636 | info@merquip.co.nz Term 3, 2021 | 39

Property | Asbestos

What to expect with asbestos in schools In correspondence with Principals Today, the Ministry of Education answers our questions about what to look out for when it comes to asbestos in schools.

What are the most common places in schools to find asbestos?

Asbestos is usually bonded into materials and presents little to no health risk when left undisturbed and is in good condition.

Asbestos can exist in two conditions: non-friable and friable. Non-friable is bonded asbestos and is found in all types of buildings. Friable is loosely bonded asbestos that can present a health risk as its fibres are more likely to become airborne.

Friable asbestos is commonly found in old domestic heaters, stoves and hot-water pipe lagging. It can also be found in the backing of sheet vinyl flooring.

to teachers. This means that any potential risk to health and safety can be addressed straight away.

What other important things should principals be aware of when making an Asbestos Management Plan?

We’ve established asbestos management processes for schools in collaboration with WorkSafe which includes guidance on how to prepare an Asbestos Management Plan (AMP) to help schools identify where asbestos is, what its condition is, and how it should be managed. This guidance can be found here: www. education.govt.nz/school/propertyand-transport/health-and-safetymanagement/asbestos/.

Non-friable asbestos can be found in corrugated roofing, textured ceilings, wall cladding, building eaves and gables and switchboards. If these products stay in good condition, they don’t usually pose a health and safety risk.

Principals should consider engaging a qualified and competent person to survey their school’s property and grounds to identify asbestos, which is referred to as an Asbestos Management Survey. These surveys verify the presence of asbestos.

How can educators raise children’s awareness at school around asbestos-related risks?

Students should understand that property damage needs to be reported

Maintenance workers should be given the school’s AMP to understand where asbestos is present so they can work safely and avoid potential exposure to asbestos fibres.

“Students should understand that property damage needs to be reported to teachers. This means that any potential risk to health and safety can be addressed straight away.”

-Ministry of Education

How do principals’/schools’ obligations differ from an employer’s obligations when it comes to asbestos?

Under the Health and Safety at Work Act, the primary duty of care is with the employer, as they are in control of the workplace. In a school, the Board of Trustees will always have that primary duty, as it is the employer.

If a risk is identified throughout the property management process, we will work with schools to assess and manage that risk. In situations where schools need further support or funding to address health and safety matters, we will always provide assistance.

House and building Demolition Specialists From Taupo to Kaitaia, DKL Projects have carved a reputation for their fast and efficient work.

EARTHWORKS | DEMOLITION | ASBESTOS REMOVAL P. 021 968 490 or 09 416 2118 40 | Term 3, 2021 www.principalstoday.co.nz

E. projects@dkl.co.nz

www.dklprojects.co.nz

Commercial and Domestic Structures Multi-storey Buildings • Bridges • Removal of Underwater Structures Power Stations and Heavy Industrial Plants Refineries • Port Facilities and Wharf Structures Timber Processing and Milling Facilities Asbestos Abatement and Remediation of Contaminated Land

www.nikaugroup.com www.principalstoday.co.nz Term 3, 2021 | 41

Property | Asbestos

Asbestos day-to-day management requirements The following steps should be followed by schools on a day-to-day basis:

The hazard and risk register should detail whether any asbestos or ACM has been identified or assumed and if so, it should refer to an Asbestos Management Plan which will contain detailed information about the location, condition, quantity and monitoring plan for asbestos or ACM.

1. Identify if asbestos is present Identifying asbestos or ACM in the workplace [WorkSafe] is the first step for managing asbestos exposure risk.

Ensure you monitor the area regularly and have a process in place in case unexpected asbestos is found.

How to identify asbestos: • If your building was built prior to January 1, 2000 it is likely to contain asbestos-containing material (ACM) and you could assume that your school building contains asbestos

You should provide the hazard and risk register to any contractors undertaking work within your school.

• 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.

2. Producing an Asbestos Management Plan If you identify or assume the presence of asbestos in your school, an asbestos management plan is required. An

asbestos management plan sets out how the identified asbestos or ACM will be managed.

You do not need to engage a surveyor to prepare your asbestos management plan. You can create your own asbestos management plan as long as you follow WorkSafe guidance.

All asbestos management plans must be in writing. They can be in hard copy or electronic form, as long as the legally required information is included.

ENSURE THE SAFETY OF YOUR STAFF AND STUDENTS

ASBESTOS, DEMOLITION & REMEDIATION SPECIALISTS

With over 36 years in the business of ASBESTOS REMOVAL AND DEMOLITION we are the industry experts with a focus on keeping New Zealanders safe where they live, learn, work and play.

We specialise in managing complex, high risk projects, redefining what “Best Practice” means in our industry

CHOOSE THE RIGHT CONTRACTOR FOR YOUR NEXT PROJECT GET IN TOUCH WITH US TODAY

If the condition of the identified or assumed asbestos changes then you need to alter the Asbestos Management Plan accordingly.

3. Recording asbestos risks in your hazard and risk register To ensure that any potential risks arising from asbestos are proactively managed, it is important that details are included in your school’s hazard and risk register and the information is maintained and updated.

4. Communicating asbestos information Ensure asbestos information, including the Asbestos Management Plan and Hazard and Risk Register, is accessible to staff and provided to all contractors undertaking work at your school.

5. Monitoring asbestos condition You should schedule regular inspections of asbestos or ACM and record any changes to the condition in your Asbestos Management Plan.

Content provided courtesy of the Ministry of Education. For more information, visit: www.education.govt.nz.

The Total Solution Demolition & Recycling experts With over 25 years’ experience, we are leaders in the demolition industry, and pioneers in deconstruction techniques. Whether it’s the removal of asbestos and contaminated soil, or the demolition of a house or commercial building, we offer professional advice and project management with a focus on recycling.

OUR UNSHAKEABLE COMMITMENT TO THE SAFETY OF STAFF, CLIENTS, AND PUBLIC UNDERPINS EVERYTHING WE DO.

0800 272 378 www.atlgroup.co.nz info@atlgroup.co.nz

42 | Term 3, 2021 www.principalstoday.co.nz

www.ward-demolition.co.nz

Until relatively recently Asbestos flew under the radar in New Zealand, regulations existed but they were brief and vague in comparison to the rest of the world. This all changed in 2016 with the introduction of the new asbestos regulations which toughened up the requirements around managing, identifying and removing asbestos and brought New Zealand more in line with other developed countries in its approach to managing this potentially deadly mineral.

How can you be sure you are selecting a competent Asbestos Surveyor or Asbestos Assessor?

To define the roles, an Asbestos Surveyor inspects buildings, equipment or structures to try and identify asbestos containing materials, they sample any materials which may contain asbestos and produce a report with findings. An Asbestos Assessor carries out a very different role, they are involved as an independent party in asbestos removal by monitoring the air surrounding an asbestos removal area during work, to provide verification that the asbestos has been removed adequately and produce a clearance certificate for re-occupation of the area.

When selecting an Asbestos Surveyor, it’s important they have the correct level of training and experience, however it’s also the quality of experience that really matters, not just the length of experience. There are many Asbestos Surveyors that have 3 or 4 years’ experience but have never been mentored by a Senior Surveyor and are self-taught. There are also many that have the P402 certificate of

training for Asbestos Surveying and Sampling and use this to claim competence. The P402, whilst a great starting point, doesn‘t on its own prove competency, much like an apprenticeship, Asbestos Surveyors should also have considerable time shadowing and being overseen and mentored by a Senior Asbestos Surveyor.

When trying to select an Asbestos Surveyor, I’d always recommend that you insist on P402 trained Asbestos Surveyors but that you also request details of ongoing training and mentoring and who that has been provided by. Good companies will also audit their staff and we’d also recommend asking for evidence of this.

Independence is very important when selecting an Asbestos Assessor, I’d always recommend sourcing an Asbestos Assessor independently and not relying on recommendations by those undertaking the asbestos removal.

A good Asbestos Assessor will carry out adequate checks during works and ensure the area is handed back in a safe condition, this isn’t necessarily a quick process and some asbestos removal contractors prefer the path of least resistance which doesn’t always align with a safe

approach and quality work. This isn’t to say that there aren’t some good honest asbestos removal contractors out there who want to do a great job safely, however there are definitely a number who don’t have these standards and a considered selection of your Asbestos Assessor will safe guard against an unsafe outcome.

It is also worth noting that a good Asbestos Surveyor does not necessarily make a good Asbestos Assessor, although they can do if they have a good level of training and experience in both disciplines.

Surveying and Assessing are two different disciplines with different training requirements and skill sets, many Asbestos Assessors will claim that their Licensed Asbestos Assessor status proves competency for asbestos surveying – it doesn’t, this is a common misconception. In summary, do your due diligence properly in this area prior to engaging the services of an Asbestos Surveyor or an Asbestos Assessor, poor selection can lead to bad workmanship, unnecessary exposure to asbestos and large unnecessary costs for repeated work.

By Dan Scott, Managing Director of Accurate Consulting Ltd

www.principalstoday.co.nz Term 3, 2021 | 43

Property | Asbestos

“To ensure that any potential risks arising from asbestos are proactively managed, it is important that details are included in your school’s hazard and risk register and the information is maintained and updated.”

- Ministry of Education

The Health and Safety at Work (Asbestos) Regulations 2016 place a requirement on a Person Conducting a Business or Undertaking (PCBU), such as schools, to ensure, so far as is reasonably practicable, that all asbestos in schools is identified and if so, any risks arising from the asbestos are managed to eliminate or minimise exposure.

As the PCBU in control of the workplace (school), Boards, Proprietors and School Principals have a responsibility for managing asbestos in their schools.

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

44 | Term 3, 2021 www.principalstoday.co.nz

Health & Safety First Aid Supplies & Worksite Services We also service worksites with existing First Aid Kits

27 Blackwell Crescent, Kaiapoi 7630 P: 022 566 8577 E: sales@north2southfirstaid.com

www.north2southfirstaid.com www.principalstoday.co.nz Term 3, 2021 | 45

News | Life in the Classroom

Mindfulness ranks as the most wanted NCEA subject for Kiwi students Earlier this year online learning platform LearnCoach launched its inaugural LearnCoach Student Survey, which revealed insights into nearly 2,000 NCEA students’ attitudes towards school, specifically on mindfulness and the impact of Covid.

The survey revealed that more than half (51.6 percent) of highschool students wish mindfulness or psychology-based modules were offered as part of the curriculum.

LearnCoach founder and CEO, Dave Cameron says, “School makes up such a large proportion of students’ dayto-day lives and we know there’s so much more to it than just grades.

Tracking just behind this is personal finance, with 45.1 percent of students wanting to learn this at highschool.

“High school can be a challenging time for many of our young people, so we wanted to give them a platform to share their thoughts on how they think, thrive, and what they aspire to be.

Another key area of focus for the survey is the impacts and behaviour changes due to Covid, given its significant influence on the school year.

The survey showed that prior to the pandemic, 52.9 percent of students had a clear career path. Following on from this, four out of 10 students (41.7 percent) have either pivoted or completely changed their career plans as a result of the pandemic.

A positive to come out of the lockdown was that students felt that they maintained their connection with their teachers while working from home, with more than half of them (50.5 percent) either having regular or frequent contact with them.

“It’s also important for parents and teachers to gain a better understanding of their children and students - whether that be how they interpret external pressures, or their visions beyond high school.”

The LearnCoach Student Survey was born out of a desire to better understand how students think, work, and perceive the world around them.

While many insights exist into overall performance and grades, little is out there around the collective broader sentiment of students.

Key findings from the LearnCoach Student Survey include: • 67.8% of students feel pressure from their own expectations when deciding on their subjects

• Most popular social accounts to follow are ranked higher than following friends:

• More than half of students (50.5%) felt they had regular or frequent connection with their teachers during the 2020 lockdown

- Food 43.6%

• Nearly three quarters of students consume local news (74.7%), with 73% of them increasing their news intake since Covid-19

This survey is the first in-depth look into the NCEA students psyche and their feelings towards schooling in New Zealand. It was conducted on a sample of nearly 2,000 NCEA level one, two, and three students across the country.

• 86.2% are planning on going straight to uni from high school • 49.7% have a part-time job • 28.2% have a side hustle that us either their part-time job, or on top of working part time

- Travel 41.7% - Health 38.8%.

The survey was chosen to run one year on from the national lockdown in order to track how the sentiment post-Covid-19 progresses over the next few years.

CHANGE YOUR JOB CHANGE YOUR LIFE!

Thousands of jobs ready & waiting for you right now!

Register now and receive FREE email alerts Never miss an opportunity Post your CV and get head hunted This is your job space, provided by kiwis, for the benefit of all kiwis.

PROUD

To be a finalist ONCE AGAIN in the last NetGuide Best Employment site category!

Connecting job hunters and employers since 2006 MYJOBSPACE.CO.NZ | 0800 486 329 | 38 LOWE ST, ADDINGTON, CHRISTCHURCH 8011, NEW ZEALAND

46 | Term 3, 2021 www.principalstoday.co.nz

NZ’S 5-STAR RATED PLAYGROUND SURFACING

EXTENSIVE RESEARCH: 2 years of product development before launch RIGOROUS TESTING: 3 years testing of Cushionfall by 3 councils in 5 playgrounds before council approval ONGOING QUALITY TESTING: More than 50 tests in the last 10 years alone!

HIGHEST IMPACT TESTS: In Australasia achieved PREFERRED CHOICE: Councils, the Ministry of Education, Kindergarten Associations, Play Centre Associations and Preschool Centres

SAFETY CONFIDENT We are so devoted to ensuring supreme quality and safety that we have spent 15 years perfecting our grinder that produces our wood chip so that it removes all traces of nails, staples and hazardous metals/materials, and has no “sharp edges”.

Since safety is paramount - we implement an extensive testing regime every two to three years, evaluating the impact efficiency of the wood chips being produced.

Manufactured exclusively by Reharvest Timber Products LTD Phone: 09 299 3999 / 0275 299 399 | Email: info@reharvest.co.nz www.reharvest.co.nz | Find us on www.principalstoday.co.nz Term 3, 2021 | 47

Property | Roofing

Call in the experts When it comes to a spot of DIY at home, it’s easy to head down to the hardware store to get the tools to do it yourself.

“You just need to find a company that can look at that and just be aware that it’s going to take some time for them to get there, or it’s going to be really expensive if you expect them to drop everything to come today or tomorrow.”

But some jobs are better to be left to the experts and Wise Roof solutions director Scott Cresswell says roofing, any kind of roofing, is one of them.

As well as being costly it can be dangerous working at height if you don’t have the right tools and expertise for the job.

“The thing is that roofers climb on roofs most days so they’re a lot more confident in it, where as if it’s not something that you’re used too then don’t do it.

“Weigh up whether it’s worth living the rest of your life with a broken back or paying someone a couple of hundred dollars to do the job.”

Scott also recommends bringing in a professional before doing it yourself to avoid a hefty bill if something goes wrong.

“If you have to phone a professional to come and fix your attempt it’s probably going to cost you more.”

When it comes to any concerns around your roof, Scott says there are five things to look out for: • Nails that have come loose • Moss and mould growing on the roof • Gaps between the sheets of roofing iron or between the tiles • Bare patches of metal where the paint system has failed

“You don’t want to be the person that has a roof leak and you need your roof replaced and every roofing contractor in a 100-mile radius has a six-month lead time.”

So how can you maintain your roof to avoid future problems?

Autumn and winter are the two seasons where it’s important to consistently clean out gutters, especially if the house is surrounded by trees that lose their leaves easily.

If things are more serious and there is a leak in the roof, he recommends getting someone out to look at it, but says expect that if it is a leak that has been there for a while it is likely to be expensive.

“A lot of the time I find when someone’s roof leaks it’s a problem that they can’t necessarily fix, they see dollars signs and you become quite concerned about it because it’s

potentially your biggest investment and your concerned about the damage it’s doing and all the rest of it.

“You just need to find a company that can look at that and just be aware that it’s going to take some time for them to get there, or it’s going to be really expensive if you expect them to drop everything to come today or tomorrow.”

“What happens is they all build up in the gutter and then they all get caught in your down pipes and then your down pipes don’t work properly and then your gutters over flow or they just hold water constantly.

• Areas of the roof that are still wet after it has rained and the roof has dried off.

“If you’ve got an internal gutter system it will leak inside so you just want to be getting that water away from your house.”

“If it is wet around the nail or the joints in the concrete tile then that can be an area of concern.”

Scott recommends a wet and dry vacuum cleaner as the best tool for the job.

He recommends getting onto any maintenance quickly to avoid a long waiting time to get someone out to fix it.

“$100 bucks from one of the big stores and you just suck that crap straight out with the vacuum cleaner; it’s fast and you don’t cut your hands to pieces.”

WE ARE DEDICATED TO THE SAFETY OF YOUR STAFF, CONTRACTORS AND THE PUBLIC. Ask your builder if they are using Securescaffold – it will save you money.

“

“

Secureguarantee • We guarantee to beat any written quote by 10% • We guarantee to return all quotes within 48 hours otherwise you will receive the first week rental FREE of charge! * Terms and conditions apply to the Secureguarantee

By using Securefence and Securescaffold you can rest assured that your objecHead Office - 38 Lowe Street, Addington, Christchurch 8011 tives Christchurch Yard - 72 Shortland Street, Wainoni, Christchurch 8061 of safety, cost and meeting deadlines are of our paramount importance to us.

www.securescaffold.co.nz 48 | Term 3, 2021 www.principalstoday.co.nz

0800 66 00 22

Ampelite NZ Ltd is a manufacturer and distributor of natural lighting roofing products that has been operating in New Zealand for 25 years. Their extensive product range caters for both residential and commercial applications. The residential range includes products like Solasafe and Easyclick polycarbonate roofing that are suitable for roofing residential deck areas and pergolas. All of Ampelite’s polycarbonate products are UV protected for the New Zealand environment and are available through leading builders merchants throughout New Zealand.

Webglas in school walkway applications

Ampelite is the market leader in commercial fibreglass roofing applications with its key products here being: Wonderglas is used in warehouses, factories, gymnasiums, etc. This is available in most roofing manufacturer’s profiles and has a market leading 25 year warranty for light transmission.

Webglas is a trafficable fibreglass roofing product. While designed for use in harsh industrial environment applications, it is also approved for use in schools by MoE for covered walkways, etc because of it’s trafficability. Webglas is the only GRP product with a 20 year light, water and structural stability warranty. It is available in Clear, Opal and coloured finishes. The colours can be made to match Colorsteel/Colorcote roofing colours as well as custom colours depending on quantities.

Further to these products, Ampelite’s extensive range includes multi-wall polycarbonate products like Thermoclear and Thermoclick, roofing ventilation products for both residential and commercial use through the Ampelair ventilator range and the Panorama soffit lining system.

To find out about these products and more visit us online at www.ampelite.co.nz or call 0800 267354 to find your closest stockist/distributor.

www.principalstoday.co.nz Term 3, 2021 | 49

Health & Wellbeing | Student Welfare

Home truths

Depression and suicide risk double in high school students facing housing deprivation According to a largescale study based on the Youth2000 surveys co-led by Te Herenga Waka — Victoria University of Wellington and the University of Auckland, high school students facing housing deprivation have double the rates of depression and suicide risk.

As many as 29 percent of high school students experienced at least one form of housing deprivation in the previous 12 months, says the universities’ Youth19 Housing Deprivation Brief.

three to five percent of young people and primary health services are frequently overloaded,” she says.

A third of the students facing housing deprivation had serious thoughts of suicide in the past year.

“This is a disaster. New Zealand has high suicide rates among young people. We must be addressing risk factors like housing deprivation that exacerbate these risks,” Terry says.

“We cannot fix mental health by more mental health services alone.

We have to meet young people’s basic needs or we will always be in a crisis.”

The data comes from a 2019 survey of 7,721 adolescents from 49 Auckland, Northland, and Waikato high schools and kura kaupapa Māori.

Among those students, 40 percent had clinically significant depressive symptoms — double the rate of students not facing housing deprivation.

Associate Professor Terry Fleming from Te Herenga Waka’s School of Health, who co-led the study, says this level of depressive symptoms is likely to be affecting their everyday lives and warrants clinical assessment.

“This is a major problem when mental health services are only funded to see

Forms of housing deprivation include inadequate accommodation such as couch-surfing, bed-sharing, or sleeping in cars, marae, hostels, or emergency housing.

Terry says improving mental health requires more services and easy access to help, as well as addressing the determinants of distress.

“These include adverse childhood experiences, material deprivation, and lack of a safe secure home.

“Affordable quality housing is a basic human right and an area where New Zealand does much more poorly than it did decades ago—and compares poorly with other countries in the Organisation for Economic Cooperation and Development.

“While there have been important government actions in providing more health services, we have no substantive change in housing deprivation. This requires sustained and systemic action or New Zealanders will suffer for decades to come.”

The study’s co-leader, associate professor Terryann Clark from the University of Auckland’s School of Nursing, says most people would be astounded to know so many young people turn up to school every day facing serious housing problems.

“In some cases, families are split up because their accommodation is too small. In others, young people are left couch-surfing or, in the worst cases, sleeping in cars, marae, or emergency housing, and yet they still turn up to school every day.”

When asked about the previous 12 months: • Ten percent reported living in inadequate accommodation, such as sleeping in a garage, on the floor, couch-surfing, or sharing a bed because there was nowhere else to sleep

• Two percent reported “serious housing deprivation”, a sub-category that included sleeping in cars, marae, hostels, or emergency housing Fifteen percent said their families often or always worried about paying the rent or mortgage • Ten percent reported their families had split up because of accommodation that was too small (because large houses cost too much or are unavailable) • Seven percent said they had moved homes two or more times in the past year.

The problems identified in the study were not evenly spread, affecting Māori and ethnic minorities more frequently.

Youth with disabilities and Rainbow and takataapui youth were also likely to fare worse than others.

Commenting on the study, assistant Māori Commissioner for Children, Glenis Philip-Barbara says, “It should be seen as a national emergency that mokopuna Māori and disabled, Rainbow, and Pacific young people are so unjustly impacted by a lack of affordable, high-quality housing.

“All children and young people have the right to a warm, dry, safe affordable home to call their own. When they don’t have these basic rights met, it affects their mental wellbeing, education, and health now and into adulthood.”

The Housing Deprivation Brief is at: www.youth19.ac.nz

LEACH-PROOF, TOXIN AND BPA FREE! SPECIAL OFFER

BUY 2 GET 1 FREE! ENTER THE CODE

PRINCIPALS .n z

ww

WHEN PURCHASING ON

w. .co sa f ebottles

0800 777 444

www.safebottles.co.nz 50 | Term 3, 2021 www.principalstoday.co.nz

FEEDING HUNGRY LEARNERS GREAT FOOD

APPROVED

SCHOOL

LUNCH SERVICE

PROVIDER

Healthier food options for New Zealand’s hungry learners.

• • • •

Top quality, freshly made school lunches.

On-site or delivery service, tailored to suit you.

Professionally audited food control plan.

Trained, qualified & 100% local staff.

It’s simple, let our professionals feed hungry students, while your professionals feed hungry minds.

BE PART OF THE JOURNEY. LET’S TALK. 09 361 2655 | www.libelle.co.nz

www.principalstoday.co.nz Term 3, 2021 | 51

Property | Pool Maintenance

How to get the best life expectancy out of your pool pool as often and colder temperatures also means algae stops growing which helps reduce costs too.

Like many things, pools can be costly and if not taken care of properly they can be expensive and hard to maintain.

“In hot water algae grows very fast but when the water drops below 16 or 17 degrees it becomes very hard for algae to grow.”

An average pool and installation in New Zealand can cost anything from $35,000 up to $250,000 depending on the size and type and that doesn’t even include maintenance costs which are estimated to be around $1,000 a year.

When it comes to pool maintenance Sukh says everyone is different in terms of what they use or what they do and this can affect how often they should call in an expert.

In order for someone to get the best life expectancy out of their pool, keeping on top of any maintenance is important.

“If they’ve got the machine that creates the chlorine on site then around once a month, and if they don’t have that ,then fortnightly in summer time and monthly in winter time.”

Kiwi Spa and Pool service technician Sukh says it’s not something that can just be ignored.

“You can’t say ‘okay if I don’t mow my lawn this week, next week I can do it’, a pool is not like that; if it goes green then it takes lots of effort to get back.”

When a pool isn’t cleaned regularly there is more of a chance of algae spreading, such as mustard or black spot algae which can be hard to remove.

“Black spot algae grow’s inside the concrete plaster and takes a lot of scrubbing to get rid of.”

Concrete pools on the other hand need to be drained and washed out with the water blaster to take off the algae from the inside of the plaster as well.

To ensure a pool is getting the best care Sukh recommends testing the water, chlorine and other chemicals like PH levels a few times a week and if the water is saltwater, keeping an eye on PH levels and salt in the pool.

“They should also run their circulation pumps every day for 6-12 hours a day.

“This filters the water and at the same time it mixes all the chemicals, or if they’ve got a sanitizer machine, this helps the water to run through it in order to produce the sanitizer which helps with keeping it clean as well.”

When it comes to maintaining a pool in winter, Sukh recommends reducing the running hours.

“In summer time people will run their pool from 8-12 hours but in the wintertime, they could drop it to 6-8 hours.

“They still need to keep an eye on the chlorine and Ph once a week but not very often, once they have stopped using the pool, it needs to be winterized.”

In winter, because of the temperature drop, many people don’t use their

Sukh also recommends that people look after the water in their pool as it can change quickly when chemicals are added.

“The chlorine level goes out from water then algae and other bacteria starts growing into the pool.”

He recommends to call an expert within a week once they have noticed algae, because by the second week that is when the pool can start to have problems.

“The water will still be clear, but the walls and the corners and the steps will be a little bit green and that means the water is not good enough and we need to get someone in.”

THE SPECIALISTS IN SCHOOL POOL RENOVATIONS AND IMPROVEMENTS

SINCE 1978

NZ Pool Renovations LTD Before

✓ SCHOOL POOLS ✓ COMMERCIAL POOLS ✓ HOME POOLS Contact Kelvin on 027 497 6602 or email kelvin@nzpoolrenovations.co.nz

52 | Term 3, 2021 www.principalstoday.co.nz

After www.nzpoolrenovations.co.nz

Property | Pool Maintenance

Sorting pool safety A check list to help prevent drownings Is the latch on the gate to your swimming pool working properly? Are there any parts of the fence small children might crawl under? Checking these and other aspects of a pool is one of the things New Zealanders can do to help children stay safe around swimming pools.

Dr Felicity Dumble, chair of the Health Quality & Safety Commission’s Child and Youth Mortality Review

Committee, says pool drownings are highly preventable.

“We encourage everyone to follow some routine fence checks and make sure anything that could allow inadvertent access is repaired.”

Checks and other advice include: • Ensure the gate latch clicks shut automatically. Over time the spring can become less effective. Hold the gate open at varying distances from the lock and check it springs shut and fully latches • Never prop the gate open

• Ensure there are no gaps under the gate when it is closed and there is no part of the fence small children could crawl under (maximum permissible gap between ground and fence/gate is 100mm) • Check the condition of a metal fence. The joints can become weak due to rust and have been known to come apart with a firm tug • Check the condition of a timber fence. As the structure ages, the screws and nails can loosen and allow the slats to be removed.

Similarly, the wood can age and weaken, so any rotting sections should be replaced • Always keep moveable objects (such as plastic chairs, bricks or pot plants) well away from the pool area. A child can drag them and then use them to climb over the fence

Repaint with EPOTEC NT EPOXY

• Remove any tree branches that could allow a child to gain access to the pool area • Clear toys from the pool area, so it is not tempting for children to go in.

Local councils throughout New Zealand can offer guidance on ensuring your pool meets all the safety regulations.

Further information is available at Water Safety New Zealand: www.watersafety.org.nz.

Testing the waters Schools are required by law to test their swimming pool water to ensure they are safe to swim in.

Swimming Pools are treated to keep the microorganism population down to levels which are considered safe for bathers and the quality of the water depends on the efficiency of the water treatment.

Advise on preparation and repair

To gauge this, a testing programme has been set up with accepted guidelines as per the New Zealand Standard for Pool Water Quality NZS 5826:2010.

Supply of the most appropriate paint system Latest Epoxy and Acrylic technologies to suit your needs

Four different tests are carried out and below is an explanation of each: Standard Plate Count This test looks for the total number of general bacteria, which present in the water. If there are high counts of bacteria it may be indicative of a problem, and “where there is smoke, there may well be fire”.

Faecal Coliform Count This is an indicator test which looks at the presence of bacteria of faecal origin. If faecal coliforms are present, it indicates that there is a possibility that other bacteria associated with the gut, such as Salmonella or

Campylobacter, may also be present.

These bacteria can cause sickness.

Staphylococcus aureus Count This bacteria can cause skin irritations especially in wounds, cuts or abrasions.

It can also cause sickness if swallowed or ingested. It can be found in infected wounds or in the nasal cavity when you have a cold.

Spa and swimming pool guidelines NZ5826:2010 Standard Guidelines • Standard Plate Count: (less than) <200 bacteria per ml water • Faecal Coliform Count: (less than) <1 bacteria per 100mls water

Pseudomonas aeruginosa Count

• Staphylococcus aureus Count: (less than) <100 bacteria per 100mls water

This bacteria is associated with eye and ear infections when dunking the head in swimming pools.

• Pseudomonas aeruginosa Count: (less than) <10 bacteria per 100mls water.

Call our technical experts on

09 837 0897 x 3 or find your local EPOTEC Approved Applicator at

www.cotec.co.nz

www.principalstoday.co.nz Term 3, 2021 | 53

Property | Teague’s Cleaning

Teague’s Cleaning Kyle and Lisa, along with their wonderful team, enjoy supporting their local schools.

One of the major ways Teague’s offer support is they teamed up with a local cleaning supplier. When a school accepts a contract with Teague’s Commercial and Domestic Services, they are offered an opportunity for huge saving on the school cleaning consumables, toilet paper and hand towels.

In most cases it is a 40 to 50 percent saving. Teague’s Commercial and Domestic Services are currently the only company that provide this from Oamaru to Clinton.

Kyle and Lisa know that the savings generated is extremely beneficial for school activities and resources, to encourage and expand young learning minds.

Teague’s Commercial and Domestic Services have also recently introduced a client portal. This enables each client to have 24/7

access to their own information, keeping a track on all cleaning and tasks completed.

“Kyle and Lisa know that the savings generated

Teague’s Cleaning is a family run cleaning company owned by Kyle and Lisa. Between them they have over 10 years’ commercial and residential cleaning experience, over 20 years’ management experience and an extensive background in customer service. This friendly duo is committed to delivering immaculate cleaning services and property maintenance at affordable prices.

Teague’s Cleaning has deliberately kept their rates affordable so that more people can access their cleaning services.

resources, to encourage and expand young

is extremely beneficial for school activities and learning minds.”

Kyle and Lisa have five children and understand how demanding life can be. Teague’s Cleaning has high standards of cleanliness and is here to ensure your school, house or commercial premises are spotless.

Get in touch with Teague’s Cleaning today. You will be delighted with the prices and the immaculate results.

SERVICES • Commercial cleaning

Immaculate cleaning services for residential and commercial customers in Otago Teague’s Cleaning has over 10 years’ residential and commercial cleaning experiences and combines affordable prices with outstanding customer care.

Dunedin and Otago customers rely on Teague’s Cleaning for a spotless and hygienic home or work environment.

P. 0800 TEAGUES 54 | Term 3, 2021 www.principalstoday.co.nz

|

• Domestic cleaning • Carpet cleaning • Window cleaning • Oven cleaning • End of tenancy house cleans • House cleans needing a thorough move out cleaning service • Property maintenance • Builder’s cleans

E. ADMIN@TCM.CO.NZ

|

WWW.TCM.CO.NZ

Your leading provider for Driver Training courses and licenses.

• Forklift Skill & Licenses

• Light Motor Vehicle

• Class 2 - Class 5 Heavy Vehicle

• Tracks, Wheels & Roller (TWR)

Licenses & Endorsements

• NZQA Driver Qualifications

Email: admin@workplacesafety.org.nz

• Specialist Electrical Line Contractor providing services to the distribution and transmission power industries.

• Installer of new overhead or underground services including repairs or alterations to your power supply from pole to meter board.

• Tipper Hire

Email: admin@gdf.co.nz

For all your transporting requirements Email: admin@apl.org.nz

CONTACT US! Streer Address: 9 Monokia Street, Rotorua Postal Address: PO Box 5211, Rotorua 3015 | Office Phone: 03 347 0525 www.principalstoday.co.nz Term 3, 2021 | 55

Announcing the 2021 finalists