Changing the learning environment Rangiora High School’s Bruce Kearney on converting open spaces to closed rooms
What lies ahead Education under a National Government
Lost in thought
Addressing attention spans Improving your resilience to email threats
Getting through 2024 in one piece Keeping perspective on the year ahead
The urgent need for inclusive teacher training
The return of charter schools
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Debating the planned 2025 comeback
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COVER STORY 14 Changing the learning environment Rangiora High School principal Bruce Kearney explains the decision to convert an open learning space back into closed classrooms
IDEAS 22 Getting through 2024 in one piece Keeping perspective on the year ahead
40 Lost in thought Addressing attention spans in classrooms
FROM THE EDITOR Issue 141 Term 1 | 2024
This issue of Principals Today leads off talking to Rangiora High School’s Bruce Kearney about the decision to buck the trend and revert an open space learning area back to closed classrooms. There are pieces on how to get through 2024 in one piece, what lies ahead for education under a National Government, and the urgent need for inclusive teacher training. We look at the proposed 2025 return of charter schools, some smart playground solutions, how to address lagging attention spans, the mission to eliminate food insecurity in school children, improving your school’s resilience to email threats, and much more. Enjoy!
Editor
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NEWS
Working & Learning
8 The return of charter schools Debating the planned 2025 comeback
11 Principal Q&A Waimate High School principal Jo Hunnikin
26 What lies ahead Education under a National Government
30 The frontline of inclusion The urgent need for inclusive teacher training
34 Stopping the cycle Understanding and preventing bullying
36 From one class to another Supporting student transitions
38 Kapa Haka Learning about Māori culture through music and dance
42 Student voices Keeping the lines of communication open
46 Digital diligence Improving your school’s resilience to email threats
48 Guiding principles The six keys for the future of education outlined by NZPF president Leanne Otene
52 Creating effective learning spaces The Professional Growth Cycle (PGC) for educators
56 Inspiring the next generation of innovators Kiwi schools to receive $200,000 of STEM equipment
58 students’ career choices New Zealand Careers Expo continues to help open the world of work
62 Stepping outside The vital importance of learning lessons outdoors
70 Crucial factors in playspace design Smart playground solutions
78 Ensuring goalpost safety A neglected yet vital aspect of school safety
88 The nutrition equation Eliminating food insecurity in school children
96 Sun safe basics
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Beating the burn factor
98 Where form meets function Despite its importance, the staff room is often overlooked in design discussions
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News | Charter Schools
The return of charter schools By June Pfiester
Charter schools are a concept that has generated significant global debate and are set to make a comeback in New Zealand in 2025. Understanding charter schools Charter schools, or Partnership Schools or Kura Hourua, operate independently but receive government funding. They have the autonomy to design unique curricula and teaching methods tailored to meet specific student needs and community demands. Along with these terms, charter schools can set their own school hours, holidays and pay areas. The benefits of charter schools With their innovative structure and tailored approach to education, Charter Schools offer several noteworthy benefits. These schools often emphasise smaller class sizes, enabling teachers to provide more personalised attention to students, nurturing their individual strengths and addressing specific challenges. 8 | Term 1, 2024
Additionally, Charter Schools frequently foster partnerships with local communities and businesses, enhancing real-world learning experiences and preparing students for future careers. Overall, these institutions serve as laboratories for educational innovation, driving advancements and contributing to the enrichment of the education industry. Challenges and considerations Critics fear charter schools might divert resources from traditional schools, exacerbating disparities and inequalities. Ensuring accountability and maintaining educational standards across various autonomous schools poses another significant challenge. PPTA acting president Chris Abercrombie says, “charter schools are an expensive distraction from the important work of public education in Aotearoa. The vast majority of students in Aotearoa are in the public education system and this is where investment should be made.” In 2018 when charter schools were disestablished there were 808,439
students enrolled in the public system and around 1,500 enrolled in charter schools. “The government’s focus needs to be on ensuring we have a robust and equitable public education system. Our Kura are at the very heart of our communities, and we must ensure that we build and develop the amazing work and ongoing possibility within this system,” he says. Implications for educational leaders The resurgence of charter schools brings implications that directly affect principals and educators across the educational landscape. Principals will encounter a shifting dynamic within their communities as charter schools offer an alternative educational model. This could prompt a need for increased collaboration between traditional public schools and charter schools, fostering an environment of mutual learning and resource-sharing. The resurgence introduces a new paradigm in teaching methods and curricular designs
for educators. This necessitates a flexible approach to instruction, encouraging educators to adapt and innovate in response to diverse educational models. Additionally, educators may witness a greater emphasis on personalised learning and student-centric approaches, requiring a nuanced understanding of individual student needs and learning styles. While the return of charter schools poses challenges, it also presents opportunities for professional growth, collaboration, and the exploration of innovative pedagogical strategies. The reintroduction of Charter Schools in New Zealand signals a shift in the educational landscape, offering alternative approaches to traditional schooling. While this presents exciting opportunities, it’s crucial for educators and stakeholders to critically assess the implications and work collaboratively to ensure the best outcomes for all students.
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News | Principal Q&A
By June Pfister
Rural connections By June Pfister
Waimate High School principal Jo Hunnikin’s story, and path to where she finds herself today, began in engineering. “I started my career as an engineer working for Unilever. I retrained as a physics teacher, which just happened to be my favourite subject at school. I taught in the UK for three years before moving to New Zealand at the end of 2004.
around the school and have a chat with students about all sorts of things. They’re country kids and very straight up. We can have quite the banter! The role allows you to foster all manner of relationships much wider than the confines of the school. I enjoy meeting people and I’ve had the opportunity to meet all manner of people in this role.
What makes Waimate High School different from other schools? I’ve only worked in two other schools in New Zealand, both in Christchurch and both very similar mid-decile, co-ed schools. What I like about Waimate is its size. I like to know all of the students, not just their names but get to know them. With 300 students,
I can do that. Our students get a very personalised educational programme. We have a very collegial staff and a family vibe around the school. Our school will be 100 years old in 2029 and we’ve taught multiple generations of the same family. Being the only high school in Waimate, most people who live in Waimate are connected to it in some way.
“I worked at Hillmorton High School for 15 years and moved up through the ranks to be deputy principal. I then moved to Papanui High School in 2019 as associate principal before moving to Waimate High School as principal; a small rural school with a roll of 300, and it’s growing.” What is your favourite thing about being a principal? Obviously, the students. I think as principal, you can have a different type of relationship with students. Often, students think talking to the “principal” is scary or that they’re automatically in trouble for something, but I try to make time every day to wander Term 1, 2024 | 11
News | Principal Q&A
Why did you decide to become a principal in Waimate? I wanted to work in a small school. My previous school had 1600 plus students and I didn’t feel that I connected with them in my senior leadership role. I missed that connection that I had when I was a classroom teacher. I feel I have that again with our students here. My partner, who is also a teacher, and I wanted to buy a farm. We found a property that we liked, and the principal job at Waimate came up the next day and it was 15 minutes from our farm. I applied for the job and got it. I didn’t know much about Waimate as we were originally looking to move to Southland, but once I looked around the school and met some of the students, I knew that it was a good fit for us. And being new to farming, we’ve learnt a heap from the students too!
What is the one thing you would like the parents of students to take away from Waiamte High School? I want them to know that their child will be cared for, will be taught to be a good human and that we will find the right pathway for their child. One of our strategic aims is ‘success for every student’. We recognise that every student is unique and that success is different for each person. We go the extra mile to make sure our students leave school with a reason to get up the next day. I’m very passionate about this - I want our students to have purposeful lives, and to feel that they have value. Too many students have low selfesteem and we work on building resilience in our students.
“We go the extra mile to make sure our students leave school with a reason to get up the next day. I’m very passionate about this - I want our students to have purposeful lives, and to feel that they have value. Too many students have low self-esteem and we work on building resilience in our students.”
How do you make sure your akonga feel welcomed at school? Like I said earlier, I talk to them. Each year I ask the new year sevens to write to me, and I respond to each of them personally. I love that they share their hopes and dreams with me in a letter. It’s such heartwarming stuff! I keep the letters and my responses - I just need to stick around until they are in Year 13 so I can read them out in 12 | Term 1, 2024
their leaver’s assembly! It’s a great way to connect with students and I have lots of talking points when I see them around school. It’s important to be seen around school. I’m conscious of the fact that when I walk into a classroom, people assume someone is in trouble. I’m trying to break that stigma by wandering through and just having a yarn with a couple of students about the weekend, or their sports game etc.
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Cover Story | Rangiora High School
Changing the learning environment By Timmi Aplin-Barrett
In a move some are calling the ‘death of modern learning’, Rangiora High School is reverting open learning spaces back to closed rooms. The massive classroom was opened in 2017 and could fit up to 500 students, but as Rangiora High School principal, Bruce Kearney says, it wasn’t fit for purpose. However, he wants people to know that this move isn’t the ‘death of modern learning’; it’s simply reviewing what works for their school and ensuring their students thrive. 14 | Term 1, 2024
“One of the beliefs and philosophies that I certainly have and our team has is that education makes decisions, sets actions in place, changes things to try and find avenues to increase or make better the outcomes for our young people,” Bruce says. “But what we don’t do particularly well is we don’t review those. And to actually see what we’re doing, is it actually making a positive impact on our students academically, socially, whatever it happens to be?” He says the classroom happened to be one of the first things the team reviewed within their largescale review of the school. “Raka Huri had been in place since 2017, so we’re talking about seven years down the track. Was it time
Cover Story | Rangiora High School
to actually see whether or not that building functioned the way that we needed it to and whether it was fit for purpose? “Yes. I think you also have to take on board the fact that there has been so much media attention around open learning environments, most of it negative.” This attention and negative beliefs were also held by the local community and Bruce says it’s really important, as a school, to listen to the community. So, they implemented the review process. Two deputy principals undertook the review with an outside agency called ImpactED, which covered not only the open learning classroom but also the curriculum, teaching, and learning. He says they looked at community engagements, staff engagements and students; they went through multiple avenues such as online surveys, think tanks and small groups. “We looked at what happened to our results over the last number of
years. It was a really deep review. And, it wasn’t a binary answer. “But what we did pick up was that the majority of people, certainly the vast majority of parents and the majority of our young people, just found the openness too big,” explains Bruce. “That’s just some of the information that was coming back in relation to the way that we teach and learn, the way of the environment that we’re learning in, the open-endedness.
“It was a really fascinating journey. It wasn’t a journey to discredit and disprove modern learning environments or open learning environments. It’s about us and what works for our students and our school and whether it is having a positive impact on our young people.” - Rangoria High School principal, Bruce Kearney
“It was louder than normal, more abstract than normal, and of course, there were a whole bunch of kids out there who found that more challenging, but I will say there were a whole bunch of kids who absolutely loved it.” It shows that the answer within the review was never going to be an easy yes or no answer. The building was essentially 26 classrooms with very few walls and Bruce says it was a pretty brave decision by the people who went down that pathway. Term 1, 2024 | 15
Cover Story | Rangiora High School
“We’ve changed a lot of our practice to, in a sense, a more traditional style. So, back to fouryear courses in the senior school, a reduction in time in relation to that sort of well-being support sort of line and a reduction in choices and lengthening in time in the junior schools.” - Rangoria High School principal, Bruce Kearney
“My personal opinion on that was that the shift was supposed to be about creating flexibility,” he says.
$1.5 million on converting the open space back into single cell rooms with walls.
“An open plan with no walls is as flexible as a single classroom with four walls. If you’re looking for a flexible learning space or that flexibility, it just wasn’t there.
Bruce says the contract is to complete the project by the start of term one, 2024.
“So, it was a really fascinating journey. It wasn’t a journey to discredit and disprove modern learning environments or open learning environments. It’s about us and what works for our students and our school and whether it is having a positive impact on our young people.” Now that the review has taken place and a decision has been reached, the school is spending 16 | Term 1, 2024
“What people will see now is this open building that will have single cell classes around the outside and an open corridor down the middle that creates the flexibility of breakout spaces and potentially collaboration as well.” The shift back to single-cell classrooms isn’t the only change at Rangiora High School. They didn’t just review a building, says Bruce, they also reviewed semesterisation. The school reviewed their Wānanga course,
Cover Story | Rangiora High School
“What people will see now is this open building that will have single cell classes around the outside and an open corridor down the middle that creates the flexibility of breakout spaces and potentially collaboration as well.” - Rangoria High School principal, Bruce Kearney
which is their support course and they reviewed NCA Level 1 and 2, where they were doing half-year courses to see if that was still effective or not. “We’ve changed a lot of our practice to, in a sense, a more traditional style. So, back to fouryear courses in the senior school, a reduction in time in relation to that sort of well-being support sort of line and a reduction in choices and lengthening in time in the junior schools,” Bruce says.
He says they’re getting back to a single-curricular approach. “It’s kind of like going back to 1980, in a sense, but with that open mindset. “We have this mantra in our school and it’s “know me, guide me” and so that’s around knowing, mentoring, growing, not just academically, socially, but all of those sorts of things.” He says they found a lot of the situations they had in place made it more difficult to know their students as an individual. The student-to-teacher ratio made it very difficult to get to know each child. Bruce says they’re taking some of the complexities out and allowing teachers to teach, which has the most significant impact on student outcomes. “Everyone keeps asking me; is it the death of modern learning environments? And I say, for our school, it was a journey of discovery. And it just happened to be that one was the first one. “I would just say that it’s really important for us to remember to review what we’re doing. In education, you’d hope that we would be trialling and experimenting and reviewing and evaluating.”
Term 1, 2024 | 17
News | Digital Skills
Free tech resources for every Kiwi classroom to break barriers Teachers and school leaders all over Aotearoa, New Zealand, are being put to the test when integrating the digital curriculum. It can be incredibly challenging for individuals without a qualification in digital technologies - or who may not see themselves as being particularly “tech-savvy”. The solution for principals and school leaders lies in giving teachers greater confidence in teaching these subjects. At ed-tech charity Grok Academy, we provide curriculum-aligned resources, created by experienced teachers and curriculum experts, to make it easier for teachers to plan and deliver their digital technology classes. We have always believed in the transformative power of education, so we’re now giving every ākonga and kaiako in Aotearoa, New Zealand access to our high-quality digital technologies resources for free, thanks to a new partnership with WiseTech Global. Our platform contains hundreds of courses in coding and web design. The courses cater to the needs of all educators, but we believe they can be especially valuable for teachers who are not confident in teaching IT and want to rise to the challenge. By removing the cost barrier, we can extend our support to even more schools, and contribute to a more inclusive educational environment. We empower our next generation to succeed by equipping every teacher and homeschooling parent with top-tier computing education resources. Grok Academy and WiseTech Global are committed to attracting more young people to careers in tech by making 20 | Term 1 , 2024
Julie McMahon, New Zealand lead educator at Grok Academy.
learning digital technology skills accessible and attractive, starting from primary school level. There are great jobs out there in the technology sector for young people. As a large tech firm, WiseTech Global recognises the value of having diverse teams with various backgrounds, ethnicities and genders. By exposing more students - particularly females, ethnic minorities and those from disadvantaged groups - to the wonders of computer science and technology in school, we hope to excite the next generation of tech professionals, and increase the diversity of rangatahi studying and continuing to technology careers. Take, for example, the courses offered in Python programming. Python is a versatile language that can be used in various applications - from web development and data analysis to artificial intelligence. This means learning Python can open up many career opportunities for young people.
Grok Academy’s mission is to educate all learners in transformative computing skills, knowledge, and dispositions, empowering them to meet the challenges and seize future opportunities. Our platform includes a range of courses, teaching resources, and ‘unplugged’ activities for students in Years 4–13. All designed to be supportive and simple to use. It’s important to integrate and embed these skills early, as they are essential life skills and increasingly open doors to diverse career pathways. As principals, you are leading the way for your schools. By providing free access to digital technologies resources, we aim to be a small part of your big efforts in preparing our tamariki for an increasingly digital world. Teachers can now register their accounts at grok.nz/free. So go ahead and encourage your teachers to sign up now for
By exposing more students - particularly females, ethnic minorities and those from disadvantaged groups - to the wonders of computer science and technology in school, we hope to excite the next generation of tech professionals, and increase the diversity of rangatahi studying and continuing to technology careers.
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News | Inside Education
Getting through 2024 in one piece Keeping perspective on the year ahead By Rob Clarke
Rob Clarke CEO of Learning Architects
Now that everyone has had a chance to rest, it’s time to kick the year off in the best way possible. Hopefully, you’ve been able to fully switch off, recharge and build up your energies for the year ahead. The great thing about getting a decent break over summer, is that in addition to rest, it gives you a chance to take stock and consider the big picture from a fresh perspective. As with any school year, you know that there are many tasks and projects to plan out over the year; these may include inducting new staff, managing building projects, changes to NCEA, and implementing a new curriculum. Along with the ‘known quantities’, there will doubtless be some unexpected challenges to navigate along the way, and with a new government in place, your school may be asked to make unanticipated changes which add a layer of complexity beyond what you have planned/are planning for. These may cause some of your staff to wonder what any changes mean for them, and in terms of your wellbeing, it may also be challenging for you to decide where to focus your limited energies. 22 | Term 1, 2024
News | Inside Education
The challenge then becomes maintaining high personal resilience to deal with whatever comes up. If you are able to achieve this successfully you will have ensured you have protected and enhanced your greatest asset as a leader, your hauora.
“If the whole school year seems too long to imagine, start by visualising the end of each term’s energy levels. If a term is too long, start with a week, or even a day, whichever time frame makes the most sense for you.“
Think about how these pressure points might feel from the perspective of: • Staff members • Students • Board members • Your energy reserves.
Focus on what matters
As you do so, try this:
The key to avoiding unnecessary worry is remaining focused on what really matters, as and when it matters. You can better balance energies when you can lead your staff to focus on what matters most. The success of this will depend on two things:
• Take your year overview and grab a few different coloured highlighters.
Your leadership and management style (for example: whether you share responsibilities, delegate and relieve people of pressure) The context you are working in (for example: staff interests, skills and experience). Focussing on what is most important will help you to find/ develop/refine strategies for shutting out all the white noise and distractions coming at you. And let’s be honest, there will no doubt be some white noise coming your way!
Balancing energies across the year The good news is that the school year is very predictable, with ebbs and flows of workload and pressure. This means you can proactively plan how to balance these cycles so that overall, everyone gets through the busy times without burnout. A handy way to approach this is to reverse-plan to the end of term four. Imagine how great it would be to get through it all looking forward to a break, but also energised enough to know you can enjoy a few weeks of relaxation rather than recovering. If the whole school year seems too long to imagine, start by
visualising the end of each term’s energy levels. If a term is too long, start with a week, or even a day, whichever time frame makes the most sense for you. Whichever you choose, identifying how you want to feel at the end will help you make adjustments along the way to increase your chance of success. The question is how to do this.
Identify your pressure points As you consider the year’s rhythm, plan for the apparent pressure points such as reporting deadlines, examination preparation, Board meetings and significant annual events.
• Highlight the times of the year that are pressure points for your role. Now look at the preceding days, weeks or months leading up to each of these dates and brainstorm how to prepare yourself to get through these times with higher levels of energy and effectiveness. Repeat this using a different colour for each perspective or situation. Remember the importance of ramping up your personal self-care regime at these natural pressure points; that will enable you to renew your energy levels and work off any adrenalin when you tend to burn the candle at both ends. Term 1, 2024 | 23
News | Inside Education
“It’s also helpful to remind yourself of your school’s overall vision or mission statement, and if you have yet to do so, link it to your personal philosophy. Do this at regular times throughout the year.”
Consider completing this exercise by yourself first, then with your senior leadership team, and encourage them to do the same with their teams; this may spark opportunities for better delegation of responsibilities. This will allow you to tap into the group’s strengths, effectively sharing the load, freeing up people’s time and headspace, boosting their creative energy and ultimately, helping everyone better manage pressure over time.
Beyond ‘business as usual’ But what happens when new initiatives or projects are added to the mix? Specific initiatives or projects can be perceived by staff members as ‘change’ or requiring additional work on top of ‘business as usual’. For example, move from traditional teacher-written reports, to having studentlead reporting at a student-led conference. Another common example might be a change of your Student Management System or timetabling system; or taking up the new funding for providing professional learning for your teacher aides/learning assistants.
The importance of listening carefully to concerns Listening to and acting on people’s concerns is a hallmark of effective leadership. Be mindful that you will have already gone through a sequence of thought processes before implementing a new initiative. In this sense, you are probably a few steps ahead of your staff. Listen 24 | Term 1, 2024
carefully to their concerns and questions to help bridge this gap and get them ready for the change. When you actively listen to people’s concerns, you can then look at logical and creative ways to address them. For example, tapping into what they are really good at or interested in and where their energies naturally go. Playing to people’s different strengths, skills and experience is a powerful way to support each other through any changes.
Maintain a sense of perspective Of course, many external factors interfere with the natural cycle of a school year. Introducing and reinforcing the idea with your staff members that there are only so many things you can control (and let’s face it, working in education you will never be able to control everything) by reminding people that your goal is to focus on what matters most. As a senior leader, encouraging staff and community members to come up with possible solutions or suggestions for improvements supports proactive thinking and helps build resilience; giving people input and agency when additional responsibilities are added to their plate. This can be especially helpful in times of high pressure, because it helps people gain perspective, shut out aspects they cannot do anything about, and focus on those aspects they can directly take action on or influence.
Remain connected to the big picture Another great way to shut out distractions is to stay connected to the big picture. Great ways of doing this include taking time out to attend conferences, courses, or connect with principals and senior leaders you can learn from. It’s also helpful to remind yourself of your school’s overall vision or mission statement, and if you have yet to do so, link it to your personal philosophy. Do this at regular times throughout the year.
Keep up the momentum As a leader it is important that you encourage/enable your team to think in this way. Turn this into action by diarising progress check-ins, and also times to celebrate progress and successes along the way. This means that when things change, you’ll likely already have
a decent measure of resilience and a ‘we’ve got this’ mindset amongst the team.
Focus on the highlights to stay on track While we haven’t all experienced the same events in the same way over the past few years, there’s no doubt some things will change and some will remain the same. If you plan for what you know, and anticipate the unexpected, you’ll be more likely to get through to the end of term four in the way you hope to. If this appeals to you, make that reverse year plan, get out the highlighter and schedule what you can plan, put in times when you’ll check in with different staff to ensure they are tracking okay, and set some milestones to celebrate the wins as you go. Sound too good to be true? Not really, you can do it… it’s all a matter of focus!
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News | Government Policy
What lies ahead
Education under a National Government By Timmi Aplin-Barrett
26 | Term 1, 2024
News | Government Policy
Now that we know who our new government will be, it’s time to take a closer look at how that will impact each facet of our lives, including our tamariki’s education. National Leader and soon-tobe Prime Minister, Christopher Luxon, says the current school system is failing our tamariki. “Since coming into politics, the systematic failure in New Zealand’s education system has shocked me more than anything else,” he says. “Two-thirds of secondary school students failed to meet the minimum standard in reading, writing and maths, while 98 percent of Decile One Year 10 students failed a basic writing test. This is utterly unacceptable.” His solution? National’s policy called Teaching the Basics Brilliantly which introduces things like an hour each on reading, writing and maths every day, minimum requirements for what schools must teach every year in reading, writing, maths and science, regular standardised assessment and transparent reporting to parts and better training and more tools to support teachers. But what will this look like? According to the official National Policy document, National will require all primary and intermediate schools to spend an average of at least two hours a day on reading and writing and one hour on maths. The government will share best practice guidance with schools on timetabling to support them in meeting the minimum time requirements. National also plans on re-writing the school curriculum to include precise requirements about the specific knowledge and skills primary and intermediate schools will need to cover for each school year in reading, writing, maths and science. National believes the New Zealand Curriculum should serve as a comprehensive guide for teachers and parents, outlining what learning should occur in our classrooms each year. Christopher Luxon says our tamariki are going backwards
in their education and a rewrite of the curriculum will assist in returning New Zealand ākonga to the top ten in the world in maths. National says the current curriculum focuses too much on soft skills and not enough on defining the necessary subject knowledge students should acquire after each year of schooling. National says their plan will create new minimum requirements for the content that must be covered to ensure the curriculum is evidencebased, knowledge-rich, internationally comparable, and broken down into yearly learning outcomes. It will provide detailed guidance about what learning should take place and when, easing teacher workload and providing parents with confidence their children are making progress. The National government will require schools to assess student progress in reading, writing and maths at least twice a year from Year 3 to Year 8, using the e-asTTle assessment tool. They will introduce a common reporting template, so every parent receives a detailed report on their child’s reading, writing, and maths progress at least twice a year. Also being introduced will be an age-appropriate skills checkin towards the end of Year 2 to assess basic skills such as counting, phonics, and letter formation. National will expand the NMSSA study to sample all year groups for reading, writing, maths and science annually, to monitor progress towards the target of 80 percent of Year 8 students being at curriculum by 2030. National says it will invest in the teaching workforce by improving teacher training. It says they’ll require primary and intermediate teaching graduates to pass an exit exam demonstrating expertise in reading, writing, maths and
Prime Minister Christopher Luxon.
National says the current curriculum focuses too much on soft skills and not enough on defining the necessary subject knowledge students should acquire after each year of schooling.
science teaching to register as a teacher. They will reprioritise professional development funding towards upskilling existing teachers in reading, writing, maths and science instruction, and the use of assessment, and make this a requirement for teaching certification. A big thing for teachers to look forward to will be National’s intention to scrap teacher registration fees, which teachers currently have to pay every three years to renew their practising certificate. National says scrapping the registration will cost $10 million annually, funded from the operating allowance through the annual Budget process. They also plan to reduce teacher workload by developing a high-quality, free, online resource bank that includes various teaching materials such as lesson plans aligned with the new curriculum. Term 1, 2024 | 27
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News | Inside Education
The frontline of inclusion The urgent need for inclusive teacher training By Jamie Quinn
Resource Teachers: Learning and Behaviour (RTLB) are specialised teachers who work alongside schools to provide student learning support when needed. RTLBs coordinate with education providers and other agencies who request support for students experiencing learning and behaviour difficulties in the classroom. An RTLB’s goal is to improve a student’s education outcome. These students would be considered at risk of either not achieving, or achieving at a low level because of their learning or behaviour difficulties. All RTLBs are fully registered, experienced New Zealand teachers who have held various positions within the profession 30 | Term 1, 2024
throughout their careers. It is a multi-faceted and emotionally demanding role that draws on all the experience gained in the classroom. Lynton de Kock, an RTLB operating in South Auckland, says that a growing concern is that teacher training, as it is delivered currently, does not do enough to prepare teachers for the daily realities of the profession. “Chief of these is the growing percentage of students with special needs. As we strive for inclusion in the education system, neurodiversity and trauma still go undiagnosed by teachers who are not trained to identify it in its numerous forms. “Overburdened teachers are more likely to fall back on traditional (one-size-fits-all) forms of classroom management and curriculum delivery, that often don’t meet the needs of the special needs learner.”
“Decisions are being made by politicians who have little sense of what teachers need to be effective in their jobs and provide for special needs students.” - Lynton de Kock
on resourcing that ensure that everybody gets what they need. “It would appear that the Ministry of Education is committed to inclusion but not so much to the resourcing needed to make it successful. They are, of course, bound by the incumbent government’s policies. “Decisions are being made by politicians who have little sense of what teachers need to be effective in their jobs and provide for special needs students.”
Lynton says that in a perfect world, the job of an RTLB wouldn’t exist. “Our schools would be run by inclusion-capable educators with the knowledge and skills to provide for all students.
Lynton says, in failing that it all starts with teacher education and training. He says the Ministry of Education should be giving practising teachers and RTLBs input into how trainee teachers are prepared and making special needs education a focus in their training.
“They would have administrators and policy-makers who are sensitive to the needs of teachers, students and whānau, and are prepared to make decisions
“I’m not suggesting throwing money at the problem. But consulting with the right people can ensure that the money is spent correctly.”
News | Inside Education
The hope is that with better understanding, improved training, and a commitment to invest in the right areas, the education system can better serve all students, particularly those with special education needs.
Currently, the allocation of resources and support for special education involves a myriad of components and multiple funding streams for which students with disabilities or learning needs can apply, in order to have their specific needs addressed. These include: Resource Teacher Learning and Behaviour (RTLB) RTLBs work with teachers and schools to support students with learning and behaviour difficulties. They are allocated to clusters of schools and provide specialist assistance. Special Education Grant (SEG) To support students with high needs by providing additional resources, such as teacher aides, specialist equipment, and professional development. Oral Language Fund (OLF) Targeted at supporting students with speech and language difficulties. It is used to provide additional resources and interventions to help improve communication skills. Ongoing Resourcing Scheme (ORS) Provides funding and support for students with the highest level of need due to a significant physical, sensory, or intellectual impairment. The funding can provide additional staff, equipment, and other resources. Enabling Good Lives (EGL) Emphasises individualised support and community participation
in education for people with disabilities, including children.
to provide for an individual student’s needs.
Bilingual Assessment Service/ ESOL Funding
Lynton says, “All these options are intended to provide for the seemingly growing range of needs, but in real terms, it’s like an ever-dwindling cake being cut into ever more slices.
Provides for the learning needs of students for whom English is not their first language. Residential Schools Specialist schools support highneeds students, either in day schools or residential schools across New Zealand. Intensive Wraparound Service This can take the form of a combination of any of the above services deemed necessary
“To counteract this limited available funding, the powers that be appear to set the bar higher to justify denying funding. There seem to be ever increasing reasons to say: ‘No, your student doesn’t qualify’. The obvious solution would be to ‘increase the size of the cake’,
but the incoming government is already talking about reducing funding for special education with their focus on the 3 Rs.” The hope is that with better understanding, improved training, and a commitment to invest in the right areas, the education system can better serve all students, particularly those with special education needs. Despite the current challenges, RTLBs continue to dedicate their skills and expertise to support students and teachers, striving for a more inclusive and effective education system. Term 1, 2024 | 31
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News | Behaviour
Stopping the cycle
Understanding and preventing bullying By Timmi Aplin-Barrett
Bullying is something that almost every single person, at some point in their lives, has been around. It is particularly rampant in schools where children are just beginning to learn how to form social groups and interpret social interactions. It is also incredibly difficult to manage and stop effectively. Bullying is a cycle that can be tricky to break, so understanding it can help teachers and parents alike. Child and family psychologist from Positive Psychology and Psychotherapy, Corrina Hooper, says there are many reasons that children may bully others. “Some of the most common reasons can include insecurity or low self-esteem, seeking power, control or self-protection from being bullied themselves, difficulty interpreting social cues from others and difficulties with emotion regulation,” she says. 34 | Term 1, 2024
Positive Psychology and Psychotherapy, child and family psychologist, Corrina Hooper.
Corrina says there are also ways that homelife can contribute or reinforce patterns that may emerge as bullying in other contexts. “For example, children don’t necessarily have to observe their parents insulting or beating other people up to use bullying as a strategy for themselves,” Corrina says. “Other ways that may contribute can include a culture at home of not talking about feelings. Feelings that are not spoken about can become acted out. Therefore, children may feel vulnerable when they have feelings and are unable to express themselves verbally.”
Corrina explains, as a result children may learn through testing out behaviours they have observed in others (e.g., home, school, social media), that they feel better when someone else feels worse than them, which reinforces the strategy of bullying to reduce their feelings of vulnerability, weakness, anger and more. Bullying in school can look like a variety of things. Corrina says that bullying can be overt where children may hit and push each other (physical aggression), or it can be more covert (relational aggression), whereby children spread rumours, engage in gossip or use exclusion and, in effect, damage social relationships. Any kind of bullying is extremely harmful to any person, especially young children. “When we are young, our early social environments shape how we think about broader social contexts and other social groups. “In some ways, others represent the ‘world’, so when a child is bullied (e.g., “you are dumb”), they may form the perception
“Many of us have stories about our favourite teachers and just how great they were. Never underestimate just how much positive influence you have on your students.”
that everyone thinks that too (e.g., “everything must think that I am stupid’),” Corrina explains. She says humans are wired for social connection, so not feeling like we fit in registers in the same area of the brain as physical pain. Young children are especially vulnerable because their earliest experiences shape how they approach every subsequent experience.
News | Behaviour
“Some of the most common reasons can include insecurity or low self-esteem, seeking power, control or self-protection from being bullied themselves, difficulty interpreting social cues from others and difficulties with emotion regulation.” So, what effective measures can be taken to prevent bullying? This is a complex, multifaceted issue with no one correct answer. Corrina says teachers are often in a powerful position to help their students because of their consistent and trusting relationship with them.
can be open about how they are feeling, or help them to name feelings that might be going on for them (eg: ‘I imagine you are feeling X, is that what you are feeling?’), to encourage them to become more conscious of the feelings that drive their behaviour.”
“Many of us have stories about our favourite teachers and just how great they were. Never underestimate just how much positive influence you have on your students.”
She also says it helps to normalise feelings. She says children and adults sometimes feel like they are the only ones who feel this way, which can evoke a sense of shame.
Corrina has a few suggestions for preventing bullying. “Ask about feelings to encourage more verbalisation. The more children
“By normalising feelings, children learn that they are not so different and don’t have to cover up insecurities, because everyone has them, even if they can’t see them
directly. Teachers may model normalisation by sharing their feelings, or times they have felt certain feelings.” These may be different strategies than previous anti-bullying
strategies (such as punishment and long talks about how cruel it is) but enabling children to understand better why they might be behaving in a certain way will allow them to grow as people and break the cycle of bullying.
News | Classroom Life
From one class to another Supporting student transitions By June Pfister
The beginning of a new academic year often marks a significant period of change for students, especially those transitioning between primary, intermediate, and high schools. These shifts can evoke excitement, anticipation, and, at times, nervousness among students as they step into unfamiliar environments. However, with thoughtful guidance and support from educational institutions and educators, these transitions can be seamless and empowering for young learners across New Zealand. Moving from primary to secondary school is a significant change for students. While it’s an exciting time, it can also be challenging for some. A successful transition needs preparation, getting used 36 | Term 1, 2024
to the new school, support, and good communication. Schools can help by preparing students, helping them adjust, giving consistent support, involving parents, and communicating effectively. Collaborative efforts between primary, intermediate, and high schools are crucial to creating a beneficial environment for a successful transition. One critical strategy is having open communication channels between educational institutions. Establishing regular discussions between educators allows for sharing insights, strategies, and information that can benefit transitioning students. Teachers and educators form the backbone of this transition process. Their role extends beyond giving their academic knowledge to students; they serve as mentors, guides, and sources of support for students navigating these changes.
Teachers and educators form the backbone of this transition process. Their role extends beyond giving their academic knowledge to students; they serve as mentors, guides, and sources of support for students navigating these changes.
Building strong relationships with students enables educators to understand their needs, fears, and aspirations, offering tailored support. Teachers can initiate conversations about the upcoming transitions at primary school level, addressing students’ concerns or questions. Introducing activities that promote resilience, adaptability, and self-confidence proves beneficial in preparing students for the changes ahead. Collaborative projects between primary and intermediate schools, such as joint workshops
or orientation sessions, allow students to become familiar with the new environment beforehand, reducing anxiety and uncertainty. Intermediate schools serve as a crucial bridge between primary and high schools. During intermediate, teachers can focus on refining students’ study skills, time management, and emotional resilience. Providing guidance on subject choices, extracurricular activities, and peer support networks helps students make informed decisions for their high school journey.
News | Classroom Life
With open communication, building strong relationships, and providing targeted support, schools can ensure that students can start their new academic journeys with confidence, resilience, and a sense of belonging, setting the stage for their future success.
High schools play a significant role in ensuring a smooth transition by providing adequate support systems for incoming students. Orientation programs, mentorship schemes, and buddy systems connect new students with existing ones, implementing a sense of belonging and easing the transition process. Additionally, dedicated counselling services and pastoral care units offer students a safe space to voice concerns and seek guidance as they navigate the challenges of high school life. In 2020, the Ministry of Education released a report about students moving from primary to secondary school. They studied over 100 students for 18 months, transitioning from Year 8 in primary school to Year 10 in secondary school. Most students adapted well to the changes, such as adjusting to new rules, making new friends, and getting used to the new school environment. The report also found that this transition can be challenging for some students. Moving to a new school with new teachers and classmates needs flexibility and resilience. Things like anxiety, shyness, or problems at home can make adjusting even harder. Lack of
support from teachers and parents can also make it challenging for students. The Ministry of Education gave schools some important advice to make the move to secondary school easier. The advice included that teachers should prepare personalised plans for each student, show them around the new school, encourage them to join clubs or activities,
keep good communication between everyone involved, and give continuous support throughout the transition. If schools, teachers, and parents follow these suggestions, they can make a supportive and friendly environment for students as they start their secondary school journey. Supporting students’ transitions between primary, intermediate,
and high schools requires a collaborative effort from both schools and their educators. With open communication, building strong relationships, and providing targeted support, schools can ensure that students can start their new academic journeys with confidence, resilience, and a sense of belonging, setting the stage for their future success. Term 1, 2024 | 37
News | Culture
Kapa Haka
Learning about Māori culture through music and dance By June Pfister
Kapa Haka has been taught and performed in schools in New Zealand for hundreds of years; it is one of the many ways that Māori culture is introduced to children for the first time. Many songs and dances done through Kapa Haka are embedded into your memories. Whether it’s a poi dance or a waiata, you’ll be singing and dancing these when you’re 80! Being part of your school or community Kapa Haka group is an excellent way for students to learn more about Māori culture, whether they are of Māori heritage, New Zealand Pakeha or from another part of the world.
Many students and teachers enjoy Kapa Haka because it means they can be involved through music and dance rather than sitting in a classroom and learning through textbooks and tests, meaning they are more intrigued to learn if they are swinging pois, making piupiu or dancing and singing to Oma Rāpeti. Māori waiatas are introduced to children as early as kindergarten, where they introduce the ‘goodbye’ song, Ka Kite. Learning Kapa Haka during school is also a great way for children to be involved in community events. As the Māori performances are widely done around the country, there are many social events and competitions for Kapa Haka
Te Pūwhāriki from Te Kura o Maungatapu came second place at Te Mana Kuratahi 2023.
Being part of your school or community Kapa Haka group is an excellent way for students to learn more about Māori culture.
groups to enter, whether students perform in Te Mana Kuratahi or at their small-town A&P Show. Behind every successful Kapa Haka performance are students who are proud to perform these cultural dances and songs. But it’s not just about the moves; it’s also about the personal growth and sense of achievement the students gain from being part of something bigger. As well as signifying Māori culture, Kapa Haka is also a dance of leadership in every movement. Teachers notice how students step into leadership roles, guiding their peers through practices and performances. There is also a journey of building confidence and effective communication while doing Kapa Haka. Students learn to express themselves confidently individually and as part of a team. Teamwork is an excellent quality that a student can gain from Kapa Haka as they move and sing together in sync.
Te Kapa Puāwai from Te Kura Kaupapa Māori o Hoani Waititi Marae won Te Mana Kuratahi 2023.
38 | Term 1, 2024
The art of Kapa Haka is very popular among schools and community events, as is the starting point for all young Kiwis to learn about the history and culture of Aotearoa.
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News | Classroom Life
Lost in thought Addressing attention spans in classrooms By Ben O’Connell
Rapid-fire information is now at the world’s fingertips, but has digitalisation come at the cost of young people’s attention spans? For educators and students alike, it’s time to focus on focus. Experts generally expect two to three minutes of attention from a child per year of their age. But Dr Gloria Mark, an informatics professor who studies social media and attention spans, says between 2004 and 2023, the average attention span on a screen has decreased by 103 seconds. Ministry of Health research from 2019 showed a direct link between excessive screen time, poor attention span, and increased well-being and behavioural issues. The Wall Street Journal even showed last year that kids see television as bland compared to short-form content like TikTok videos. 40 | Term 1, 2024
Smartphones were designed to engross us, and they have. As the engagement level bar rises, teachers must find creative strategies to keep students focused, but what can be done exactly? Rather than fighting against technology, using educational apps, videos, and online quizzes in lessons makes learning interactive and appeals to student interest. Students need to develop healthy time management habits with this, though, perhaps by teaching them to set priorities and schedules. Taking a mixed approach to technology in the classroom can achieve balance. For instance, a teacher might facilitate a discussion on a book’s plot and characters and then use online tools to create interactive quizzes or games related to the book. It’s the best of both worlds. This also provides variety. Chunking lessons into shorter modules aligns with the bitesized content students see online. Regular short breaks, also called
By promoting offline activities and making them a regular part of their routine, young people can learn to appreciate the value of disconnecting and focusing on a single task or activity. brain breaks, can help students to regain focus. The brain break might be a quick physical activity, a mindfulness exercise, or a brief restful recharge in a quiet space. To achieve this, teachers might arrange the classroom to establish order and calm or create a comfortable break corner. It works because boredom is actually important. Boredom forces students to problem-solve, self-reflect, self-motivate, and be mindful and creative. When students have the mental space to get bored, they are likelier to engage in deep, focused learning. They can delve into topics of interest without the pressure
of constant multitasking. It’s a trend called ‘mono-tasking’ that encourages a simple work style. Multitasking is bittersweet. It can prevent boredom and give the illusion of productivity as one switches between tasks, making it seem like a lot is being accomplished quickly. Young people today are especially flexible and adaptable. But juggling many tasks at once typically means more errors, burnout, and stress. It also hinders deep, focused thinking. Constant task-switching can prevent full immersion in a task or a problem that requires critical thinking. It’s a universal guilt, but most caregivers don’t realise how much
News | Classroom Life
Rather than fighting against technology, using educational apps, videos, and online quizzes in lessons makes learning interactive and appeals to student interest. they rely on their child’s devices. Educators and caregivers must work together to encourage young people to find balance in their lives. By promoting offline activities and making them a regular part of their routine, young people can learn to appreciate the value of disconnecting and focusing on a single task or activity. Students must also understand the impacts of excessive social media use on their attention span and mental health. By setting clear expectations and offering feedback, teachers and students stay on the same page (or in this case, website). Be clear about when it’s appropriate to use devices in the classroom and when it’s not. Making sure students understand
these expectations and the reasons behind them is key. Students should also grasp digital citizenship: the importance of privacy, online safety, and ethical behaviour online. As they become more aware of their roles and responsibilities online, students can make more informed decisions about their digital usage. Striking the digital balance between tool and distraction is complicated for everyone. Firmly limiting children’s screen time and encouraging unplugged hobbies helps, but only so much. It’s about teaching young minds to control their digital consumption instead of being controlled by it. As American writer Anne Lamott said, “Almost everything works again if unplugged for a few minutes, including you.”
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News | In the Classroom
Student voices
Keeping the lines of communication open By Timmi Aplin-Barrett
Although a lot more dialogue has been opened between students and teachers in recent years, many of our ākonga still keep many of their thoughts to themselves. Teenagers are not particularly good at voicing their feelings, much less why. Being able to see their school experience through their own eyes might help in further understanding them and helping them to achieve their very best. We spoke to some high school students from an area school near Nelson. Their identities have been kept anonymous so they can be completely honest about their time at school and how they are feeling. They’d like their teachers to understand this about them and their experiences at school. “I would like the teachers to understand that I have trouble learning and that I’m not just messing around with my friends. I don’t understand most of the work, but instead of helping me, the teachers send me out or scream at me.” High school can be difficult for students who don’t feel heard or supported. Some students need much more support than others and find it hard to ask for extra assistance, especially when they feel their teachers don’t understand them and their struggles. “I miss a lot of school, but not because I want to, but because of the teachers and students. It’s really obvious when a teacher plays favourites or is sexist and flirting with the boys. They say they will figure something out, but instead, they just leave it and the teachers continue to act the same way, and the other students continue to act the same way.” When students perceive their teachers treating other students 42 | Term 1, 2024
in a more positive manner, this can seriously impact their self-image and ability to focus during school. This is especially true when it comes to gender disparity as young girls come face to face with inequality in school, which is such an impactful environment. “Some teachers are really nice and listen to you when you have a problem and will try to fix it, but the others will say that we are throwing a fit and we haven’t got anything to complain about. But they don’t understand what it’s like to be treated differently just because you don’t understand why they are doing that.” Behavioural issues in school are a difficult thing to combat. This is particularly true when neither the teacher nor the student understands why the student is exhibiting certain behaviour. Often, teenagers are still learning how to behave “appropriately” and figuring out the boundaries of others. They will test boundaries to find out how to act in a similar scenario and they will pick up on each minute interaction so they can learn how other people behave in that same scenario.
“I wish teachers didn’t get so mad when you don’t understand the work because the more they get frustrated, the less likely you’re going to understand the work and get more frustrated and eventually give up on it.” A high school-aged student who sees their teaching figure become frustrated or angry when they’re unable to understand something is much less likely to be able to form a bond with that teacher. This means they’re less likely to continue learning from that class, hindering their learning process. “Teachers shouldn’t expect you to understand everything and if they actually want you to learn, they should be more understanding about it and not get so angry, because it puts you down and when you’re down, you’re going to get upset and angry and not want to do anything. I just think that teachers should put more time and effort into helping you understand without getting frustrated with you.” Being a teenager is a hard time and being a teenager at high school is an even harder time.
“I would like the teachers to understand that I have trouble learning and that I’m not just messing around with my friends. I don’t understand most of the work, but instead of helping me, the teachers send me out or scream at me.” Their brains are still undergoing massive amounts of development socially and emotionally so it’s an added pressure to continue to put 100 percent of their focus into their learning. It’s easy to forget what being a teenager was like - all those hormones and developing social skills make for a cesspool of misunderstanding and difficulty. Empathy can be the first step in understanding and engaging with someone clearly and confidently.
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Working Space | Technology
Improving your school’s resilience to email threats Scam, spam, phish, or sales pitch – there are plenty of emails you don’t want coming into your school. But how do you stop the flow of unwanted junk, and better protect your school or kura? Because we use email every day, email can feel safe and secure. But, unfortunately, that isn’t always entirely true. Recent CERT stats* have revealed that phishing and credential harvesting are the most common types of scams New Zealanders fall for by a long shot, and they’re almost always executed via email. Opening malicious emails, unintentionally sharing personal data, or accidentally clicking on unsafe links could put your network at risk and expose sensitive data belonging to ākonga or kaiako. Email protection starts with people Most cybersecurity breaches involve some type of human error, so you should consider creating an email security plan and sharing it with your ākonga, kaiako and anyone else using email on your network. It can include educating users about the signs of an unsafe email, as well as what to do if they spot one. 46 | Term 1, 2024
Spot the signs: • No name – the email doesn’t address you by name, or it uses your email address in the name or subject field • Hidden sender - the purported name of the sender (for example, Amazon) is inconsistent with the email address. Reveal the sender’s true email address by hovering over the ‘from’ field in your inbox • Incorrect language – the email uses terrible grammar or spelling, odd phrasings, or unusual word choices • Personal requests – the email asks for personal information, money or bank details, even if it seems to come from someone you know. Doublecheck any requests before you reply
• Strange attachments – those ending with extensions like .exe, .bat, .scr or .com indicate the file is designed to run a program on your computer actively • Hidden links – check these by hovering over links and reading the URL before you click. Stopping millions of emails at the source Your standard cybersecurity system and spam filter can help keep your school safer from email threats. In addition, an email security service, such as Network for Learning’s (N4L) Email Protection, can assist with blocking advanced threats. N4L’s Email Protection service is available to all eligible schools, is fully funded by the Ministry of Education and can help catch
unsafe emails before they reach your inbox. There’s no complex set-up process – just get in touch with N4L, and they can help get it sorted. Across N4L’s Managed Network during the 2022/23 financial year, Email Protection blocked 499 million emails out of almost 821 million inbound emails to schools. That’s a huge number of potentially unsafe emails that didn’t reach school inboxes. The result? There are fewer accidental clicks, data loss, and a safer digital environment in schools. How you can find out more Contact N4L’s Customer Support team on support@n4l.co.nz or 0800 LEARNING (0800 532 764). For more information about N4L’s Email Protection, go to: www.n4l.co.nz/protect/safetyand-security-solutions/ email-protection. * Quarter Two Cyber Security Insights 2023 https://www.cert.govt.nz/about/ quarterly-report/quarter-twocyber-security-insights-2023/
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Being Proactive | Accountability
Guiding principles New Zealand Principals’ Federation [NZPF] president, Leanne Otene, has outlined six principles as key guidelines for the future of education in New Zealand.
the unique cultural heritage of New Zealand’s Māori people. Principle 2: Collaboration and Constructive Relationships
“Education drives our country’s future prosperity,” she says, and to help get education policy right, the NZPF has released a set of principles to apply to all education policies.
Positive, collaborative, and constructive working relationships between the education sector, Tangata Whenua (Māori people), and the government are fundamental to effective policy implementation. Such collaboration fosters inclusivity, transparency, and trust in decision-making.
Principle 1: Equitable Public Education
Principle 3: Equitable Resourcing
A thriving public education system must uphold the principles of Te Tiriti o Waitangi, reflecting the nation’s commitment to honouring its founding document. This principle emphasises biculturalism and the importance of creating an education system that respects
To bridge educational disparities, state and state-integrated schools, Kura Kaupapa Māori, and Kura and Iwi must receive fair, equitable, and adequate resourcing. This ensures that every student has an opportunity to succeed, regardless of their background or location.
Principle 4: Lifelong Competencies The education system must equip students with lifelong competencies and skills to navigate a rapidly changing world. Education goes beyond standardised tests; it must foster critical thinking, adaptability, problem-solving, and creativity. Principle 5: Local Governance Local communities and Boards of Trustees should govern and manage New Zealand schools. Empowering these communities ensures that education remains responsive to regional needs, fostering accountability and ownership among stakeholders. Principle 6: High-Quality, Inclusive Education Every New Zealander has the right to a high-quality, relevant, inclusive, and culturally appropriate education system.
This principle centres on the student’s experience, emphasising comprehensive and empowering education. Moving forward As a professional group, school principals agree that these six principles must guide all future education policy for New Zealand’s education system to reach the pinnacle of excellence and equity, Leanne says. “The NZPF will be carefully scrutinising the Government’s education policies, against our agreed six principles. “We will be relentless in making sure that education policy is based on integrity, equity and fairness and that our professional experience, knowledge and understanding of the learning process is heard in every decision-making forum,” she says.
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Initial Teacher Education Qualifications Open Polytechnic | Te Pūkenga Unlock the potential of your community with these transformative programmes. Open Polytechnic Initial Teaching Education programmes offer a comprehensive approach to teacher education, allowing learners access to flexible online, anytime learning combined with the support of a partner school. Learners will graduate the programme workready and equipped with the skills and knowledge required for teaching positions. Enrolments are open now.
Graduate Diploma in Teaching (Secondary Education) (Level 7)
Graduate Diploma in Teaching (Primary Education) (Level 7)
This programme is for those who want to begin their career as a secondary education teacher. It focuses on enabling ākonga to engage with their specialist area of the New Zealand Curriculum and develop their understanding of learning and development theory.
This programme is for ākonga who want to begin their career as a primary education teacher. It builds on their prior education, helping them develop teaching skills while actively engaging with learning experiences in their partner school.
Graduate Diploma in Teaching (Secondary Technology Education) (Level 7)
Bachelor of Teaching (Primary Education)
This programme is for those who want to begin their career as a secondary education, technology teacher. Ākonga who have a level 5 or 6 trades qualification and work experience are able to teach their trade at secondary school level once they complete the programme.
Ākonga have the opportunity to engage deeply in each of the curriculum areas as well as develop their understanding of learning and development for tamariki and rangatahi, and their critical thinking skills. They will also have the opportunity to develop their reo Māori in an ongoing way throughout the programme.
Visit our website to enrol online www.openpolytechnic.ac.nz or call 0508 650 200
New Initial Teacher Education model opens opportunities to serve local communities The suite of Initial Teacher Education (ITE) programmes offered by Open Polytechnic | Te Pūkenga, is increasing accessibility for ākonga across the country, enabling them to complete a qualification without having to travel outside of their local area. Early feedback suggests the new model for delivery of ITE programmes is meeting an important demand.
The academic study component is delivered online, and led by skilled academic staff members. Through a range of learning opportunities, including readings, videos and interactive activities, ākonga are able to develop a strong understanding of both the theory and practice of teaching. Learners will connect what they experience during their school based learning, with their online academic study.
Creating the ITE suite of programmes began with an exploration of how ITE could be delivered by distance. Open Polytechnic worked with stakeholders to develop a programme model with the key aim of providing accessible, high-quality programmes that produce graduates ready to teach on day one in the profession.
Ākonga will complete 8-week practicum placements, as is typical in most ITE programmes, so they can apply their theoretical knowledge in a real classroom setting.
Alex MacCreadie, Executive Director School Strategy at Open Polytechnic says, “When I was a principal at an area school, I had a lot of trouble attracting staff. I knew there were a group of people in my community who would be excellent teachers, but they couldn’t leave the area to train. These people were already invested in the community and involved in the school. This model provides a pathway for them.” There are four key components to the delivery of the ITE programmes in total: academic study, practicum, schoolbased learning, and noho marae (overnight stay).
An additional school-based learning, is also completed. Ākonga spend two days per week in their partner school throughout their study. A mentor teacher is appointed within the partner school, whose role is to facilitate learning experiences for the ākonga across the school. Schools receive a payment for mentor teachers. Enrolments in these programmes are open now. If schools have kaimahi or volunteers who are considering teacher training and would like to know more about the Open Polytechnic | Te Pūkenga programmes, please contact Vanessa Madhar, Partnership Coordinator: regionalpc@openpolytechnic.ac.nz
Initial Teacher Education Programme Overview Graduate Diploma in Teaching (Secondary Education)
Graduate Diploma in Teaching (Secondary Technology Education)
Graduate Diploma in Teaching (Primary Education)
www.openpolytechnic.ac.nz
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Working Space | Professional Develpment
Creating effective learning spaces By June Pfister
In education, it’s vital that teaching methods continually improve to create engaging and effective learning spaces. In New Zealand, the Teaching Council Matatū Aotearoa has introduced the Professional Growth Cycle (PGC) for educators, ushering in a new era of professional development tailored to meet the dynamic demands of teaching and leadership roles. The PGC for principals and early childhood education (ECE) professional leaders reflects a model shift in the approach to appraisal for the renewal of practising certificates. The PGC comes from feedback gathered from diverse people working in different sectors. This feedback stressed the need to shift away from just following rules to focusing more on personal growth, being active in professional networks, and having a well-rounded professional development. One of the key distinguishing aspects of the PGC is its 52 | Term 4, 2023
departure from a rigidly structured system to a more flexible and growthoriented model. This approach allows educators to initiate their PGC when ready, fostering an environment conducive to meaningful professional networks and peer feedback. The overarching aim is to seamlessly align the PGC with everyday practice, integrating the Our Code, Our Standards | Ngā Tikanga Matatika, Ngā Paerewa into educators’ roles. Crucially, the PGC underscores the importance of personalised professional learning, acknowledging the diverse contexts and needs of educators across different settings. It provides a framework that encourages professional practice, nurturing the growth and learning of leaders for the benefit of all learners in their sphere of influence. The transition from performance appraisal to the PGC symbolises a fundamental reorientation towards trust and collaboration within the education landscape.
Removing burdensome compliance activities and focusing on professional growth highlights a commitment to empowering educators to excel in their roles while ensuring alignment with standards. Moreover, the PGC operates in collaboration. It requires collaborative efforts between educators and their boards or employers, necessitating foundational knowledge and support from these entities. The involvement of stakeholders, including the NZ School Trustees Association, in the development and ongoing support of the PGC underscores the collaborative spirit driving this initiative. Since its inception, the PGC has garnered substantial momentum, supported by a wealth of webinars, face-to-face presentations, and ongoing conversations within the education community. This concerted effort aims to ensure a smooth and informed transition, facilitating an understanding of the PGC’s elements and their potential impact.
One of the key distinguishing aspects of the PGC is its departure from a rigidly structured system to a more flexible and growthoriented model.
The PGC represents a significant change, encouraging educators to keep learning and working together. It shows a focused effort to improve teaching quality and make sure every student has a better learning experience in New Zealand. For more information about the Professional Growth Cycle, visit the Teaching Council of Aotearoa New Zealand website: www.teachingcouncil.nz.
Your smile is your statement The team at Millwater Dental are committed to ensuring their clients get the best care possible. Their philosophy is that tooth structure is precious and should be preserved whenever possible. They provide a wide range of dental treatments including family dental care, orthodontic teeth straightening, aesthetic solutions and comprehensive rebuilds. Millwater Dental knows your smile is your statement. Subtle changes can be the difference between a nice smile and a great smile. Everything they do reflects those details, from the colour, size, shape and alignment of the teeth to the framing of the teeth by the gums, lips and face. The team use the latest dental technology and techniques
to give you a smile, with care, compassion and utmost respect. They seek to understand your dental problems and create smiles by carefully considering your dental needs.
The team use the latest dental technology and techniques to give you a smile, with care, compassion and utmost respect.
Using a holistic approach, they thoroughly assess your oral health for oral cancer, gum disease and jaw function and then advise you of any health risks. X-rays, digital scans of your teeth and jawbones, photos, study models of your teeth and NIRI (near infra-red imaging) to scan the internal structure of the teeth may also be used to help diagnose your oral condition. This information is used to create a personalised dental plan for you.
Millwater Dental's Comprehensive Care Experience is a one-hour appointment with the dentist, usually on your first visit, where they look at the condition of your mouth, teeth and gums.
Because Millwater Dental values family, they offer free routine dental treatment for high school teenagers from Year 9, up to 18 years of age, while attending an education facility. This is yet another way Millwater Dental cares about their clients.
Smiles designed for you Here at Millwater Dental we aim to provide a relaxing environment where the whole family can enjoy their time without the anxiety that can sometimes accompany a trip to the dentist. We use the latest in digital technology to help minimise discomfort and bring you the best possible treatment outcomes. Please contact us to make an appointment, or ask our friendly team any questions you might have.
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For more information, visit www.millwaterdental.com or call 09 972 1518. You can pop in and see the team at Suite 21, 175 Millwater Parkway, Silverdale, Auckland.
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Learning Space | Technology
Inspiring the next generation of innovators Kiwi schools to receive $200,000 of STEM equipment
A new Genesis survey has revealed that nearly 90 percent of New Zealanders believe the primary school years are vital for children to learn and develop STEM skills. Yet only around half believe teachers in Aotearoa are adequately resourced to teach STEM skills. The STEM in Primary Schools Talbot Mills Survey, commissioned by Genesis, also revealed 88 percent of Kiwis would like to see more done at a primary school level to help children develop these skills. To help arm schools and teachers with more STEM (science, technology, engineering and maths) equipment, the Genesis School-gen Trust is gifting $200,000 worth of STEM learning equipment to 39 schools across Aotearoa. The STEM equipment is aimed at helping thousands of children develop vital STEM skills and knowledge for future jobs. The 56 | Term 1, 2024
equipment includes laser cutters, 3D printers, laptops and tablets, and robotics. In September 2021, roughly 45 percent of jobs filled in Aotearoa were in STEM-related fields; a number that is expected to continue growing, showing the need to prepare students for a world that requires a high level of STEM capability. Fenwick Primary School in Oamaru is one of the recipients of STEM learning equipment from the Genesis School-gen Trust. Teacher, Stu Morrison says the school is thrilled to be receiving a Sphero Bolt Robotics Class Pack from the Trust, which will provide students with a hands-on learning experience they previously didn’t have access to. “One of the biggest barriers for our school is a lack of funding for and access to STEM equipment. This generous package from Genesis School-gen Trust will help alleviate this and give our tamariki more hands-on learning experience, which is key to their development of STEM skills,” Stu says.
“Our school provides STEM education for our students in a number of ways, as we try to take a future-focused approach in our teaching. Building our teachers’ knowledge is important to this success, so the great resources that come with the pack will be hugely beneficial. We are going to have a lot of fun and do a whole lot of learning.” Youth employability Aotearoa Every year, schools are invited to apply to the Trust for a range of STEM equipment packages to help engage students and lead them into future STEM studies and careers.
with the skills they need for jobs of the future. This includes supporting teachers who have an increasingly complex role within the classroom. “From our research with teachers, we know that only 16 percent of Year 0-8 teachers report feeling highly confident teaching STEM subjects and that 55 percent of them are regularly searching for new resources, but that doesn’t always translate into an update of existing material,” Tracey says.
Tracey Hickman, Genesis Schoolgen Trust Trustee and Genesis chief wholesale officer, says as a business where a workforce with STEM skills is vital, Genesis understands the importance of inspiring passion in STEM subjects from an early age.
In addition to the work being carried out by the Trust, Genesis’ School-gen programme provides free STEM teaching resources to primary school teachers, via its School-gen website. The STEM resources have been collaboratively produced with primary school teachers, for primary school teachers.
“Kiwi kids are natural-born problem solvers, but to become tomorrow’s innovators, they need to develop the right skills. We’re proud to be supporting schools to prepare rangatahi
Genesis School-gen’s STEM teaching resources are free, curriculum-aligned and easy for teachers across Aotearoa to access via the Genesis Schoolgen website.
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BERNINA New Zealand
BERNINA 3 SERIES SEWING MACHINE 30% Saving on RRP for Schools Technology in the sewing world has advanced greatly in the last twenty years, however, many schools still replacement. BERNINA NZ offer special school prices on a full range of machines suited to the demands of the modern classroom. We robustness of our machines, we believe that a machine that lasts is the right investment to make in schools. Machines in classrooms need to be durable and user friendly but also suitable to meet the demands of students from Years 7 - 13 and beyond. The BERNINA 3 Series is small but powerful enough to stitch through your toughest materials and ideas. www.bernina.co.nz
We still have the heart of the BERNINA machines that teachers, and students, have loved and
trusted for decades but with technology that is advanced enough to keep students engaged during class. Sewing is such an important skill for the future and students deserve the best tools to learn with. Through our association with HETTTANZ, BERNINA offer training to help your teachers get the most from their machines. We have a nationwide network of trained BERNINA Service Centres to ensure machines can be maintained to last. To discuss options for your school or for more information, please contact your local BERNINA Store or call BERNINA on 0800 701 818 or email info@bernina.co.nz
Learning Space | Careers
Inspiring students’ career choices
New Zealand Careers Expo continues to help open the world of work Career expos are a popular way for schools to introduce their students to numerous career options. These events bring together representatives from industries and businesses to interact with students and provide them with valuable insights into what a particular career entails. One of the primary benefits of career expos is that they allow students to explore different career options. Many students are unaware of the career paths available to them. A career expo will enable them to interact with professionals from various fields and gain first-hand knowledge about the skills and qualifications required for a particular job. Career expos also allow students to learn about the latest trends and developments in different industries. The world of work is constantly evolving, and the NZ Careers Expo offers students a
glimpse into the latest innovations and advancements in their chosen field. This knowledge can help them make informed decisions about their career paths and prepare them for the everchanging job market. The chance to network with professionals is another benefit the expos provide. Students can connect with individuals for guidance and advice on achieving their career goals. They can also learn about internships, job shadowing, and other opportunities to gain experience in their field of interest.
Inspire your students’ career choices in 2024
2024 DATES, VENUES & TIMES. Please note there have been a few changes to some venues, days and times for 2024.
Christchurch Thursday 9 and Friday 10 May, Wolfbrook Arena (same venue, new name) Thursday, 9am to 3pm, & 5pm to 7pm. Friday, 9am to 3pm Dunedin Wednesday 15 May, More FM Pavilion, Edgar Centre Wednesday, 9am to 3pm and 5pm to 7pm Palmerston Nth Wednesday 22 May, Central Energy Trust Arena Wednesday, 9am to 3pm and 5pm to 7pm
Christchurch
9-10 May, Wolfbrook Arena.
Dunedin
15 May, Edgar Centre.
Palmerston Nth
22 May, Central Energy Trust Arena.
Napier
28 May, Pettigrew Green Arena.
Hamilton
9-10 June, Claudelands.
Auckland
20-21 June, Auckland Showgrounds
Wellington
26 June, TSB Arena.
In-Person & Online @ careersexpo.org.nz
58 | Term 1, 2024
Napier Tuesday 28 May, Pettigrew Green Arena Tuesday, 9am to 3pm and 5pm to 7pm
Hamilton Sunday 9 and Monday 10 June, Claudelands Showgrounds Sunday, 10am to 3pm. Monday, 10am to 2pm Auckland Thursday 20 and Friday 21 June, back at the ASB Showgrounds Thursday, 10am to 3pm and 5pm to 7pm. Friday, 10am to 2pm. Wellington Wednesday 26 June, TSB Arena. Wednesday, 10am to 3pm and 5pm to 7pm For more information contact: mark@careersexpo.org.nz.
Creating Goodness, Together
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Outreach with
Libraries for children and young adults are essential for information and development. Outreach to our local schools improves student access to reading resources, services, and programmes. Collaborating helps us to respond to curriculum needs. It creates strong authentic relationships with librarians, teachers, students and whanau which supports reading for pleasure at home and during the holidays.
Outreach Services: Curriculum support & resources Library talks Kete Horowhenua tutorials Storytime Digital Inclusion Archive explorer
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Learning Space | EOTC
Stepping outside The vital importance of learning lessons outdoors
Education Outdoors New Zealand [EONZ] stands at a pivotal juncture, advocating for a transformative future for our rangatahi. We want to see students empowered through quality education outside the classroom (EOTC) experiences that connect their school learning to the broader world. Research shows that these experiences are highly valued as part of this country’s schooling fabric. Schools in collaboration with their communities, iwi, and
where appropriate providers, support diverse, safe, and inclusive outdoor learning environments. By continuing to ensure and expand access to education outdoors, we are nurturing future leaders who are connected to nature, adept problem-solvers, and culturally competent citizens. Education Outdoors New Zealand envisions an educational landscape where the boundaries of classrooms extend beyond walls, immersing students in the profound lessons that te taiao and all our varied environments offer, recognising nature’s
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Competent supervision, robust planning, active risk management throughout any EOTC event, and ongoing professional development are the cornerstones of EOTC success. Mindful consideration of the learning we wish to achieve and the best location for this learning supports quality, safe outcomes for ākonga. Tragedy incidents in the outdoors underscore the importance of maintaining, reviewing and updating robust safety management systems,
Realising the potential of the local curriculum and connecting to place, nature, and te taiao are powerful reasons to invest in getting ākonga outside the classroom. meeting current good practices, and engaging in dynamic risk management throughout all events.
Mercury Bay Holiday Park If you are looking for a quiet, relaxed atmosphere with a full range of accommodation options and great facilities, then Mercury Bay Holiday Park is the perfect place for you and your family.
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E. info@mercurybayholidaypark.co.nz | P. 07 866 5579 A.121 Albert Street, Whitianga | www.mercurybayholidaypark.co.nz
Learning Space | EOTC
The Seventh Generation Akaroa is well known for its French history, what is not well known is that Akaroa boasts a unique collection of five important historic sites that historian Harry Evison states, ‘tell a richer set of narratives around the nations identity than Waitangi’. These sites are all so close together that you can walk between them and together they tell the full bicultural history of New Zealand, Māori and European histories.
For schools to implement the Aotearoa New Zealand Histories Curriculum it is important that they understand the bicultural history and what Akaroa has to offer.
This includes the Takapūneke, the site of the Brig Elizabeth incident which was the first European involvement in intertribal warfare and led directly to the first British Resident who wrote the Declaration of Independence, the document which was used to call the chiefs to sign Te Tirity o Waitangi.
Who better to teach this history than local character and seventh generation French descendant Marie Haley, a historian, ecologist and natural born storyteller who has spent her lifetime collecting and connecting these stories into a whole narrative that is easy to understand and that any age group can follow.
The Britomart Monument demonstrates the long race against the French to ensure British sovereignty over the South Island, while Kemps Purchase was the site of the forced sale of Ngāi Tahu lands.
Marie is passionate about the importance of telling stories in the place they occurred, to connect you more deeply to events that shaped our nation and make history easier to understand. As a Lincoln University student stated recently
“we are taught the Treaty of Waitangi at school, why were we never taught this!” - because being in place, makes it real.
“Tūrangawaewae | Connect Kaitiakitanga | Protect Manaakitanga | Share…for the seventh generation coming after us.”
Aotearoa NZ Histories
AKAROA HISTORY & NATURE TOURS
“Akaroa has a richer set of narratives around the nations identity than Waitangi” - Harry Evison
5 Historic Sites y Takapūneke - Brig Elizabeth y Ōnuku - Te Tiriti o Waitangi y Britomart Monument - British Sovereignty y Kemps Purchase, Ngāi Tahu land sale y French Akaroa
theseventhgeneration.org
Teachers PD | Bicultural Histories Languages | Geography Social Studies | Climate Change Marie Haley | Ecologist Historian | Storyteller
ONE Story
Learning Space | EOTC in the roles and responsibilities they are asked to take with their ākonga. Furthermore, clear supervision structures and a shared understanding with external providers are crucial components in maintaining safety. Education Outdoors New Zealand recognises the importance of learning from experience and consistently improving EOTC systems. The updated EOTC Safety Management Plan Template, EOTC Toolkit, and the new EOTC Co-ordinators Toolkit provide a comprehensive framework for planning, implementation, and review.
Lessons learnt from previous fatalities show the attention we must pay to water environments, supervision structures and the continual professional learning and development of everyone involved in delivering EOTC experiences.
We must ensure that our staff are fully competent, supported, and capable of supervising students effectively. Professional development is essential to keep our educators up to date with current good practice so they are confident
The publication of the new versions of these tools provides an excellent opportunity to analyse what the school currently has in place and fill any gaps. We are consistently learning and developing, and our systems need to develop and improve as well. Membership of the National EOTC coordinators database is a critical way to ensure those with
EOTC responsibilities in your school stay up to date and linked to changes and professional development opportunities. Place-based learning is an integral part of the EOTC vision. It acknowledges the significance of the local environment, cultural heritage, and indigenous wisdom in shaping the educational journey of New Zealand’s youth. It aligns perfectly with the goal of creating culturally competent citizens who respect and appreciate the unique context of Aotearoa New Zealand. Quality EOTC experiences are characterised by shared experiences that foster relationships between ākonga and their kaiako. Realising the potential of the local curriculum and connecting to place, nature, and te taiao are powerful reasons to invest in getting ākonga outside the classroom. Article provided by Education Outdoors New Zealand.
Bridge Valley An easy and comprehensive solution for your EOTC curriculum, Bridge Valley, nestled at the foot of the Richmond Ranges near Wakefield, has been providing an activities and adventure-based camping experience in Tasman for over 40 years.
School Camps Conferences & Retreats Team Building Day Adventures
What began as an interactive farm-style camp back in 1981 has been developed into a contemporary camping experience, encompassing dorm-style rooms and cabins, large dining hall and modern facilities. Bridge Valley also offers Tui Lodge, a smaller more selfcontained block as part of Bridge Valley’s accommodation suite. Bridge Valley is audited and accredited through Outdoors Mark for activities, meeting the highest safety standards with trained instructors.
03 541 8465 | manager@bridgevalley.co.nz
www.bridgevalley.co.nz 64 | Term 1, 2024
We take care to provide excellence in challenging activities such as Laser Tag, High Ropes and our Luge Track for our guests, including program development and paperwork, so staff and adults can also enjoy the experience. Our
commercial kitchen prepares all our meals, and we can include off-site adventures for you with a packed lunch if you wish. Bridge Valley is committed to offering well-thought out teambuilding programs, as well as encouraging self-challenge and self-development. We offer a holiday camp program in the school holidays, and also encourage past campers to continue into our youth leadership and volunteering programs. For more information, please don’t hesitate to get in touch with us, to start a conversation around how Bridge Valley can help meet your EOTC needs, and contribute to enhancing your school values and spirit. Email camp@bridgevalley.co.nz for more information or to book your spot.
Learning Space | EOTC
Surfing Education for Schools Yr 3-13
Beach Safety Days | School Camps NCEA Achievement Standards
Surfing is an amazing sport that will challenge, entertain and educate.
About EONZ EONZ is a national professional subject organisation leading, supporting & influencing education outside the classroom (EOTC) and education outdoors in Aotearoa, New Zealand. We do this through the provision of professional learning, workshops, good practice information, one-on-one
advice to teachers, supporting schools with EOTC review, development of resources, and active leadership within the education and outdoor sectors. Education Outdoors New Zealand Inc 298 Kennedy Bush Road Christchurch 8025 (03) 423 3141 www.eonz.org.nz
Northland wide | Orewa | Tawharanui | Mt Maunganui P. 027 734 4877 E. surf@nzsurfacademy.co.nz
www.nzsurfacademy.co.nz
Situated in Kelvin Peninsula on a site with amazing views over Lake Wakatipu and surrounding mountains, Lakeland Park is a large purpose built facility ideal for school camps, and sports teams to stay. Lakeland Park is only 15 km from Queenstown’s CBD, 10 minutes from the Airport, Remarkables Park and 5 Mile shopping centres. Experience all that Queenstown has to offer, from adventure challenges, kayaking and biking to Arrowtown and the gold fields. Ride the gondolas and test out the luge, or experience the thrill of jet boating or the challenges of rock climbing, and in
winter check out the ski fields. Queenstown has it all. Our facility has beds for up to 131 people across 5 different sized areas. Book the whole camp or just the areas that meet your needs. All accommodation has breathtaking views of Lake Wakatipu and the mountains. The main facility has a large auditorium with seating for up to 200 and our dining
room has seating for 150. We have two well equipped kitchens for self-catering with stainless steel benches, commercial dishwashers, cutlery and crockery along with walk-in chiller/freezer. There are also a couple of BBQ areas. On-site activities include two playing fields, kids playground, flying fox, archery, outdoor chess, frisbee golf, orienteering, soccer, volleyball, cricket, pool table and table tennis.
For further information: WWW.LAKELANDPARK.CO.NZ or INFO@LAKELANDPARK.CO.NZ
Learning Space | EOTC
Bring your classroom to the great outdoors BRING YOUR CLASSROOM TO THE GREAT OUTDOORS!
In the evolving realm of education, a new shift is taking shape—one that values emotional, social, creative, and spiritual development alongside intellectual growth. Schools are recognising the profound potential of Outdoor Education (EOTC) as an avenue for holistic student development. School camps have emerged as a liberating gateway for students to connect with nature while honing life skills.
Fuel confidence & ignite team spirit in your staff and students while having a blast! Achieve your school's EOTC goals in a thrilling and cost-effective manner at CYC!
07 824 8495 info@cyc.org.nz
148 Waingaro Road, Ngāruawāhia
Christian Youth Camps Inc has a Premium Adventure Activities accreditation that has been audited and certified by Qualworx against the Safety Audit Standard for Adventure Activities.
www.cyc.org.nz
Taylor Lodge, Pokaka - Just off SH4, surrounded by nature, this secluded property has a feeling of ‘getting away from it all’ while still having easy access to Ohakune, National Park and all that the Ruapehu District has to offer. SLEEPS 46 | Self-Catering | Ideal for Families & Large Groups Discounts for Schools/Community Groups: Contact us directly for details
As education shifts toward preparing students for an ever-changing world, school camps become a vital tool. By merging the classroom with the great outdoors, schools foster engaged community members who embrace the future with a profound connection to the natural world. This holistic approach equips students with a diverse set of skills and
Phone: 06 385 3210 Email: info@taylorlodge.co.nz
www.taylorlodge.co.nz 66 | Term 1, 2024
School camps offer students a profound connection to the great outdoors. At the core of school camps lies experiential learning. Removed from their comfort zones, students apply knowledge and problem-solving skills to reallife situations. They develop teamwork, communication, and leadership abilities while building relationships, self-confidence, and resilience—essential life skills. Christian Youth Camps provides activities and experiences beyond the classroom to give students the opportunity to interact with their teachers and peers in new environments. Contact us today to book your next school camp and see how we can help you meet your EOTC requirements. Email: info@cyc.org.nz Website: www.cyc.org.nz
A hub to explore nature Taylor Lodge is a familyrun and operated business based in the Ruapehu region. The business is owned by the Tuck family, a family of six who live nearby the lodge and run the entire business themselves.
The lodge is perfect for school or other larger groups; however, families are slowly being introduced into the mix. “A purpose-built facility for self-catering which suits clubs, families, schools and large groups on a budget.”
Previously from Tauranga, your hosts Ben and Kylie have a passion for the outdoors and want the lodge to be a centre point for groups to enjoy nature in all kinds of outside excursions.
With 46 beds in 11 different rooms, a large kitchen, multiple common rooms, a drying room for ski gear and a new outdoor heated barbeque shed, Taylor Lodge is perfect for your next school camp’s location.
Taylor Lodge is in close proximity to Mt Ruapehu, Mt Tongariro and Mt Ngauruhoe making the area a perfect location for skiing, biking and tramping. Family Owned and Operated - Ben & Kylie Tuck
perspectives, making them wellrounded individuals prepared for life’s multifaceted challenges.
As well as one of the famous Great Walks nearby, the Tongariro Crossing, there are plenty of other exciting activities close by including rock climbing, horse trekking, water rafting and more.
There are many features available at the lodge including three fridges, a pool table and foosball.
To book your next school excursion call the lodge today on 06 385 3210 or email them at info@taylorlodge.co.nz. For more information visit their website www.taylorlodge.co.nz. Taylor Lodge 20 Pokaka Road, Erua Tongariro National Park (06) 385 3210
Learning Space | EOTC
Adventure central Camp Raglan is packed full of adventure for seven to 14 year-old boys and girls; there’s always so much to do. 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?
Karioi overlooking the panoramic view of Raglan and the Tasman Sea. Camp Raglan offers a fully catered camp for a total of 150 children and adults in dormitory style accommodation which is particularly suited to primary and intermediate school children. All the main facilities are under one roof.
Air rifles, archery, BMX track, sports field, flying fox, indoor climbing wall, 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.
Bethel House is an independent building available for hire separately from the main camp buildings.
A wonderful spot
Camp Raglan, 578 Wainui Road Raglan, T (07) 825 8068, campraglan@cbm.org.nz, www.campraglan.org.nz.
The beautiful 14-acre Camp Raglan campsite is pleasantly situated on the slopes of Mt
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.
Quality NZQA credits! Kokako Lodge (Auckland) is pleased to announce we are now delivering the AdventureWorks range of Unit Standards.
Earn up to 200 credits across Time Management, Assertiveness Training (all excellent workplace transferrable skills), High/Low Ropes and Outdoor Education (2.7 Assessment Standard). We are clear that we do not view this as “Credit Farming” but actually highly relevant and useful training for those students who sit between the fully tactile trades and the more classroombased core subjects. We have run a number of these during winter this year and have been receiving 110% feedback on enjoyment, ability to succeed, and relevance etc.
For those that have already experienced our “I am Me – I am Worthwhile” kaupapa these Unit and Assessment Standards are a really good fit for our delivery style. For those questioning their place on this earth, you cannot just thrust the learning down their throat. Our instructors have undergone extensive PD in facilitation and this is really paying dividends (along with their natural empathy) in the way they interact with the otherwise budding young learners. If you want to really ‘ground’ your students, and help them climb the ladder (metaphorically) then we are certainly the right place to come to! Give us a call to check out our availability now. Please email us on office@KokakoLodge.org.nz and mention you’ve seen this ad for a special deal.
OUR CAMP ACTIVITIES: 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 | Water Slides
Ph: (07) 825 8068 Email: campraglan@cbm.org.nz Website: www.cbm.org.nz
I am me
I am worthwhile Funding available Please ask us about funding for active recreation, well-being and leadership. Kokako Lodge (Ak)
A time to refocus Help your students get back on track by a change of environment, EOTC and even team building to grow their support structures.
Kokako Lodge is only 30 minutes from South Auckland. We are surrounded by 17,000 hectares of tranquility, challenge (high ropes) and adventure. Spoken Word, Reflection Journals, team building games and personal challenge (by choice).
For more information please contact Kokako Lodge on 09 292 4349 or visit www.KokakoLodge.org.nz
Term 1, 2024 | 67
Certified Welding
Over 45 years of high-quality welding and engineering solutions
About Certified Welding Certified Welding was established in 1973 and has been operating for over 45 years! The current managing director is a third generation family member to be proudly at the helm. Working on large or small projects, Certified Welding takes pride in what they do and can provide a wide variety of custom solutions for individual projects. Transport - Design and manufacturing of new truck decks, Re-Trucking second hand bodies as well as repairs to truck and trailers. Structural Steel - They fabricate structural steel for a large range of projects from simple house beams to large cast in foot plates for bridge columns.
We take pride in what we’ve put into the world.
Concrete Moulds - They fabricate structural steel for a large range of projects, from simple house beams to large cast in foot plates for bridge columns.
Firth Concrete Manufacturing Plant Out at Narek Place we had a team of on-site welders operating during the construction of the Firth Concrete Manufacturing Plant.
Architectural Metal Work From custom spiral staircases to architecturally design balustrades, Certified Welding design and build to suit their clients’ needs. On-Site Welding and Installs Certified Welding provide long term on-site welding for large scale projects as well as welding for earth moving repair and maintenance. CAD - They do in-house CAD from ground up, designing alongside the client. They then transform the design into drawings that our tradesmen fabricate off.
PRACTICES, STANDARDS AND HEALTH AND SAFETY Certified Welding goes the extra mile to make sure their services, products and safety meet the highest standards.
Here’s how the team say they do it: 1. Safety Manager – we employ a full-time health & safety manager 2. Site Safe – we are members of Site Safe NZ 3. Equipment – we regularly get our equipment tested and certified 4. Training – our staff go through comprehensive training so that they can do their jobs effectively and safely
5. H.E.R.A – we are members of Heavy Engineering Research Association of NZ 6. Standards - all of our work is in accordance with AS/NZS 5131:2016.
THE LOCAL COMMUNITY We like to keep active in our community by donating to charities and sponsoring clubs. Check out our website to see how we get involved.
PROJECTS WE HAVE DONE We’ve worked on a wide range of both big and small projects.
Christchurch concrete anti-erosion blocks and rock shelters We have made a number of very large concrete moulds for a client in Christchurch who cast concrete anti erosion blocks and concrete rock shelters for train rails. Vinegar Lane, Grey Lynn Architectural Packages We have done six structural and architectural packages for Vinegar Lane in Grey Lynn which is one of New Zealand’s most architecturally designed roads. 092747154 16 Ormiston road, East Tamaki admin@certweld.co.nz www.certweld.co.nz
45 Years of high-quality welding and engineering solutions. Our workshop is located in the industrial sector of Auckland’s East Tamaki. Certified Welding was established in 1973 aand has been operating for the past 45 Years! The current managing director is a 3rd generation family member to be proudly at the helm.
www.certweld.co.nz
092747154 | 16 Ormiston road, East Tamaki | admin@certweld.co.nz
Property | Playground Design
Crucial factors in playspace design Playgrounds are a fundamental aspect of every school, playing a pivotal role in the development of physical, cognitive, and social skills in children. However, as many schools face increasing rolls and limited space, the challenge becomes making the most of available areas and the value of playground investments. Award-winning playground designers Ben Denmead and Larissa Rose from Park Supplies & Playgrounds offer valuable insights into the crucial factors to consider when investing in a new playspace for schools. “One of the primary considerations in playground design is ‘play value’. It’s a measure of how much play an item or space offers in relation to its cost,” says Larissa.
• Different play: Offering a variety of play experiences is vital. It’s essential to avoid providing repetitive or redundant play options and to consider what’s already available in the school • Attraction: A playspace should draw children in with a ‘wow factor’. This could be achieved through unique design, colour, themes, or topography that makes it intriguing, challenging, and exciting
There are five key aspects to evaluate play value:
• Engagement: Beyond attracting children, the space should also hold their attention for extended periods. Social and motor skill experiences often lead to longer engagement
• Accommodation: How many children can the item or space accommodate simultaneously? In a school environment, where numerous children may want to use a space at once, it’s crucial to ensure the space caters to various play types and group sizes
• Diversity of use: Play equipment should support unanticipated and creative uses, encouraging children to explore different ways to interact with it. Items that offer multiple play experiences enhance play value.
70 | Term 1, 2024
Play value is essential because it determines whether children will return to the playspace repeatedly. The more play value a space offers, the more it fulfils its role in promoting children’s learning, development, and social connections. Playground or playspace? According to the design duo, more schools are opting to create playspaces over traditional playgrounds. A ‘playspace’ is an evolution of the traditional ‘playground’. Playspaces integrate the area surrounding the playground into
the play experience, seamlessly transitioning from one type of play to another. This approach incorporates equipment, surfacing, topography, natural elements, and a narrative that connects everything to create a more engaging and diverse space. Playspaces encourage unprescribed play, extend social, imaginative, and sensory play options, and promote inclusivity for all abilities. Unused spaces in schools can be transformed into all-weather, hard-trafficked areas to provide additional playspace.
Planning a new outdoor space project? Talk to our award-winning design team and registered landscape architects about your new special space.
Playground Natural Play Sensory Garden Outdoor Learning Nature Trail Fitness Trail Inclusive & Accessible Social Space
PLAYSPACES
PLAYGROUNDS
Modern and traditional equipment-based areas focusing on Play Value based design, fun, socialisation, imagination and physical development.
Playgrounds designed and manufactured right here in New Zealand for more than 35 years.
Jenny Mullins
021 822 676 jenny@parksupplies.co.nz
0800 752 947
Transform your underutilised outdoor spaces into an engaging outdoor learning space that stimulates rich play-based learning experiences. Well-designed play spaces are relevant to all children’s interests, capabilities and cultures, promoting exploration, imagination and cooperative/social play. One Stop Shop – end to end design and installation including surfacing and shade.
Dan Burger
021 0805 3949 dan@parksupplies.co.nz
Customised to suit your school, space and desired aesthetics.
Adrian Rodriguez
021 243 7038 adrian@parksupplies.co.nz
WWW.PARKSUPPLIES.CO.NZ
Property | Playground Design Furthermore, outdoor learning environments are gaining popularity, offering teachers flexible spaces, and promoting focus and health benefits.
If sustainability is part of your school ethos, then local options are an excellent choice to. Work with one key supplier Having one core contractor to co-ordinate the project removes many of the potential stress factors of a new playground build. It allows for final accountability for results to sit with just one supplier.
When considering playspace design, one critical component is surfacing, explains Larissa. “Different surfaces have various benefits and considerations, impacting the look and feel of the space, play value, accessibility, and sensory outcomes. It’s essential to select the right surface for each area within the playspace, considering factors like wear spots, accessibility, topography and heat,” she says. “The choice between natural and bright colours in a playspace also calls for careful consideration,” adds Ben. “Bright colours can energise and add a fun vibe, while natural tones create a more calming and reflective atmosphere.” Aside from being aware of play value, the duo had three other key areas of advice to share with schools looking to invest in new play areas.
Get the kids involved “Student participation not only fosters a sense of ownership but also helps identify the types of play experiences that are meaningful and potentially missing at the school. Children’s involvement can also provide a narrative for the space, reflecting the school’s values and desired learning outcomes,” Ben says.
Playground Safety Surfacing High quality low maintenance safety surfacing customized to suit your environment. Making safety fun – let’s talk.
Phone. 0800 808 570 Email. sales@burgessmatting.co.nz www.burgessmatting.co.nz
Consider sustainability – buying New Zealand made There are plenty of options from overseas, but it’s important to know that those options are available here in New Zealand from manufacturers who use locally sourced products with far lower carbon footprints thanks to shorter shipping distances.
Ben and Larissa are awardwinning playground design specialists for one of New Zealand’s leading playground providers, Park Supplies & Playgrounds. Between them, they have a wealth of experience in designing playgrounds for schools, Early Childhood Education centres and community spaces. Article provided by Park Supplies & Playgrounds. Park Supplies & Playgrounds Auckland 0800 752 947 sales@parksupplies.co.nz www.parksupplies.co.nz
Property | Playground Design
The whole school campus as a play space Whether you’re a young tamariki or a ‘big kid’, a successful play space has something for everyone. A campus that has a variety of play elements will provide a progressional journey that is stimulating and fun. Having physical and mental challenges to overcome is important for a child’s personal development, encourages social interaction, and creates a sense of achievement with the “I did it!” moment. A play space should be accessible and interactive for all ages and levels of ability, from toddlers to teenagers.. and beyond! An approach that Botanic Landscape Architects use to achieve this is called ‘Play Value’. Play Value looks for every opportunity to squeeze in a playful element to make spaces multi-functional and full of discovery. Vertical surfaces are used for climbing or drawing on; the undersides of elevated platforms for hanging hoops on; and boulders and logs used as either ‘the floor is lava’ pathways or as informal seating. By doubling
up and layering function and play, there is efficiency in both cost and maximising the progressional play potential of a space. Sometimes the smallest and simplest play features are the most popular. At a macro scale, the Play Value approach can be applied to an entire campus, creating one big play space. Botanic’s collaborative design workshops with school communities, have emphasised the need to provide for both ‘active’ and ‘passive’ play equally. Alcoves and hangout spots are necessary for those children who prefer to watch or simply socialise. By integrating a variety of play with bio-diverse plantings, you have some key ingredients for a well balanced campus landscape for everyone. Get in touch with Botanic Landscape Architects for a chat about enhancing the play value of your own campus.
www.studiobotanic.nz 021 117 1121 Ōtautahi Christchurch
CREATING OUTDOOR LEARNING SPACES THAT PROVIDE AN EXTENSION OF THE CLASSROOM FOR EXPLORATION, CREATIVE AND IMAGINATIVE PLAY. Te Ao Marama School is based in Hamilton and recently worked with Playscape to transform their outdoor areas.
There was a big focus on introducing tiers and water play spaces within the area, elements that are versatile and assist with imaginative play.
As principal Tony Grey described it “In our rapidly growing school, our vision was to transform a large outdoor space and convert it into a play space that maximised every square metre possible, by providing outdoor learning spaces for classes, incorporating our cultural narrative and strong relationship with mana whenua.” Tony said, “We met with multiple providers, and opted to use Playscape because they really impressed us with their passion, receptiveness, creative design, connection to “Our Place” and “Our Way”, and also competitive pricing.”
When reflecting on the journey, Tony said “the design and planning process was seamless, and the team were engaged and receptive to feedback/our ideas. The project management and onsite build team were superb – friendly, excellent communication, and went the extra mile. They interacted beautifully with staff, and the many, many excited little faces watching the project take shape! The project was delivered on time and on budget, and our Board, staff, parents and students are extremely happy with the end result”
0800 757 555 info@playscape.co.nz www.playscape.co.nz
WE SPECIALIZE IN DESIGNING AND CONSTRUCTING PLAYGROUNDS USING NATURALLY CREATED MATERIALS. OUR VISION IS TO CREATE A SPACE THAT BRINGS CHILDREN AND NATURE TOGETHER BY LEARNING THROUGH PLAY.
PROTECTING TODAY, PROTECTING TOMORROW.
Keeping playgrounds compliant, fun and open all year round. Play Matta is a category-leading safety surfacing solution, empowering kids from the ground up to explore their abilities. SAFE & DURABLE, RECYCLED & RECYCLABLE MATERIALS FULLY COMPLIANT SURFACING LOW MAINTENANCE, EASY TO REPLACE & FREE DRAINING MATTA 10-YEAR PRODUCT WARRANTY
CONTACT US 0800 628 827 SALES@MATTAPRODUCTS.COM MATTAPRODUCTS.COM
JOIN THE TEAM Take your career to new heights in the crane industry Be part of the team: Dogging Rigging Crane Driving Truck Driving Mechanics Office Administration
VIEW AVAILABLE JOBS ON OUR WEBSITE SOON TO BE
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https://aucklandcranes.co.nz/careers/
BIG OR SMALL WE TOW IT ALL We offer a full 24-hour towing service, providing prompt, efficient and courteous attention to vehicle breakdowns and disposal needs.
• Accident • Breakdowns • Vehicle Storage • Crane work • Transport (Central North Island)
P. 06 241 7266 or 027 443 5449 1 Liffiton Street, Wanganui | wanganuitowing.co.nz
Action Waitakere – the place to play!
Great place, good times, team fun for everyone! Action Indoor Sports Waitakere is located at Unit 5, 133 Central Park Drive in Henderson. We specialise in providing social indoor netball leagues as well as offering indoor soccer and indoor cricket leagues. Action Waitakere was established many years ago and is well known to all the locals in West Auckland. John and Julie Bywater acquired the business in December 2013 and, since then, have given the whole place a much-needed facelift and have implemented positive changes, with much more to come over the next few years. The arena has excellent facilities, including four playing courts designed for Indoor Netball, Indoor Soccer and Indoor Cricket, with all equipment supplied plus a fully licensed bar and BBQ
area that is available for your after-match entertainment, where you can enjoy a drink with family and friends. There is ample off street parking, loads of spectator seating and full change room amenities.
“Action Indoor Sports Stadiums are the most modern and professionally administered indoor sports venues of their type in New Zealand.“ Action Indoor Sports Stadiums are the most modern and professionally administered indoor sports venues of their type in New Zealand. Professional staff using state of the art technology and sports
management software ensures your leisure time experience is enjoyable. We have graded competitions, ladies and mixed, that are suitable for ages 12 years through to 60 plus as well as offering one off events
i.e. Casual Court Hire, Sports Birthday Parties, Company Bookings and Group Bookings. Looking forward to seeing you soon!
Action Indoor Sports Waitakere
Ph 835 2242 Indoor Netball | Indoor Soccer | Indoor Cricket Other services we offer are: Court and Venue Hire Sports Trainings & Practices Kids Birthday Parties Stag/Hen’s Parties Fully Licensed Bar Work Functions/ Team Building Exercises West Auckland’s No.1 Indoor Sports Arena 5/133 Central Park Drive, Henderson waitakere@actionwaitakere.co.nz www.actionindoorsports.com/waitakere
Working Space | Sports Fields
Ensuring goalpost safety
a neglected yet vital aspect of school safety Schools across the globe invest significant time, money, and effort into ensuring the safety of their students. From fire drills to safety protocols, educational institutions leave no stone unturned when it comes to protecting their most valuable assets.
The neglected guardians of sports fields
However, one aspect of safety often gets overlooked – the safety of exterior structures, specifically, goalposts on sports fields. These seemingly innocuous pieces of equipment can pose serious risks if not properly maintained.
Unlike indoor structures that receive regular maintenance, goalposts often fade into the background of school safety considerations. They stand unprotected against the sun’s scorching rays, the relentless wind, and the corrosive rain.
In this article, we delve into the importance of goalpost safety testing and why it is an essential service for schools.
While their deterioration might not be immediately apparent, the consequences can be dire when they fail.
Goalposts, often standing tall on school sports fields, are more than just metal structures. They are an integral part of sports activities, promoting physical health and teamwork among students. Over time, goalposts, exposed to the harsh elements of nature, deteriorate, putting students and athletes at risk. Poor net fixing can cause entrapment problems
The unseen dangers of neglected goal posts
susceptible to collapse. Imagine a scenario where a goalpost gives way during a soccer match or a rugby game.
One of the most significant risks associated with neglected goalposts is the potential for structural failure. When goalposts corrode due to prolonged exposure to the elements, they become weak and
The consequences could be catastrophic, resulting in severe injuries to players, spectators, or even passersby. Continues on Page 80 >
Sportfield Lighting
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(03) 3666 107 www.perennial.co.nz
Working Space | Sports Fields
The importance of safe sports equipment in schools Ensuring safe sports equipment in schools is paramount for several compelling reasons. Let’s delve into the five key factors that highlight its significance: 1. Injury prevention and well-Being: • Safety gear, such as hockey goals, rugby posts and any equipment used at school helps prevent young athletes from injuries during physical activities • By prioritising safety, schools promote the overall well-being of students, allowing them to participate in sport confidently.
• Quality sports experiences contribute to positive mental health, self-esteem, and social skills • Proper equipment ensures that students can fully engage in sports without unnecessary risks. 3. Positive school environment: • A safe sports environment fosters teamwork, discipline, and resilience • When students play in a secure setting, they learn valuable life skills like problem-solving and time management • Schools become hubs for character development, where students thrive physically and emotionally.
2. Enhanced learning and performance:
4. Parental confidence and participation:
• When children feel secure, they can focus better on their studies
• Parents are more likely to enroll their children in sports
programs when safety measures are in place • Approximately 47percent of students participate in organised sports across the nation, emphasizing the demand for safe environments • By prioritising safety, schools build trust with parents and encourage active participation. 5. Legal and ethical responsibility: • Having safe sports equipment in any environment is a must and for schools this includes having equipment that is fit for purpose, well designed and made and minimises any potential harm • By fulfilling this responsibility, schools create an environment where children can thrive both physically and emotionally.
In conclusion, safe sports equipment isn’t just about preventing injuries; it’s about nurturing confident, resilient, and healthy individuals. Let’s equip our schools with the tools needed to empower our young athletes and create a positive sporting culture. For advice on maintenance or new equipment, get in touch with HotShot Sports Equipment, we’re here to help.
Working Space | Sports Fields
PLAY YOUR BEST, ON US Sports clubs, schools and homeowners deserve quality tennis, basketball, netball and multi-use playing surfaces.
Moreover, the fixings used to secure the nets to these goalposts can also pose significant risks. In Europe and Australia, old net fixing cup hooks, once commonly used, have been outlawed due to the potential to cause serious eye injuries. However, in New Zealand, awareness about this issue remains alarmingly low.
The importance of goal post safety testing Goalpost safety testing is a crucial component of overall school safety. It involves thoroughly inspecting goalposts to ensure they are structurally sound and free from any defects that could compromise safety. Here are several reasons why this service is essential for schools: 1. Prevention of accidents
Tennis
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Regular safety testing can identify potential issues before they escalate into accidents waiting to happen. Identifying structural weaknesses, rust, or other signs of deterioration allows for timely repairs or replacements, reducing the risk of accidents.
Required net fixing from EN748 Safety Standard
2. Compliance with safety standards By investing in goal post safety testing, schools can ensure they follow safety standards and regulations. This protects students and athletes, and shields the institution from potential legal liabilities. 3. Longevity of equipment Proactive maintenance through safety testing can extend the lifespan of goalposts, saving schools money in the long run. It’s a cost-effective way to preserve valuable equipment and ensure it remains safe for use.
Supplying to New Zealand schools since 1995 Mayfield Sports is an established New Zealand business with an enviable reputation. We are passionate about our product and pride ourselves on delivering the best possible product and service. • Tennis
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Working Space | Sports Fields
4. Raising awareness
create a strong case to present to the administration, demonstrating the urgency and inevitability of investing in the safety of our sports facility,” Ben says.
Safety testing initiatives can help raise awareness among school administrators, coaches, and parents about the potential dangers associated with neglected goalposts. Educating the community about the risks is the first step towards prevention.
Taking action: a call to schools Educational facilities in New Zealand should prioritise goal post safety testing as part of their overall safety initiatives. Here are steps that schools can take to ensure the safety of their students and athletes:
5. Supporting student wellbeing Ultimately, the safety of students should be the top priority for any educational institution. Investing in goalpost safety testing demonstrates a commitment to the wellbeing of students participating in sports activities.
The “she’ll be right” attitude must change In New Zealand, the laid-back “she’ll be right” attitude has long been a part of the national culture. While this approach may work in some situations, it is entirely unsuitable when it comes to the safety of students and athletes on school sports fields. The outlawing of old net fixing cup hooks in Europe and Australia
Fractures in post-meeting points are all too common
Corrosion and paint flakes causing respiratory problems
should serve as a wake-up call to New Zealand. These countries recognised the serious risks these hooks posed to eye safety and took action to protect their citizens.
The rigorous testing was conducted to evaluate the integrity and stability of the goalposts and gather crucial data for making informed decisions regarding safety investments.
It’s high time New Zealand followed suit and adopted a proactive stance on goalpost safety.
Case study with Kings College, Auckland
The head of Physical Education at Kings College Ben Hill expressed the importance of this testing in providing concrete evidence to support their requests for investment.
Kings College Auckland recently conducted a comprehensive Goal Post Safety Testing to ensure their students’ safety and provide a secure sporting environment.
“The Goal Post Safety Testing yielded invaluable data that presented a clear picture of the potential risks and the need for immediate action. It helped us
Schedule regular safety testing: Establish a routine schedule for goal post safety testing ensuring that all equipment is inspected at least bi-annually. Promptly address any issues identified during the testing. Raise awareness among school staff, coaches, and parents about the importance of goal post safety. Encourage them to promptly report any potential issues or concerns. We have the knowledge and experience to thoroughly assess the condition of goalposts and recommend necessary repairs or replacements.
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www.exlersturf.co.nz Term 1, 2024 | 81
Working Space | Sports Fields
Transforming school playgrounds Urban Turf Solutions artificial grass and sports turf is a game-changer for schools. Urban Turf Solutions manufacturer in Brisbane, and if your school is after products designed for the New Zealand environment, look no further. We offer a seven year manufacturer’s warranty and the best installers in the country.
Safety is a top priorityin any school setting.Urban Turf artificial grass and certified shock pad systems provides a consistent, cushioned surface, reducing the chances injuries, trips and falls during playtime. Kids can be kids without the worry of injuries from unsafe surfaces. Maintenance is another massive win. Traditional grass demands a ton of attention, from mowing to watering. Urban Turf’s artificial grass, on the other hand, needs
minimal upkeep, freeing up time and resources for what truly matters – education. Let’s talk sustainability. With the global focus on being ecofriendly, our grass is a real hero. It cuts down significantly on water usage compared to natural grass. Plus, it’s pesticide-free, creating a safer environment for kids and the planet. The all-weather aspect is a big deal too. Natural grass struggles to look good year-round,
especially in harsh weather. Urban Turf’s solution stays lush and inviting, rain or shine, and in high traffic areas, ensuring that the playground is always ready for action. Schools can tailor the design and layout for common areas or multisport courts to fit their unique needs. It’s not just a onesize-fits-all deal. This flexibility fosters creativity and makes the schoolyard an exciting space for kids to explore and enjoy. In a nutshell, Urban Turf Solutions’ artificial grass is a game-changer for schools. It ticks all the boxes – safety, low maintenance, sustainability, durability, and flexibility. It’s more than just grass; it’s an investment in creating the best possible environment for students to learn, grow, and play. Call us on 0508 Urban Turf or visit www.urbanturfsolutions.co.nz.
Shaping the landscape for over 30 years E. admin@mclcontracting.co.nz P. 03 347 8555 A. 412 Weedons Ross Road, RD 5 Christchurch 7675
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Sports Courts & School Surfaces Landscaping Fencing Civil & Commercial Works Parks & Reserves Agriculture & Cultivation Driveway Contractors
Transform your school’s outdoor space
Urban Turf is an excellent solution for schools looking to create safe, low-maintenance outdoor spaces and multisport surfaces.
Why choose us
With its realistic appearance and durable construction, it provides a perfect playground surface. Our multisport turf range is ideal for new sports courts and fields or the replacement existing ones.
Contact us
Urban Turf Artificial grass eliminates the need for constant watering, mowing, and fertilizing, which can be timeconsuming and costly. By installing Urban Turf, schools can save money on maintenance costs, reduce the risk of injury, and create a beautiful outdoor area that encourages students to engage in physical activity and outdoor play.
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Hot Food, Made Easy Our convenient heat and eat meals are now available for schools to purchase online. With a range to choose from in three different sizes, all approved for Ka Ora, Ka Ako use, we have something for everyone. It’s as simple as four steps: 1. Order: Place order via our online ordering platform. 2. Delivery: Your food is dropped off on your selected date by our friendly staff. 3. Heat: Follow our heating guide to heat your meals to the desired temperature. 4. Eat: Serve your hot meals, ready for tamariki to enjoy! Pricing (subject to change) Junior $4.16
Intermediate $4.88
Senior $6.20
Find out more at lunchbylibelle.co.nz/heatandeat 021 709 138 hello@libelle.co.nz
Working Space | Healthy Lunches
The nutrition equation By June Pfister
New Zealand’s Ka Ora, Ka Ako | Healthy School Lunches programme, run by the Ministry of Education, is a ground-breaking solution to combat food insecurity among students, ensuring they receive a nutritious meal every school day. With over 230,000 students across 998 schools benefitting from this initiative, it has become a symbol of hope for dealing with food shortages among young people in New Zealand. This programme plays a pivotal role in the country, where 20 percent of children face difficulty accessing sufficient quality food. This issue is more prevalent in communities facing socioeconomic barriers, where nearly 40 percent of parents frequently struggle to provide food for their families.
Ka Ora, Ka Ako helps kids and young people feel better by dealing with food insecurity. Studies show it helps kids grow better, concentrate more, behave well, do better in school, eases money problems for families, and keeps them healthier. Plus, it makes sure more kids come to school regularly and are more active in learning. Funded through the 2023 budget, the programme will continue until December 2024, emphasising the government’s commitment to eliminating food insecurity among school children.
Ka Ora, Ka Ako helps kids and young people feel better by dealing with food insecurity. Studies show it helps kids grow better, concentrate more, behave well, do better in school, eases money problems for families, and keeps them healthier.
Schools and kura participating in Ka Ora, Ka Ako are selected based on various factors, primarily using the Equity Index to gauge socio-economic challenges within a community. These institutions can prepare lunches internally or outsource to approved suppliers chosen through a rigorous tender process. Regarding nutrition, the programme doesn’t enforce a standardised menu. Instead, schools and suppliers collaborate to determine the best options, factoring in supplier capabilities, student numbers, and logistical aspects. However, as of term one, 2023, nutrition standards have been introduced, ensuring meals meet specific nutritional criteria. The Ministry of Education’s website hosts an Excel spreadsheet showcasing more than 200 food suppliers responsible for providing school meals nationwide. These suppliers comprise a diverse range, including caterers, cafes, charities, and distribution centres.
88 | Term 1, 2024
Noteworthy among them are prominent food chains like Pita Pit and Subway New Zealand. The programme’s cost varies per child, per day, reflecting different age groups and whether the model is supplierled or school-led. This pricing accounts for portion sizes and increased cost pressures related to meal preparation. Multiple evaluations of the Ministry affirm the high nutritional value and positive impact of Ka Ora, Ka Ako. They highlight its contribution to student well-being, food security, and nutritional quality. Ultimately, Ka Ora, Ka Ako ignifies New Zealand’s commitment to children’s health and education. This initiative sets the stage for a more equitable and promising future for all students by ensuring no child goes hungry, irrespective of their socio-economic background. For more information on Ka Ora Ka Ako, visit: www.education.govt.nz.
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Working Space | Health and Safety
Creating a safe environment There is much to consider regarding health and safety in the classroom to ensure staff and students are safe and comfortable in their environment. The Ministry of Education (MOE) has many resources and information pages which can provide teachers and kura with informative explanations on how to handle almost any situation. Ensuring good enrolment procedures and records are taken during initial meetings with new students is crucial to protecting the school from health or wellbeing risks. Establishing clear communication between staff regarding the locations of emergency kits, as well as the relevant training required, will mean the correct procedure will be followed during an emergency.
The MOE says a clear conversation between staff and whānau is needed for administering medications, sharing details and communicating with staff and other parents about health conditions (if needed) is important. For some learners a detailed health plan is needed between whānau and the school. “Every learner’s response to and experience of a health condition is different.
Put your energy and effort into changing the things you can change.
Do you need strategies for coping with change? A Vitae counsellor is independent, objective and confidential. Call 0508 664 981 24/7 to make an appointment, or book online at vitae.co.nz/contact/counsellingform/
“The impact on a learner’s hauora and learning will depend on many factors and will change over time,” says the MOE.
Managing risks and hazards in the school environment is a significant part of health and safety.
The MOE suggests some learners may make leaps, and others may experience setbacks due to potential health conditions.
“To ensure a healthy and safe environment for ākonga, staff and whānau, there needs to be good systems and processes for managing risks and hazards,” the MOE says.
Checking in often with students and gently supporting growth is positive. Outlining realistic expectations is one way to demonstrate successful health and safety strategies. Promoting healthy lifestyles is another aspect of health and safety, according to MOE. Healthy Active Learning is a voluntary initiative established by the MOE. The programme is free of cost and contributes to one of the Government’s key priorities - improving the wellbeing of children and young people.
Having conversations with families and referring to resources provided online when needed means you will be prepared for most emergencies if they arise. To learn more about health and safety in schools, visit: education.govt.nz.
Irritability and anger Irritability is a feeling of agitation. You’re likely to become frustrated or upset easily.
• Laugh at a joke, situation, or yourself
Most people feel irritable from time to time, but if left unchecked these feelings can escalate to anger.
• Talk to someone who you are not feeling angry with
in a park or garden
• Avoid doing two things at once (such as eating and reading)
Anger is generally a reaction to an event (a defensive response), involving a mixture of complex feelings that trigger a response in our body, behaviours and thought processes. But unmanaged anger can become a problem.
• Slow down – try a deep muscle relaxation technique
Here are some helpful tips:
• Deep breathing - from your diaphragm - helps people relax.
• Ask yourself: - ‘Will the object of my anger matter in the future?’ - ‘What is the worst consequence?’ - ‘Did that person do this to me on purpose?’ • Say ‘I was wrong’ to someone • Think about when and where you learned your reactions to anger • Spend 10 minutes outside sitting
90 | Term 1, 2024
Establishing clear communication between whānau and kura will mean resolving a situation as smoothly as possible when needed to ensure staff and students will be safe during an emergency.
• Try some ‘new and improved’ variations of counting to ten. For instance, try counting to ten with a deep slow breath in between each number.
In addition to psychological changes, like any emotion, anger is accompanied by physiological changes such as increased heart rate and blood pressure. Irritability and anger are signs that something is wrong, and if those signs are recognised, they can be used positively and energise us to deal with situations.
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The Lido Aquatic Centre
We put leisure in your life and life in your leisure The Lido Aquatic Centre is more than just a swimming complex, it is a complete leisure and fitness facility catering for people of all ages and levels of fitness. The Lido emphasises water safety and the SwimMagic swim school provides lessons from babies as young as five months, through to school age children right up to adults, who want to learn the basics or to continue developing their techniques. The lessons run seven days of the week and learn to swim lessons are available during school holidays. The Lido offers general fitness with a fully equipped gym where you can opt for a personal trainer to help with your fitness goals or join in on the group sessions that
It also specialises in catering for school children with their Chill Out before and after school programmes along with their regular holiday programmes. The holiday programmes run each school holiday with various activities based at the Lido aquatic centre. The holiday programme is divided into three age related groups; 5to 8-year-olds, 9- to 11-year-olds and 12+. Full days or half days are available and the programme is OSCAR and WINNZ accredited, so subsidies are available for parents who qualify. run throughout the day. The indoor 25 metre and outdoor 50 metre pools are constantly in use for their Aqua Fit classes, which includes aqua aerobics and water Zumba.
Lido Aquatic Centre facility manager Lynden Noakes says, “These classes are great for people who prefer low impact exercises and really help to maintain fitness following injury”.
The Lido has indoor and outdoor sports and leisure pools, a diving pool, gym, sauna, steam room, spa, and two hydroslides. Check the Lido Aquatic Centre’s website for more: www.clmnz.co.nz/lido/
Working Space | Swimming pools
When it comes to swimming pool paint, only time will tell!
A checklist to help prevent drownings Is the latch on the gate to your swimming pool working correctly? 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 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 (the maximum permissible gap between ground and fence/gate is 100mm)
•
Never prop the gate open
•
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
•
Remove any tree branches that could allow a child to gain access to the pool area
•
Clear toys from the pool area, so children are not tempted 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.
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Let us help you with your school pool: • Advise on preparation and repair • Supply of the most appropriate paint system • Latest Epoxy and Acrylic technologies to suit your needs School pool maintenance can be a big use of resource so make sure it is done once and done correctly.
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New builds / Light commercial Maintenance / Gas and Solar systems Nigel is a Certifying Plumber and Gasfitter with more than 15 years experience and services Selwyn, Mid Canterbury and Christchurch.
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We’ve changed our name to Gallagher! Bring Te Tiriti to life in your education practice Gain a greater awareness of the context, history, and ongoing importance of Te Tiriti o Waitangi and how Te Tiriti can shape your practice for the benefit of ākonga.
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94 | Term 1, 2024
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Relay For Life Celebrate, Remember, Fight back
Small steps can make a remarkable difference for people affected by cancer in our community. Join us for Relay For Life and let's do something remarkable together!
Everyone and anyone can get involved, so rally your friends, whānau, classmates and workmates and join your community in the fight against cancer.
www.relayforlife.org.nz
Working Space | Sun Safety
Sun safe basics By Jamie Quinn
As educators, it is crucial to ensure the health and safety of students not only inside the classroom, but also when they are outside. With the increasing intensity of the sun’s ultraviolet (UV) rays, it’s never been more important to teach students about the importance of protecting their skin.
Effective sun protection measures
The sun emits harmful UV rays, which can lead to sunburn, skin aging, eye damage, and in severe cases, skin cancer. There are three types of UV rays: UVA, UVB, and UVC.
Sun hats
Fortunately, UVC rays are absorbed by the Earth’s atmosphere and do not reach the ground. However, UVA and UVB rays do and can cause significant damage. UVB rays will usually burn the superficial layers of your skin and play a vital role in developing skin cancer. Educating students about these risks is the first step in sun protection. 96 | Term 1, 2024
Sunscreen Encourage students to apply a broad-spectrum sunscreen with an SPF of at least 30, which blocks UVA and UVB rays. Sunscreen should be applied 30 minutes before going outside and reapplied every two hours or after swimming or sweating. It’s essential to cover all exposed skin, including often overlooked areas like the back of the neck and ears. Sun hats, especially those with wide brims, provide shade for the face, neck, and ears. These areas are often exposed and susceptible to sunburn. The shade from a hat can significantly reduce the direct impact of harmful UV rays on these sensitive areas. Protective clothing Teach students the importance of wearing loose, long-sleeved clothing and wide-brimmed hats to shield their skin from the sun. Opt for clothes with a high Ultraviolet Protection Factor (UPF) for the most effective protection.
Seek shade Encourage students to stay in the shade, especially during the sun’s peak intensity hours between 10 a.m. and 4 p.m. The best sun protection often comes from combining these measures, not just one. Incorporating multiple sun-safe habits will ensure children have the best protection from the sun’s harmful rays. A comprehensive sun safety policy should be implemented in schools. This can include providing shaded areas in playgrounds, scheduling outdoor activities outside peak UV times, and integrating sun safety education into the school curriculum. Teachers can make a significant impact by modelling sun-safe behaviours and creating engaging lessons about sun safety. For instance, science classes could conduct experiments showing the effects of UV rays, while art classes could design posters promoting sun safety, combining creativity with learning.
A comprehensive sun safety policy should be implemented in schools. This can include providing shaded areas in playgrounds, scheduling outdoor activities outside peak UV times, and integrating sun safety education into the school curriculum.
Working Space | Furniture
Bourneville Furniture Group (BFG) are a proud New Zealand Owned Company, with three manufacturing facilities using locally sourced sustainable New Zealand Raw Materials with delivery and installation nationwide and a commitment to quality design, backed by a responsive and professional organisation that will look after your requirements from start to finish and long after our product is delivered.
Where form meets function By Jamie Quinn
Furniture Design
Project Management
Space Planning
Delivery & Installation
LET US HELP WITH YOU WITH
Reception Spaces
Breakout Spaces
Meeting Spaces
Office Spaces
Education Spaces Auckland | 09 634 3822 10 Henderson Place, Onehunga Wellington | 04 555 0440 Level 3, Suite 2, 85 The Terrace Christchurch | 021 224 4744 Unit 7, 303 Blenheim Rd, Upper Riccarton
0800 100 822 www.bfg.co.nz
In every thriving organisation, there’s a crucial space that serves as the backbone of employee wellbeing — the staff room. More than just a place for midday meals or coffee breaks, this communal hub holds a much deeper significance. It’s where team members retreat from the demands of their jobs, taking a moment to rejuvenate their minds, engage in casual conversations, and refuel their bodies. It’s where connections are created, ideas are casually exchanged, and a sense of team spirit is nurtured. Despite its importance, the staff room is often overlooked in design discussions. A functional staff room is one that meets the needs of the staff. Consider the following for a practical yet comfortable set-up:
The key to designing an effective staff room is balancing functionality and comfort. It should be a space that caters to the practical needs of the staff while offering a relaxed, inviting atmosphere. Flexible furniture Incorporating flexible and movable furniture can significantly add to the functionality of the staff room. This allows the space to be easily reconfigured for different needs, such as team meetings, one-on-one discussions, or solitary work.
Facilities and amenities Essential amenities such as a refrigerator, microwave, coffee machine, and sink should be provided. Depending on the size of your organisation, you might also consider a vending machine or a small kitchenette. Workstations If staff often use their breaks for workrelated tasks, consider setting up a few quiet workstations with charging outlets. Tech-ready In the digital age, it’s essential for a staff room to be tech-ready. This means including plenty of electrical outlets for employees to charge their devices, and if possible, providing a strong Wi-Fi connection. Décor The décor should be easy on the eyes and reflect the company culture. Plants can add a touch of nature and improve air quality, while art pieces can inspire and uplift. Comfort is equally important in a staff room. It should be a place where employees can unwind and feel relaxed. This could range from sofas and armchairs for lounging to dining tables and chairs for those who prefer a more formal setting to eat or work. The key to designing an effective staff room is balancing functionality and comfort. It should be a space that caters to the practical needs of the staff while offering a relaxed, inviting atmosphere. Remember that the best staff room design will depend on your team’s specific needs and the resources available. By prioritising functionality and comfort, you can create a staff room that serves its practical purpose and contributes to a positive and productive work environment.
Hastings
“Totally Dependable”
Laser Electrical Hastings have long established themselves as a leading electrical contractor in the local area, servicing the Hawkes Bay region.
Our successful operation is due to our dedicated team of electricians who strive to provide our customers with a “Totally Dependable” service with a strong focus on customer satisfaction. We have expertise in a wide range of electrical services from residential to commercial and industrial.
Specialises in the following services:
When you hire a Laser Electrician, you’ll receive our ‘Totally Dependable’ service!
Commercial Domestic Industrial
Timely delivery Promise of care and skill Appropriate work for customers’ needs Well-presented, professional employees Ensure responsibility of material supplied
Maintenance and Servicing
Honour manufacturer’s guarantees
24-Hour Call Outs
Meet and frequently exceed our customers’ expectations
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SOON TO BE
UNIVERSAL CRANES We’re thrilled to announce Auckland Cranes is undertaking an exciting rebranding journey. Soon to be Universal Cranes, we’re embracing this fresh identity that will enable our business to soar to new heights and take us to the next level in the NZ crane industry. Building upon our rich history built over 30 years of operating in Auckland and the Waikato region, Auckland Cranes (soon to be Universal Cranes), will be positioned to continue to deliver exceptional crane services in New Zealand. Auckland Cranes is part of Smithbridge Group, and together with sister company Universal Cranes in Australia, have access to the Group’s combined expertise, resources, and knowledge. Auckland Cranes’ clients
have always enjoyed the benefits of our Trans-Tasman capability, which we will now be able deliver even more seamlessly with a share brand identity throughout Australasia. Whether customers are in need of crane hire, transport solutions, or engineering services, the Smithbridge Group of companies are the Universal choice…no pun intended. We’re excited to embark on this new journey and invite you to join us as we continue to write the success story of Auckland Cranes and now Universal Cranes in New Zealand. Stay tuned for more updates as we unveil our new brand identity. We’re confident that Universal Cranes will continue to be your trusted partner in lifting excellence!
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www.aucklandcranes.co.nz AUCKLAND P: 09 277 2227 E: cranes@aucklandcranes.co.nz A: 12 Langley Rd, Wiri, Auckland WAIKATO P: 07 849 3846 E: cranes@waikatocranes.co.nz A: 86 Sunshine Ave, Te Rapa, Hamilton
20 years of HVAC combined experience
AIR CONDITIONING•ELECTRICAL•MAINTENANCE We specialise in High wall heat pumps & Cassette heat pumps Ducted systems Floor mounted heat pumps Under ceiling airconditioning Fresh air systems & Extract air systems
Areas of application Residential houses, commercial buildings such as shops, banks, offices, council buildings, universities, laboratories and more.
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www.superheatelectrical.co.nz
Working Space | Roofing
Overhead considerations Summer’s warm, dry weather is the perfect time to take stock of your roof’s condition and assess if it needs minor repairs or a complete overhaul. ROOF CHECK-UPS It is easy enough to assess your roof’s condition without a professional’s help. Pull out the ladder and perform a visual inspection just by looking at the exterior of your roof. Your visual inspection should include looking for elements of broken, cracked or missing tiles, loose material around chimneys or vents, signs or mould, rot or moisture and any indication of sagging or slumping. Examining your gutters and clearing any debris blocking water from properly draining off the roof is also a good idea. Poorly maintained gutters can damage the roof and force you to replace it before its lifespan is up. 102 | Term 1, 2024
If you find any damage or deterioration to your roof, it will need to be fixed. Often small sections of the roof can be replaced if the problem is isolated; however, if the damage is widespread, you may need to consider replacing your entire roof. METAL Metal roofs are some of the coolest roofs around, both in temperature and style. Metal roofs are available in copper, aluminium, and stainless steel, often with a high percentage of recycled content. They offer high insulation solar reflectance and durability. Aside from its longevity, metal is much lighter than most materials and very resistant to adverse weather. Metal tiles: This lightweight, easy-to-install product is aesthetically pleasing while remaining incredibly strong and durable.
Examining your gutters and clearing any debris blocking water from properly draining off the roof is also a good idea. Poorly maintained gutters can damage the roof and force you to replace it before its lifespan is up. Pressed steel is approximately one-sixteenth the weight of concrete, enabling its end user to save time and money on reinforcing timber trusses, along with a host of other logistical and structural benefits. Due to the metal tiles’ design, application and fastening, a roof can withstand hurricane-force winds.
Five points to consider when it comes to your roof 1. There is a big difference between price and value when selecting a replacement roof. 2. Maintenance of your roof should be scheduled regularly. 3. Your roof will not last forever. There comes a time when repairs won’t be the answer as leaks will persist. 4. Always seek more than one quote when repairs or a re-roof are required. 5. Use a member of the Roofing Association of New Zealand – they are wellinformed about changes to the building code, health and safety regulations and technical matters. Long run roofing: Attractive, cost-effective and practical, long run roofing solutions are ideal for use in various sized commercial buildings. The differing corrugated or trapezoidal profiles mean you can customise the look and functionality of the roof.
Ampelite NZ Ltd is a manufacturer and distributor of natural lighting roofing products that has been operating in New Zealand for 25 years. Their extensive product range caters for both residential and commercial applications. The residential range includes products like Solasafe and Easyclick polycarbonate roofing that are suitable for roofing residential deck areas and pergolas. All of Ampelite’s polycarbonate products are UV protected for the New Zealand environment and are available through leading builders merchants throughout New Zealand. Ampelite is the market leader in commercial fibreglass roofing applications with its key products here being: Wonderglas is used in warehouses, factories, gymnasiums, etc. This is available in most roofing manufacturer’s profiles and has a market leading 25 year warranty for light transmission. Webglas is a trafficable fibreglass roofing product. While designed for use in harsh industrial environment applications, it is also approved for use in schools by MoE for covered walkways, etc because of it’s trafficability. Webglas is the only GRP product with a 20 year light, water and structural stability warranty. It is available in Clear, Opal and coloured finishes. The colours can be made to match Colorsteel/Colorcote roofing colours as well as custom colours depending on quantities. Further to these products, Ampelite’s extensive range includes multi-wall polycarbonate products like Thermoclear and Thermoclick, roofing ventilation products for both residential and commercial use through the Ampelair ventilator range and the Panorama soffit lining system. To find out about these products and more visit us online at www.ampelite.co.nz or call 0800 267354 to find your closest stockist/distributor.
Webglas in school walkway applications
BEST PRICE, BEST SERVICE ON ANYTHING GLASS Vetro Raccordi is Northland’s largest independent, locally owned glaziers and the #1 choice for quality, reliable glazier services. Specialising in all aspects of residential and commercial glazing. Covering Wellsford to the Cape and everywhere in between.
Our excellent reputation is built on delivering the highest standards of service and quality glass products.
FREEPHONE: 0800 845 277
Splashbacks
Repairs – windows, doors, mirrors, double glazing
Balustrades
Safety glass
Fencing
Textured glass
Shower surrounds
Commercial and residential
Table tops
Property Management work
Mirrors
WINZ work
Pet doors
Insurance work
www.specialtyglass.co.nz
The home base for your trowel trade. We are a privately owned small business that is passionate about all things in the building industry that involve a trowel. We carry an extremely broad variety of tools, compounds, trims, additives, sealers, paint, repair systems and so much more! We can also back this up with expert knowledge and service, here at Trowel Trades nothing is a problem....WE WILL BECAUSE WE CAN!
www.troweltrades.co.nz mike@troweltrades.co.nz 10 Karewa Place, Pukete, Hamilton 3200, Waikato
GIVE US A CALL ON 07 849 3659 •Drywall•Concrete •Exterior Plaster•Tile •Brick & Block WE DELIVER QUALITY PRODUCTS AT GREAT PRICES. Trowel Trades stores back this up with great service from the local people that own and operate the stores. All this adds up to a unique group of fiercely independent businesses working for their customers. Opening Hours; Mon-Fri: 7AM - 5PM Sat: 8AM - 12PM Sun: Closed
SERVICE FIRST QUALITY ALWAYS Low-Pressure House Washing • Soft Washing Moss & Mould Roof Treatments • Gutter Cleaning Driveway & Hard Surface Cleaning Roof Cleaning • Exterior Pest & Spider Spraying Commercial Building Washing • Fence & Deck Cleaning Window Cleaning • Solar Panel Cleaning
AVAILABLE NATION WIDE
Phone 0800 101 216 www.washrite.co.nz