Principals Today Issue 87

What you put in your pet’s bowl can affect their life now – and in the future PLUS

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NEWS

| INTERVIEWS | RESOURCES | PERSONAL DEVELOPMENT | SUN SAFET Y | CAREER CHOICES | ICT | PROPERT Y | FUNDRAISING Issue #87 Term 3 2010

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Business high

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Onehunga businesss school breaks boundaries

07 VIEWPOINT

In the education sector ‘business’ was once a dirty word. Now it appears it is a profitable one

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Principal

Administration Dept

Board of Trustees

Property Manager

Principals Today

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05

Careers Advisor

10 SUPER STUDENTS

Issue 87

5324

the box office wonder boy and a super scientist

Lost in translation

ABC circulation as at 31/12/09

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13 AN EDUCATION IN ITSELF mixing sun, sea, sand and curriculum

the changing shape of the communication

14 BOOK CLUB

The written word’s getting put through the communication blender and emerging in a completely different form

Head office Academy House 818 Colombo Street PO Box 1879 Christchurch

effective early literacy intervention

19 THE BATTLE OF THE BULGE

06

managing director Gary Collins General manager Rebecca Harris

30 years of inclusive education It’s been 30 years since the first children with intellectual disabilities were allowed entry into ‘regular’ classrooms. But that was a different, more ignorant time. Right?

admin manager

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sales & advertising Bill Thew sales executives Doug Walker newsroom Jonathon Taylor Marie Sherry Melinda Collins Kate Pierson Bridget Gourlay

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26 EOTC learning experiences to utilise

29 PERFORMING ARTS when the stage is set

interconnected education

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30 CHRISTIAN CAMPING stepping outside to get into life

John Walker could have taken his medals and prestige and rested on his laurels; instead he’s spent decades battling for a better life for the kids in our classrooms

35 RESOURCES tools for learning on the move

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36 PERSONAL DEVELOPMENT increasing the rate of information input

38 CAREER CHOICES

production Fleur Hall manager Hannah Walters assistants Carolynne Brown Samara Thomson Camilla Josephs Melanie Stanbury designers CJ McKay Hayley Brocket Ryan Carter Ian Knott Kirsty Opie Phone: 03 961 5050 Fax: 0800 555 054 Email: production@academy.net.nz

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Cover story

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educational adventures

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Personal development information input

40 PROPERTY putting challenge and imagination into play

The technological revolution has had a profound impact on how we learn and those who figure out how best to apply it, will be those to benefit the most

42 AUDIO VISUAL the power of images

36 Principals Today congratulates Jamie Wehipeihana

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Check out what’s up for grabs in our annual, Cover Photography and Teacher of the Year competitions on PAGES 9 AND 12.

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News

Business

By Melinda Collins

In the education sector 'business' was once a dirty word. Now it appears to be a profitable one.

When self made millionaire and creator of Just Water, Tony Falkenstein first bandied about the idea of a business school within a high school setting, the concept was laughed off.

"The Ministry of Education was opposed to teaching business as part of the curriculum. The comment was made that business would never be taught as a subject in school," Falkenstein says.

"New Zealand Trade and Enterprise (NZTE) did a survey which found 76 percent of teachers thought business was a dirty word - the education sector was very anti-business."

Proof that the times do change came this year, with the ministry adopting NCEA achievement standards for business studies; a move welcomed with open arms

by Falkenstein and his brainchild, Onehunga High Business School.

Onehunga is the first New Zealand high school teaching business studies and, lacking ministry support, students have been working toward international qualifications since it opened in 2003. Now with business studies receiving full backing from the ministry, Falkenstein says the path has been paved for similar ventures.

"The ministry and I, who were the worst enemies, are now the best of friends," he laughs.

An Onehunga old-boy himself, Falkenstein is most known, not for the speed at which he made his first million, or the speed at which he lost his first million, but the grace and business acumen he displayed as he clambered back up the corporate chain. After two failed ventures, he purchased fax machine business Red Eagle for one dollar.

Within a decade it was turning over $200 million a year. His latest foray is Just Water International. It too has proved a success and is today a major player in the corporate bottled water, water-cooler and brand packaged water markets.

But the inspiration for Falkenstein's foray into business education came well before Just Water's public debut.

In 2001, the Global Entrepreneurship Monitor Report listed New Zealand second only to Mexico in the entrepreneurship table, but attacked the education system for failing to provide the knowledge and skills for business success.

Our primary and secondary schools were rated below the global average for their teaching of marketeconomy principles and focus on entrepreneurship.

"New Zealand was on top when it came to getting businesses started and at the absolute bottom when it came for businesses lasting five years,� he says And it proved the drawcard for him to do something about it. Without ministry support, NZTE provided the funding, by June 2002 the concept was confirmed to go-ahead and by February 2003 the four lecture rooms were open. "That speed has never happened before in the life of education," he laughs.

Similar ventures have come and gone since those days, but Falkenstein says the business school is operated in a way which has ensured its success. The business school operates as a separate entity from the high school itself, with its own board. "A special type of person will go on the board of a business school than who will go on a high school board - they tend to be business people.

This year there are 600 students currently enrolled in general business and a further 150-odd in the accounting and economics classes, business school head Linda Everett says. But an increase in senior students wanting to study business is expected in future years as some students have previously rejected it because they wanted an NCEA qualification.

While initially open to senior students, all Onehunga students now have a one-term introduction to business in Year 9.

"It's become recognised that business studies is an academic subject and the skills that students can take from it are transferable. It fits the new curriculum really nicely in terms of the key competencies and values," she says.

"I think people are starting to realise it is an integral part of our existence."

"A big key to the success is having those business people in the local community onboard."

While he has stepped down from the board himself, Falkenstein is continuing to play a prominent role in encouraging other schools to follow the model. "It's now an NCEA subject so there's no reason why other schools shouldn't be teaching business.

"I'm very happy with the response and by next year the plan is to have 60 high schools teaching business.

It is accepted, there are good calibre students wanting to do it and whether kids are learning arts or science, there is still room to do business," he says of the subject's transferable skills.

"You live a better life if you have more money coming in than going out," he laughs.

Photo: Tony Falkenstein

www.principalstoday.co.nz    Term 3 2010 | 5

News

Lost in

n o i t a l s n t ra

By Kate Pierson

Tx 4 b-i n da bst frnd a gurl cud hv TTYL Thanks for bei ng the best fr iend a girl could h ave.

Talk to you la ter.

Was that acronym loaded, abbreviation based, colloquial communication lost on you?

Did you find yourself, through squinted eyes, having to dissect each particle of meaning in order to translate the full idea of this chatspeak?

Fear not, you're not the only one on whom these code words are lost in translation.

But if the global prevalence of this form of communication is a tell-tale sign of what's to come – you, and the rest of modern civilisation, best be brushing up on your text lingo, because the written word's been put through the language blender and has emerged in a completely different form.

While this might be a dramatic revolution of the English language, it’s not the first and certainly won't be the last time language has become aquainted with change. Fact is, our mother tongue has undergone an ongoing literal and audial metamorphosis since the dawn of communication. Some changes have been organic, others circumstantial and many intentional.

It was the study of linguistics that emerged in order to understand and document the evolution of our languages.

In the momentum of the millennium, this new strain of language has been born from the advent and globalisation of technology.

Fondly referred to as SMS, txtese and chatspeak, 'text' as it is most commonly identified, has grown from infancy to adulthood in a technological heartbeat, befriending millions of friends the world over along the way.

These techno-savvy friends have played their part in shaping, influencing and personalising this breed of language. After all, it's human nature to re-engineer the wheel. In this case, text language has been developed to accommodate the more contemporary lifestyle and from slight nuances to dramatic substitutions (like swapping letters for numerals), the presence of text language in varying strains is now ubiquitous.

It has found its way into many written forms of communication, becoming a default setting in most people’s dialect. Because when you're a material boy or girl in a material world, as most are these days, conversing in text is considered the contemporary, cost effective, time efficient mode of expression.

And sure text has its benefits, but following the November 2006 political controversy sparked by ambiguity over the existing NCEA 6 | Term 3 2010 www.principalstoday.co.nz

examination protocols, there has been great discussion in the media here and abroad, regarding how this paradigm shift may affect, or has affected, the education sector.

This debate brought questions of educational ethics to the fore, as traditionalists like the National party spoke out against the speculated changes to rules and regulations of NCEA examinations. Former education spokesman Bill English damned any relaxation of formal language utilised in exams, saying text language had only been devised as a means of social chat.

In response to the swirling speculations, the New Zealand Qualifications Authority spoke out to voice its active discouragement of candidates using abbreviations in their examination scripts and NZQA deputy chief executive Bali Haque said at the time, contrary to widespread rumour, there had been no change to the authority's policy in regard to abbreviations in exams.

The NZQA was clear in its stance that colloquial language of this nature could compromise how effectively participants demonstrated their understanding of a subject. “The candidates' priority at all times should be to ensure their answers are clearly understandable to markers. The best way to do this is to use standard English,” Haque said.

Almost four years on from this debate, the relationship between text and education is still being explored with questions regarding the negative impact of text on the English language circulating in the media midst.

Doctor Libby Limbrick, head of the University of Auckland School of Arts, Languages and Literacies department and the chairperson of Storylines, has introduced an interesting perspective into the conversation “Text is becoming like a dialect,” she says.

“It is not replacing, nor should it ever replace conventional language. We accept different cultural and community dialects in the playground and this is the same thing. Text language is an additional form of communication as opposed to a substitute.”

Doctor Limbrick says while text language is not appropriate or acceptable when written communication is the focus of the task at hand, she says it can be a strong tool for generating ideas. “There is no reason why it cannot be used to generate communication, but it is not appropriate for a presentation of the facts in a carefully structured and formal report or story. Because often, very fine nuances of meaning are lost in a text message and even in an email.”

Viewing texting as a secondary language and mode of communication for particular purposes is the best way to contextualise its place and presence within the education system and in the wider society, she adds.

“Text can be used positively and powerfully in education within an appropriate context.

It is a useful tool if used well because it also makes students think about the sounds of language.

I hv bin ROFLMAO! r I have been Rolling on the floo laughing my arse off!

“For instance, when they are a substituting the word 'ate' with the letter eight, they are recognising these are similar in sound.

Texting helps students play with language and helps them explore their phonetic awareness.”

Doctor Limbrick says looking at the social benefits of texting in an education environment is also important and she acknowledges the value of text as a medium for those who cannot always communicate with ease in the school environment.

“Students with hearing impairments have been relatively isolated in past years, but with texting and abbreviated language they can socialise, network and build relationships that were difficult to build before,” she explains.

So, to text, or not to text?

That is the question.

Is there an answer?

Not a definitive one.

Until a direct correlation between texting and a decrease in human intelligence is established, this new breed of language and the technological mediums through which it is delivered, will remain a relatively harmless technological tool. Except of course, the potential threat of repetitive strain injury attached to what's known as TMT – too much texting.

And as for text language and its presence in the education sector, it will be deemed a niche or a nuisance.

It simply depends on who you're asking.

Sup hw u m 8?

C u 2m o @ skool. l8r z What’s up, how ar e you mate?

See you tomorrow at school.

Later.

News filthy hoodie and it looked like he’d just dragged himself out from under his car!

Where has the sense of occasion, the respect and the dress code for teachers gone? I can understand a PE teacher dressing like this if they are on the field, or in the gym all day, but wearing this to accompany a classroom to church - no wonder I am struggling with having an acceptable dress standard around the office.

Are all students being taught that you can wear what you like when you like and a “sense of occasion” does not exist – or is this a one off?

What are you wearing today?

As an employer I continually struggle to get staff to stick to a dress code. Gone are the days of it being a sackable offence for turning up to work not dressed according to the code.

I recently resorted to running a competition with a number of mere males in our office, just to get them not to wear jeans. But I think I now know why these men think casual dress is acceptable.

I recently attended a church service on a school morning. A class of children from the adjoining school and their teacher were there. The rest of the congregation was wearing respectable church going attire; the students were all neat and tidy, yet the teacher had on track pants and a

In saying all of this, staff in the education sector are influenced themselves by those in more senior positions. Take, for example Anne Tolley who, at the recent principals conference was dressed head to toe in red. This conjures up a range of seemingly conflicting emotions from passionate love to violence and warfare, her attire suggested confidence, as red is a power colour, with a dash of danger.

Tolley could have worn green, a nurturing and earthy tone considered to be one of the most healing among all the colors.

This may have helped heal the rift between herself and those opposing the implementation of National Standards.

Blue, in general, reminds us of a favorite pair of well-worn denim jeans - now that’s simply relaxing. (Perhaps that’s why the men around our office like to wear the jeans - so they feel relaxed!)

The old black and grey are fashion basics, most choose to wear black because they prefer to blend in, some don’t even bother to wear black at funerals

anymore, as it’s just too sad to wear dreary and dark colors.

But I think it is however advisable not to replace this with track pants, and a filthy hoodie!

Orange is a high-energy colour said to urge you to get out into the world and create something grand; just what is required to motivate and inspire the young minds of tomorrow.

Wear pink if you want to convey compassion and an open heart and if you’d like to send a message that you’re one of a kind and could care less about conformity, then wear purple.

But whatever colour or attire you wear, take a couple of minutes to think about it and ask yourself: Is what I’m wearing today going to impact on my ability to do my job to the highest standard? Will what I’m wearing today have an impact on how others see me and am I portraying the correct impression my position requires?

Whatever you wear, whatever position you hold in the education sector, remember you are leading by example, others are learning from you and it would make my life just a tad easier if you set a good example.

Wearing white will help reduce any nagging feelings of disappointment or drudgery.

Perhaps this is what we should all be wearing as mid-winter passes slowly by, making way for spring when it’s time to wear yellow, the perfect color whenever our spirits need a lift.

Rebecca Harris is the General Manager of the Academy Group of Companies.

All correspondence regarding this column to: Email. rebecca@academy.net.nz Post.’Rebecca’s Rant’, PO Box 1879 Christchurch 8140

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www.principalstoday.co.nz Term 3 2010 | 7

News

e s i a l ma

Mainstream

By Bridget Gourlay

It’s been 30 years since the first children with intellectual disabilities were allowed entry into ‘regular’ classrooms.

These children were met with a mixed reaction. Some were simply prejudiced - “I don’t want my child sitting next to a Mongol,” some expressed concern - “wouldn’t they be better off in a special classroom?” and others fear “won’t they distract the teacher from normal kids?”

n o ti a c u d e e v i s 30 years of inclu

But that was a different, more ignorant time. Right?

History The treatment of people with intellectual disabilities has undergone a seismic shift within the last century. A baby with Downs Syndrome born as recently as the 1940s was usually institutionalised immediately. This was a hangover from the eugenics ideology of the 19th century where people with supposed “lesser desirable traits” were to be prevented from having children – one way was for these people to be removed from society by placing them in purpose built genderseparate institutions.

Children with intellectual impairments spent their lives within the hospital grounds, sharing facilities and wards with people with mental illnesses. They were certainly not expected to have jobs, to marry, to live independently – even to learn to read, write or count.

8 | Term 3 2010 www.principalstoday.co.nz

Enter 20 year old Andrew Oswin. He smashes any pre-conceptions about the abilities of a person with Downs Syndrome. The administration assistant made headlines in 2007 when he passed Level One NCEA. Oswin plays the piano, is an avid reader and has won Special Olympic medals for athletics and swimming. He loves to act in a local drama society and volunteers at his old primary school, helping pupils struggling with reading.

His father Richard, a deputy principal, says he and his wife had a ‘not there to decorate the chair’ philosophy from the start – Andrew was going to learn and live a productive life. They knew inclusive education was for Andrew because when he was around ‘normal’ children his aspirations were higher.

Richard says when the family went to enrol Andrew’s older brother at Fendalton Primary, the principal immediately said they would take Andrew in a few years, despite the fact they had no experience dealing with Downs Syndrome before. Because of the funding system at the time, the school was able to hire a teacher’s aide to help Andrew with his classroom tasks and with social interaction.

Lumped together It wasn’t just the intellectually impaired who were institutionalised or segregated – people with physical disabilities such as the blind, the deaf, or wheelchair users were put in the ‘different’ category too.

Dr Rod Carr, vice chancellor of the University of Canterbury, was one of them. Carr is legally blind and for the first six months of primary school in 1963 he attended a special school where children with a variety of disabilities were “lumped together”.

“None of us were profoundly disabled.

It was an era where people were regimented into groups. It made the mainstream cleaner.”

Carr’s behaviour was so bad his teacher recommended he be moved to a school for the blind. But after an interview with his brother’s private school’s headmaster, Carr was enrolled and began to thrive.

He needed binoculars to see the whiteboard, and couldn’t participate in some activities – Carr recalls a disastrous game of cricket his teacher forced him to get involved with which ended with him knocked out after a ball to the head.

“The lesson here is that if kids are mainstreamed there needs to be support for teachers – this was clearly a mismatch of expectations.”

Difficulties with reading and sport were soon overcome. Carr went on to get a PhD, become the acting governor of the Reserve Bank and the CEO of Jade Software. He runs about two marathons a year.

Shifting attitudes In the 1970s, children with intellectual disabilities were not institutionalised, but were sent to special schools or to

regular schools with special education units. Strong social stigma was often attached to these children and their families; remember, until then people with disabilities had been out of sight and out of mind.

Forty year old Loren Glenn, who has a mild intellectual impairment, started intermediate in a mainstream class. When she couldn’t keep up with the school work her teacher decided she couldn’t be in the class, so Glenn spent the school day in a supervised spare room. The experience made her feel left out, stupid and unwanted.

“We need to stay in the same class, we shouldn’t be segregated, we should be all equal. If we need extra help we should get support like teacher aides...

If we’re all together we all make new friends. We’ve all got the same needs and hopes as anyone else. We’re people just like they are.”

She advises teachers to have more patience with children with special needs.

Glenn now works in data entry one day a week and is a keen soccer player and swimmer. She has worked on numerous community projects aimed at getting the public to understand people with disabilities better, including one where she went into a primary school and spoke with the children.

In the late 70s and early 80s the first children with intellectual disabilities

News became mainstreamed, but the practice was not common. It usually occurred in rural areas where there were no alternatives, or at forwardthinking schools.

for non-disabled kids who grow up without exposure to children of different needs.

In 1989 it became law that all children had the right to attend their local school.

This effectively meant that legally, regardless of ability, a child could attend his or her local school and provisions had to be made to ensure all of their needs were met.

“We’re at the start of a whole new era that’s about having wonderful diverse communities where people of different races and families all exist. This is a real opportunity to be more diverse. To really be a mirror reflection of our community – that’s what ‘Tomorrow’s Schools’ was supposed to be about.”

Separate and unequal

Not for everybody

Twenty-one years later, IHC advocacy manager Trish Grant says for many children with intellectual disabilities this is still not the case. She says schools have such limited access to funding or the resources to meet the special needs of children with disabilities, they have no choice but to limit attendance.

This doesn’t mean that inclusive education is for everybody. Some parents have found their child does best at a special school, either full-time or part-time – particularly if the child’s needs are very high.

“Parents are often asked to contribute financially to teacher aide hours because of a funding shortfall, the only other option being that their son or daughter is sent home.”

Grant says children with disabilities often miss out on assemblies, camps and plays - because schools often can’t cope, either financially or because the teachers aren’t trained to deal with problems that might arise.

This is obviously not inclusive education.

And to fight this practice, the IHC has lodged an official complaint to the Human Rights Commission.

Richard Oswin advises parents of a child with special needs to only work with schools who are willing to support them.

“You’ve expended so much energy getting your child to the point of going to school, you physically don’t have the energy to fight the school for acceptance. You need to put your energy into educating those who are open, who want to work with your child.”

Even Andrew Oswin spent his final few years at high school in a special unit, where he sat assessments and did work experience to prepare himself for the job market. Some children may start off in one system and then decide to swap. While the IHC say they push for inclusive education, they also support parents who choose not to do so.

What they say isn’t available is total choice for parents. Parents need access to an environment where their children thrive academically and socially, where they grow to become happy and well-rounded members of society.

Sound familiar?

Trish Grant says separating students by disability is not only bad for disabled students who have the right to participate in society and because research has shown they perform better academically and socially when they are included, but

Be in to win Don’t forget to get your entries in for the Principals Today Cover Photography competition and the 2010 Teacher of the Year competition.

You can send entries for the 2010 Cover Photograph competition and 2010 Teacher of the Year competition to production@academy.net.nz, or by post to Principals Today, PO Box 1879, Christchurch.

2010 Cover Photograph

competition

Principals Today is again running its Cover Photography competition and as before, the winning photograph, judged by the staff at Principals Today, will be used as the cover shot on our 2010, Term 4 edition.

So get those shutters at the ready, because you never know, with a camera and some inspiration our Term 4 cover shot could be yours. Turn to page 12 for full details.

win

2010 Teacher of the

Year

Teaching is one of life’s noble arts. The molding of minds via the passage of knowledge passed on and support of personal growth is all in a day’s work for teachers across the country. They have the power to shape futures and play no small role in guiding young people towards happy and successful adulthood.

They inspire and encourage the future generations of this country.

Principals Today wants to recognise the hard work teachers do in and out of the classroom around New Zealand. So we want you to nominate your favourite teacher and tell us why they are the top teacher in the country. The Teacher of the Year will be chosen and announced in our Term 4 issue. www.principalstoday.co.nz Term 3 2010 | 9

Super Students

Super Student

n o t s e l l o R s e Ja m

By Melinda Collins

He was plucked, quite literally, from obscurity at Opotiki Primary School, but when James Rolleston took to the stage at the Sundance Film Festival in Utah, everybody knew exactly who he was.

And if you don’t, he’s the star of ‘Boy’, which has just become the highest grossing New Zealand film of all time. Written and directed

by Taika Waititi, Boy took just eight weeks to break the record and is set to exceed NZ $8 million in the box office.

New Zealand. Maori kids don’t get many opportunities like this and to find a pair of boys so different and so engaging as actors filled me with awe and pride,” Waititi says of Rolleston and his co-star Te Aho Eketone-Whitu.

Rolleston was just 11 when he auditioned for a small ‘extra’ role in Boy - he didn’t get the part, instead he was cast in the lead role.

“Sometimes it was difficult. There were the usual meltdowns you’d expect with working with kids, but when you think of the performances they’re giving you, when you realise they’re saving your movie simply by being in it, then you forget the sulking and demands for sugar - you just smile and say ‘thank you brats... thank you.”

Now 13, Rolleston is being lauded as the next up and coming actor after his debut lead earned a standing ovation at the Sundance premiere.

“He is natural, smart, open and innocent, but with enough experience in his life to draw from, for the role,” Waititi says.

Rolleston’s talent has blown many away.

“These kids reminded me of just how much incredible talent we have here in

Producer Ainsley Gardiner credits Rolleston for the title change of the movie. “As we cut the film the performance from the lead, James Rolleston, was just so simple and powerful that it felt like it needed the same in a title. ‘Boy’ just says it like it is.”

Super Student

e l e e t e l S o c i N With annual exports in excess of $NZ6.3 billion, the dairy industry is New Zealand’s biggest export earner - an established global industry with an exciting future. No less exciting is the future of Nicole Steele, who is foraging a career within the realms of the dairy research industry.

The ongoing issue of mastitis in dairy herds prompted the 18 year old Morrinsville College student to investigate the effectiveness of antibiotic treatment for mastitis in dairy cows.

“Mastitis is an ongoing issue in dairy herds due to the significant impact it has on the quality of milk produced,” Steele says.

“Cow health and loss in milk production are the major problems caused by mastitis.

The development of penicillin resistance increases the likelihood of ongoing problems in dairy herds.”

Above Photo: Nicole Steele is presented the Asia New Zealand Travel Award

by Vanessa Lee, Manager Education, Asia New Zealand Foundation Below Photo: Dr Eric Hillerton, Chief Scientist at DairyNZ presents the ‘outstanding’ award to Nicole Steele

10 | Term 3 2010 www.principalstoday.co.nz

chain reaction techniques (PCR) to test for a gene that breaks down penicillin. Only two of 60 strains tested possessed the gene, but 24 strains exhibited growth in the presence of penicillin, indicating a different resistance mechanism.

The result was unexpected, but then so were the accolades which followed it.

Using cell counts in milk, Steele identified 92 cows with sub-clinical mastitis and conducted a trial to determine the efficacy of the drug Mamyzin, commonly used for mastitis control.

Aptly titled ‘Treat them to Keep them,’ Steele’s project was awarded a Gold Crest under the national Crest awards programme.

This recognition earned her a nomination and subsequent win in the Realise the Dream national school science and technology competition this year, along with a $5000 cash prize.

The cure rate was 16 percent without treatment and 56 percent after six treatments.

Bacterial strains isolated from infected cows were evaluated for drug resistance. DNA was extracted and amplified using polymerase

Realise the Dream is organised by the Royal Society of New Zealand and celebrates top school students who have carried out an excellent piece of research or technological development.

www.principalstoday.co.nz Term 3 2010 | 11

12 | Term 3 2010 www.principalstoday.co.nz

News

An education in

f l e its

By Kate Pierson

Safety First

It has become a ‘must experience’ getaway and a regular fixture in wishful daydreams when winter’s icy personality takes front and centre on the seasonal stage.

And while it may have acquired some commercial elements as its popularity with consumers has grown in leaps and bounds, it has still retained its idyllic identity without the pretentious nature of other tropical retreats.

Visit this haven and you’ll be greeted with ‘Ni Sa Bula’ and farewelled with ‘Ni Sa Moce,’ after the restorative properties of its climate and culture have worked their magic. Yes, Fiji; the destination long considered a remedy for the winter blues epitomises the true concept of a holiday.

But as well as being an ultimate escape, Fiji is now also recognised as somewhat of an educational classroom. Hosting countless groups of inquisitive, knowledge thirsty, experience hungry students from New Zealand every year, Fiji has become an epicentre of learning.

The relationship between Fiji and the New Zealand education sector has been fostered by the pioneers of Edventuretours – the result of Chris and Robyn Hamilton’s vision and ambition. As travel gurus, the Hamiltons acquired valuable skills and knowledge on their own adventures that they have channelled into the Edventuretours enterprise, which has a strong focus on sustainable tourism.

The Hamiltons offer two main fields of travel for niche markets; school groups and group travel. The Edventuretours school group trips are predicated on itineraries and schedules that align with a school’s curriculum, allowing students and teachers to satisfy their intellectual curiosity and exercise their initiative and skills.

Student tours to Fiji began with support from Tourism Fiji, whose New Zealand regional office in conjunction with Edventuretours, has helped subsidise annual Fiji familiarisation trips for parties of six to 10. Underway for more than 10 years, these trips have included principals, heads of departments and teachers representing schools in Auckland, Christchurch, Dunedin, Northland and Tauranga.

The mission was to explore Fiji and evaluate its suitability as a prospective destination for hosting sport, social and educational programmes in 2010. The numbers spoke for themselves when four out of the six teachers who went on the original exploratory expedition, signed up for a series of Fiji-based tours.

These schools included Hamilton Boys High School, who, with the support of music teacher Adrian Botting, sent a 35 strong group of aspiring musos to Fiji in July 2010.

“Awesome Adventures – an experienced adventure operator, took Adrian’s Hamilton Boys’ High group up to the Yasawas, which is about four hours north of Nadi the mainland. Here they had the opportunity to stay in the villages and visit the schools,” Robyn Hamilton explains.

Prior to his school’s departure, Adrian Botting discussed the impending eight day tour which had been tailored for the school’s music curriculum.

“It’s a chance for our students to experience the culture of another country. On this trip we will be taking our students to the top of the Yasawas and they will have the opportunity to play for schools, both primary and secondary, as well as resorts, which gives them the chance to play in a professional setting.

“We want our school groups to go with the flow and we ask that they don’t stop the daily proceedings of the schools or communities they are visiting, but instead become a part of it,” Robyn Hamilton says.

“We will take groups to good Nadi hotels and then to the slums,” she adds. “When we visit these poorer areas, the kids will take gifts with them for the people who live in these areas - things like school books and sport gear.

“When our groups return from these types of experiences, they have really matured because they have seen how other people live and they are stepping outside what they already know.”

To ensure all precautions are taken, preliminary Risk Analysis and Management Systems Reports (RAMS) are conducted by Edventuretours and the participating school and specific contingencies are put in place to ensure all bases are covered.

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“They will also be able to learn more about themselves and each other and about working as part of this big music machine,” Botting explains.

“This trip also aligns with NCEA standards so students can be assessed on both their solo and group performance for NCEA level 1, 2 and 3.”

Of the cultural aspect of the trip, Botting adds, “The other part of the trip involves the schools we visit playing for us and we learn from them in this way. On previous trips, our boys were actually gobsmacked that many of the students who live in poverty have such a good outlook on life.

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www.all-safe.co.nz or sales@all-safe.co.nz www.principalstoday.co.nz Term 3 2010 | 13

Book Club

Book Club

Reading

Recovery

New Zealand The benefits of getting children interested in reading are well documented. However, if a child is struggling, then help is available.

A fantastic resource is Reading Recover New Zealand – specifically designed for this kind of situation.

Reading Recovery is an effective early literacy intervention designed to significantly reduce the number of children with literacy difficulties in schools. It provides daily one to one teaching with a specially trained teacher for children making the slowest progress in literacy learning after a year at school. It is supplementary to classroom instruction.

Books for you

By Melinda Collins

The great thing about books is you can find the right flavour to suit any taste – so here are a couple of great books which might just suit yours!

Title: I Just Want to Be Me Author: Timothy and Sandra Bowden Publisher: Exisle Publishing RRP: $22.99

Reading Recovery is supported and significantly funded by the New Zealand Ministry of Education as part of the Literacy and Numeracy Strategy.

Schools wishing to implement Reading Recovery select experienced junior class teachers who work individually with children for at least half of each day during their year of training.

In subsequent years the number of children taught by each teacher will depend on the size of the school, the availability of other Reading Recovery teachers and the number of children needing the intervention.

The Reading Recovery teachers in a school form part of the school Reading Recovery team. This team also includes the principal, assistant/deputy principal (junior classes) and other members of the junior school staff and has responsibility for ensuring the effectiveness of the intervention in their school.

Team members participate in the selection of children and evaluation of the outcomes of children’s programmes.

Title: Borderline Author: Allan Stratton Publisher: HarperCollins Publishers RRP: 32.99

‘I just want to be me’ is all about the journey of self discovery and standing up to your own internal monsters. ‘Borderline’ has been called a “coming-of-age” novel, all about acceptance and fear, wrapped in a fascinating mystery novel.

These books, along with the help and support of all the cool schools out there will give you all the tools you need to become the person you want to be.

Acceptance and Commitment Theory (ACT) is a scientifically proven framework for dealing more effectively with the inevitable pain of life. It teaches us how to connect with our values and live fully in the present moment, how to make room for painful feeling without being controlled or overwhelmed by them and how to reduce the impact and influence of negative thoughts. I Just Want to Be Me is a comic book which shows us how we all can overcome our own psychological barriers and live richer, fuller lives. Written by ex-teachers, I Just Want to Be Me is psychology for the real world.

Life’s not easy for Sami Sabiri at private school as the only Muslim kid. But it’s about to get worse. Borderline is about acceptance and fear, without the psychobabble, all wrapped up in a compelling adventure novel. It is psychology without the psychologist.

It is the story of a funny, gutsy MuslimAmerican teen determined to save his father, his family and his life.

Reading Recovery tutors consult with and advise Reading Recovery school teams on matters affecting the quality of the school’s Reading Recovery implementation as well as providing teacher training and offering professional development and support for trained Reading Recovery teachers. For more information visit www.readingrecovery.ac.nz

ool School nisg cC ompetition writi

Putting pen to paper to come up with a really great theme for this issue’s book club was much like solving the American oil spill disaster - easier said than done.

But then in a flash of inspiration, and some help from reading the incredible entries for the “School is Cool” competition, it hit me. The theme - you, the cool schools, the cool teachers and the cool students which make them.

The winning entry

By Jamie Wehipeihana Year 6, Cargill Open Plan School

I love our school and the work they do To make the classrooms fresh and new The teachers and aids are tremendous They make us great because they believe in us The opportunities are the best you'll ever get At student led conferences our goals are set To be the person that you want to be Cargill is the place to be

So, without further ado, the winner of the “School is Cool” competition is Jamie Wehipeihana, a Year 6 student from Cargill Open Plan School.

And when I'm older I'll be proud to know That I learnt the skills that helped me grow

As you will see to the right, Jamie’s entry recognises the contribution Cargill School makes, not only to education, but also to helping its students become the people they want to be, and the rhyming was pretty cool too. Cargill School will be receiving a great big stack of books courtesy of the fantastic folk at HarperCollins Publishers and Gecko Press.

And when you come you will meet Cargill kids who are really neat

14 | Term 3 2010 www.principalstoday.co.nz

That I was part of the best school Because Cargill is a school that is cool

With eyes that shine like the sun Because we are number one.

A swimming pool for most New Zealanders is something that brings images of “fun in the sun”, but for those of you who have owned or operated a pool, the daily management and maintenance is costly.

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Pool Construction

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www.principalstoday.co.nz Term 3 2010 | 15

Travel

16 | Term 3 2010 www.principalstoday.co.nz

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Cover Story

Field of

dreams

By Bridget Gourlay

Sir John Walker could have taken his medals, his prestige and his earnings from his business and enjoyed his later years. He is not a well man, and no one would have begrudged him a quiet, middle class life, building a nest egg with his wife.

Instead Sir John Walker has spent the past few decades battling for a better life and a better community in Manurewa for some of New Zealand’s poorest young people. It’s easy to stereotype Manukau city. Low decile schools and high drop-out rates. Low nutrition and high obesity. Low education and high crime.

However it’s also produced some of New Zealand’s top athletes. Other than Sir John himself, Jonah Lomu, Ruben Wiki, Frank Bunce and Valerie Vili are some of the big names from south Auckland.

It’s arguably the toughest challenge in New Zealand – a challenge most people, especially white middle class ones – wouldn’t touch with a ten foot pole. But, then again, Sir John isn’t most people.

Born in Papakura in the 1950s, Sir John attended Manurewa High School. He

made headlines in 1975, when at age 22, he was the first person to break three minutes 50 for running a mile (1.6 kms).

A year later he smashed the world record for 2000 metres by nearly five seconds, a record that stood for an entire decade.

His most famous moment was when he won a gold medal in the 1500 metres sprint at the Montreal Olympics in 1976.

Across the world, New Zealanders watched what would become an iconic image - Walker’s outstretched arms, his long hair flowing behind him - as he crossed the finish line.

He made headlines again in 1996, when he announced he had Parkinson’s Disease.

Since then, Sir John has not taken a backseat – he’s forged ahead.

He has remained on the Manukau City Council as the representative of the Manurewa ward. And in 2008 he launched Find your Field of Dreams – a project funded by charitable and government agencies that creates exercise

The battle

of the

programmes for young people in south Auckland.

Two years later, he says the results are better then anything he could have hoped for.

“Teachers write to me everyday and say thank you - the kids are coming to school and they look forward to going on the bus, look forward to going swimming. Teachers are saying - not just one but many school kids who used to come to school to goof off are now less disruptive and they are getting on with grades. One kid was on the verge of going to jail and he did our leadership course. He’s now so good, he just needed to be put on the right direction.”

Find Your Field of Dreams was launched in May 2008 to fund activities for young people in Manukau. Free swimming lessons (including the bus trips), afternoon sessions in local parks where volunteers run touch rugby and ultimate frisbee games and a leadership programme

bulge

Serious money has been invested in sport by the Government in the last year, In June, the Government announced it would establish a new High Performance some of it going Institute to oversee investment in elite directly to schools. sport and to foster a culture of excellence.

A sum of $15 million will be going towards the expansion of the Millennium Institute, which will become the National Training Centre for High Performance Sport.

From July this year, there will be a $1.2 million contestable fund available for investing in outdoor recreation. SPARC has paid for this fund, which aims to increase long-lasting participation in outdoor recreation, with an initial focus on youth.

A year ago, the Government announced it would spend $82 million on the Kiwisport initiative. A cool $45 million is being spent on direct funding for schools and another $37 million is going to regional partnerships, like clubs, to support sport for school-aged children.

Prime Minister John Key says he believes in putting funds from the back office to the frontline. “Sport has undeniable benefits in terms of physical fitness, teamwork and leadership.”

18 | Term 3 2010 www.principalstoday.co.nz

where promising youth get to experience activities like kayaking, sailing and rock climbing are some of the programmes Field of Dreams run.

SPARC research shows about half of youth in New Zealand don’t play any sport. Of those who participate in sport, a third drop out between the ages of 13 and 17 years.

Sir John says using sport and activity as a way to get kids from deprived homes involved away from crime is simple.

“It’s not Einstein. Keep kids active, keep them a little bit tired and interested in something else other than going out and causing trouble.”

Take swimming. Manukau’s proximity to beaches means that spending time by the sea is a great pastime. But 130 deaths occur each year in New Zealand from drowning. Of these, Pasifika children are most at risk, accounting for 13 percent of all drowning deaths. Schools don’t often can’t fund an on-site pool anymore and

But anti-obesity groups and the opposition have slammed National for claiming the investment in Kiwisport tackles health issues.

“So far the Government has cut funding to the Obesity Action Coalition, has threatened to remove ‘Fruit in Schools’, has dumped reducing obesity as a health target and has cut nearly $5 million from the diabetes ‘Let’s get Checked’ budget,” Labour health spokesperson Ruth Dyson says.

National’s reversal of the previous Government’s school junk food ban also drew Dyson’s scorn.

“John Key’s Government also rejected moves to have healthier food in our tuck shops because it was too politically correct to expect young people to be fed quality food.”

However, Fight the Obesity Epidemic spokesperson Dr Robyn Toomath says Kiwisport is excellent.

“Increasing physical activity is an excellent way of improving health for all individuals and sport has a role.”

But she says investment in sport will be worthless unless obesity is fought from all sides.

Toomath wants unhealthy food and soft drinks banned from schools and junk food advertising aimed at children stopped.

Cover Story

can’t fund an on-site pool anymore and although swimming centres are often cheap or free for children from low decile schools, transportation and togs are not.

Field of Dreams funds seven free swim lessons (this includes the pool entry, transportation and instructors) for Year 3, 4 and 5 children. It’s put through 75,000 swims already. Twenty percent of these kids have gone on to join swim clubs and schools have reported fewer truants on pool days.

Sir John says they have both statistical and anecdotal evidence that there’s less graffiti and fighting in the areas where their programmes have been rolled out.

The belief that sport and activity redirects bored children from crime was something Sir John has been passionate about for a long time, but was made possible by Manukau City mayor Len Brown. He gave it the council’s backing, a budget and a kick-start.

before they left for the World Cup in South Africa.

Another famous New Zealand sportsman, John Kirwan has made his battle with depression public to destigmatise the illness which affects up to 20 percent of Kiwis. The former All Black is the frontman for a series of television advertisements, one of which takes place in a pool where he advocates regular exercise as key to fighting depression.

Sir John Walker says PE in schools has declined in recent decades to the detriment of society. He says his ideas are common sense, not revolutionary. But he feels if sport is played in schools, it needs to be played properly.

“Kids want to play the real thing, not this ‘everything’s perfect, everyone’s equal’. You must have winners - you must have losers.”

Other south Aucklanders quickly came on-board, particularly sports stars who volunteered to become ambassadors for the foundation by speaking at primary schools and being at sport practices.

Jonah Lomu flew to the 2008 launch from Wellington with his own money, just to support the project.

The next step for the Field of Dreams project is hiring a full time salesperson to seek sponsorship so the programmes will continue to have the money behind them to run. Balancing the need to emphasise Manukau’s problems and not be a south Auckland basher is tough. It’s a line Sir John walks everyday.

More recently, the All Whites visited the Field of Dreams soccer programme just

“It’s not perfect, nothing is. When I went to Hillary College for the Commonwealth

Games baton runner and you see a thousand kids sitting there smiling, it’s pretty awesome. One bad apple out there doesn’t spoil it for the rest, well I mean it does probably spoil it for the rest, but there’s good kids out there as well.”

If anything, Sir John thinks coming from a less affluent background gives kids an edge.

“People who come out of south Auckland have had it tough and raised themselves through adversity to make sure they’ve got to be the very best they can. I mean if you’ve got everything handed to you on a plate you don’t make it.”

Photos Kiwi Sport Launch: From left to right: Sir Peter Snell, Prime Minister John Key and Sir John Walker, form a powerful front row at the Kiwi Sport launch at Mainfreight Primary School in Otara, under the watchful eye of All Black coach Graham Henry.

Community Swim 2: Year three Community Swim programme youngsters pictured with an instructor beginning their water confidence lessons.

Just Play Launch 1 & Just Play Launch 2: Sir John Walker and Ricki Herbert with youngsters from Papatoetoe Central Primary School – Ricki’s old school at the launch of the Just Play programme All White Jersey Presentation: Ricki Herbert presents Sir John Walker a personally autographed All Whites Football jersey at the launch of the Just Play programme Community Swim 1: Sir John Walker at the wheel of the Community Swim bus, pictured with Manurewa Primary School youngsters, Manukau Mayor Len Brown and Phil Holden, CEO of the Lion Foundation which funds the Community Swim programme.

It’s not just activity and sport for fun and to stay away for crime. Field of Dreams also runs a ‘Throw for Gold’ programme to find another young South Aucklander with the arm of Valerie Vili. It aims to identify those potential athletes as teenagers and provide specialist coaching to develop their skills.

“You don’t have to live in a flash city or have flash clothes or a private school education, you can be a champion from anywhere - that’s what we try to teach these kids, particularly if they come from a deprived background. Sport is now professional, they can make a lot of money out of it, they can put their dedication into it and they might make something out of it.”

Christian Camping

Year-round

Adventure

If you are looking for the ideal venue in the Central Plateau region, Taurewa Camp is the place.

Throughout both summer and winter, the activities on offer are vast and all within close proximity to camp. The various tramps, both long and short, the use of D.O.C. huts within the Tongariro National Park for the overnight tramps, taking on the Tongariro Crossing, rafting or kayaking Tongariro River, Cycling the 42 Traverse, skiing at Whakapapa or Turoa, exploring the Okupata Caving system, soaking in the Tokaanu Thermal Pools, its all here!

Taurewa Camp was originally a forestry camp run by NZ Forest Services. Milling took place in the surrounding forests up until approx 1962, when most of the native trees had been removed the workers who had occupied the camp were then moved to other forests and they were replaced by Italian tunnellers.

Playground

These men were brought over from Italy to construct the Tongariro Power Scheme and much of the surrounding area shows evidence of their tunnelling skills.

Taurewa Camp closed in 1970 and lay vacant until 1972 when Avondale College was given the option of taking up the lease. Since those early days thousands of Avondale students have taken up the opportunity to spend a week in this fantastic and beautiful part of the world.

We offer a week in the great outdoors to all our students in year 10,12 and 13 with the programme varying according to level and season, this is a very popular and successful experience for all those who go.

When Avondale College is not in residence we rent the campout to other groups such as Schools, Youth Church Groups, Scouts, Mountain Safety, Businesses and the like. www.principalstoday.co.nz Term 3 2010 | 19

As part of their core curriculum from Years 1 –10, Technology students of all ages produce impressive technological outcomes, some of which are published on the Techlink website.

At Techlink we believe it is important to celebrate student success and we would like to highlight the outstanding learning opportunities offered through Technology by sharing some of the student work currently featured on the Techlink site.

Making Outdoor Furniture

Spinning LED Display

Factory-Quality Biscuits

Students at Otaki Kindergarten do their bit for the environment by designing and constructing their own outdoor furniture using recycled and donated materials.

Students researched various chair designs and after some trial and error two prototypes were made.

Year 9 student Logan Glasson created an award-winning and unique invention that earned him both first place in the 13-14 Years category and the People’s Choice Award at the national Bright Sparks Awards 2009. He also won the Secondary Technology first prize at the Canterbury/Westland Science Fair.

Teaming up with Griffin’s Foods Ltd to target the teen market, Year 12 students, Kate Morris and Estelle Johnson developed and produced a range of biscuits that both appealed to teenagers and met Griffin’s production requirements. This project which was part of the 2009 NZIST Product Development Challenge gave students the opportunity to work closely with Food Technologist Shelley Banham.

Otaki Kindergarten, Early Childhood Education

“We all learnt from this exercise”, says teacher Sue Barrett. “There was communication of all sorts, opportunities for sharing and turn-taking, tools had to be used appropriately, and there were problems that needed to be understood and overcome but the students showed perseverance and patience”.

Burnside High School, Year 9

Saint Kentigern College, Year 12

Logan’s invention is a userprogrammable spinning LED disc that can display a variety of patterns, pictures and text within one unit. It is a huge improvement on the LED displays currently on the market which can only display one image or a set text per unit.

“We learnt a lot about matching our product in our kitchen at school to the various checkpoints and methods of the Griffin’s production line,” says Estelle.

“Since the Science Fair I have demonstrated it to a marketing bigwig from Auckland and SICOM, both of whom think it has great potential in advertising. SICOM even suggested putting me in contact with one of their suppliers,” says Logan.

Food Technology teacher Carolyn Norquay is proud of what her students have achieved. “The girls worked well together and they spent a lot of time trying to get the product right – their testing, trialling and modelling were the strengths of their work.”

Techlink is an initiative of the Institution of Professional Engineers New Zealand in partnership with the Ministry of Education.

20 | Term 3 2010 www.principalstoday.co.nz TLI6473_Principals_Advertorial_V4.indd 1

6/25/10 9:00:01 AM

L E FU OLS

O H SC

FOR

e gramm o r P p i h ponsors

S

School

What is Fuel for Schools?

Fuel for Schools is a brand new sponsorship programme that provides Primary, Intermediate and Secondary Schools throughout New Zealand with an exciting new way to raise additional funds.

Who is introducing Fuel for Schools?

The Fuel for Schools programme is operated

by Northfuels in the North Island and Southfuels in the South Island.

Who can be involved in Fuel for Schools?

• All schools throughout New Zealand • All bulk fuel users

How does Fuel for Schools actually work?

4 Easy Steps...

• Schools need to register for Fuel for Schools Sponsorship • Schools then promote the programme to families & bulk fuel users using the online resources provided • New & Existing Northfuels and Southfuels customers nominate a school of their choice on-line • Once nominated the school receives ongoing sponsorship of 1 cent for every 2 litres of bulk fuel delivered

How much money can a school make through Fuel for Schools?

There is no limit on the number of fuel users that can nominate a specific school. There is no limit on the amount of sponsorship available. The more fuel used, the more money the school makes.

How does the school actually get paid?

We will issue a cheque on a quarterly basis to the school.

How is Fuel for Schools funded?

The programme is 100% funded from our sponsorship budget, meaning the fuel price to customers is unaffected. We can’t think of a better way to say thanks to the communities that support us.

!

WE’RE DOING IT FOR THE KIDS

To learn more go to www.southfuels.co.nz or www.northfuels.co.nz and click on “Fuel for Schools”

northfuels southfuels www.principalstoday.co.nz Term 3 2010 | 21

Beyond The Classroom

Educational

Learning is a living experience. We begin to learn from the moment our eyes, minds and ears become acquainted with the world around us, as we absorb information through these sensory channels and it becomes a part of our memory bank.

Education is at the core of evolution, survival, personal development and success. Institutional establishments and educational mediums have entered our world in recognition of the importance of education and learning.

It has been said that one organic educational classroom - our earth, was formed more than 4.5 billion years ago.

How it came to be the cultural, social and environmental phenomenon it is today, is still being investigated under the scientific microscopic. But primitive and modern conjectures aside, there is no debate this environment has fostered unique learning experiences As a teacher of science and survival skills and an inspiration for the pursuit of knowledge, the earth offers up its wide open spaces for exploration and adventure, providing platforms for personal and intellectual growth that cannot be found in a classroom. The process of learning lends itself to any location; be it in summer or winter, the outdoors fosters ‘brain gymnastic’ challenges and promotes physical development and self-discovery.

In New Zealand, the need for children to have wider intellectual and social stimulation has been the catalyst for education outside the classroom (EOTC) campaigns promoted by the Ministry of Education.

The Ministry’s EOTC community has been established to inform and support parents, teachers and other educators about the merits of curriculum based learning in alternative environments - beyond the bricks and mortar classrooms that Education Counts says were being inhabited by 749,601 full-time equivalent students as of March 1, 2010.

Blue Mountain Adventure Centre Mision statement: “To help people discover and live out their God given potential through the challenge of adventure.”

Pioneered and managed by Kent and Leanne Nanninga, each with 15 years outdoor industry experience respectively, the Blue Mountain Adventure Centre (BMAC) is a response to the need for education beyond the classroom.

The multi-faceted centre features two lodges, which can sleep up to 50 people and offers self-catering facilities, dining and lounge areas, three acres of grounds and an indoor climbing arena. On its doorstep - the Tongariro National Park.

22 | Term 3 2010 www.principalstoday.co.nz

adventures

Offering adventure challenge and student leadership weeks, outdoor skills training courses, journey expeditions, father and kids programmes, NZQA training courses and team building programmes to name but a few, BMAC is promoting individuation utilising natural resources. “We introduce the outdoors as a medium to challenge people to discover their God given potential,” Kent Nanninga explains.

BMAC onsite thrills:

High ropes

Rock climbing/ Bouldering Wall Kayaking

Flat water kayaking

Native bush walks

Overnight camping

Adventure based learning (ABL)

“We are an adventure centre that is owned by the Salvation Army - something which is quite unique in itself. The Salvation Army subsidises programmes to attract people from all walks of life who may not be able to afford these activities elsewhere.”

BMAC offsite thrills:

White water rafting

Caving

Mountaineering

Kayaking

Canoeing – Wanganui River and Lake Otamangakau Rock climbing and Abseiling

Bush walking

Gorging

Nanninga says the outdoor education offered by BMAC provides a complementary alternative to the conventional channels of education.

“Schooling for youths and people in general is often set in a certain mould which has to be conformed to. We provide participants with an equal footing opportunity by finding equal ground between people. In our courses, it does not matter how well people do academically in their school life, the challenges here are different and they can be simple or hard.”

The BMAC programmes aim to foster a group bound whilst addressing the needs and strengths of the individual. “Our qualified instructors are very experienced and we have a ten to one ratio in our groups. Instructors have their group tackle an activity collectively and individually,” Nanninga says.

“There are individual and group goals outlined – this is about setting the groundwork at the start and addressing any physical, mental, health or fear based restrictions.

And we don’t just do ‘challenge by choice’ because we understand that scenario is not like the real world and people become too comfortable. It is about pitching a programme at the right level for someone whether they are six or 60 years old.”

With the intention of continuing to market its programme with diversity, Nanninga adds that BMAC is about having the ability to impact lives and help people grow. “We know our programme has a definite difference to it and a real quality with our qualified and highly experienced instructors.”

Blue Mountain Adventure Centre RD1 Owhango 3989 T (07) 8922630 F (07) 8922630 E bmac@nzf.salvationarmy.org www.bluemountainadventure.org.nz

www.principalstoday.co.nz Term 3 2010 | 23

Sun Safety

d n u rpo rotection

Year

Even though we are coming into winter it is still important to ensure students are safe from the sun when playing outside. One company that excels at providing fantastic sun protection solutions is Shades Direct.

Shades Direct provides today’s schools with a total package of sun and rain protection solutions, from shade sails to giant cantilever umbrellas, from allweather waterproof canopies to hip-roof structures.

With agents throughout New Zealand, Shades Direct offers busy principals and staff the convenience and peace-of-mind of dealing with one company for different weather protection requirements throughout the school.

Your local Shades Direct agent can advise on the best product for your needs and assist with all aspects, from design through to installation.

Shades Direct offer fixed or retractable sail options that are manufactured from quality materials.

Shades Direct shade sails are constructed from commercial grade 370gm shade cloth and are double stitched for strength and durability with long life Tenara thread. Attention to detail, such as using only corrosion-resistant stainless steel fittings, ensures a long life from your investment.

Giant cantilevered umbrellas are an innovative solution for outdoor spaces where shade is

needed in different areas as the sun moves throughout the day.

Robust in construction, these super versatile umbrellas can be rotated on their pivot base and the cantilever design means no centre pole to get in the way of picnic tables, seating or play equipment.

All-weather Solar Shield canopies provide yearround sun and rain protection with polycarbonate roofing that is both completely waterproof and excludes 99 percent of harmful UV radiation. Perfect for classroom frontages, lunch areas, walkways, assembly areas and extra teaching space.

Hip-Roof structures provide shade protection for those high play grounds or large congregation areas.

Shades Direct hip-roofs come with eaves to give maximum shade cover from your investment.

Other products in the Shades Direct range include retractable awnings, retractable clear curtains, louvre systems and portable shelters.

Whatever your shade and shelter requirements, Shades Direct has your school covered.

0800 SHADES

Shades Direct 0800 SHADES (0800 742 337) www.shadesdirect.co.nz

Safeguarding pupils and st af f against

UV

rays

Shade Protection, familiarly known as Shadepro, provides schools and educational facilities with a wide range of proven shade structures to help protect pupils and staff from UV radiation and sunburn whilst outdoors.

The shade structures provide an immediate and cost effective solution to sun exposure problems on site. This contributes significantly and instantly to the UV protection children and staff will receive while outdoors.

The critical design factors to consider are size, style and height along with location and orientation of a proposed shade structure. Shadepro has 18 years’ expertise and experience to advise the best solution for all of the above.

The designs and manufacturing are ‘in house’ by Shadepro to suit New Zealand conditions, which can be extreme at times. All designs are council approved and engineer certified to suit all wind zones.

A large range of different designs including shade sails, framed structures, hip roof units and hexagonal units are available as standard. The company also specialises in ‘one-off’ purpose built units to suit any given area - the most recent are two 19.2m by 15m hip roof units on six posts.

The steel work is high tensile, factory-galvanised tube for strength and longevity, (not the cheaper mild steel which will bend) and wooden posts are not used because of cracking and splitting problems.

All fittings used on the units are in stainless steel, negating any rust problems.

Shade fabrics used give up to 99 percent UVR block out from harmful radiation and are available in 33 colours to suit any décor or colour scheme.

All workmanship and materials are guaranteed and all work on site is completed under OSH guidelines.

Shade Protection PO Box 162 Tauranga 3140 Shadepro won a Design Excellence award P 0800 274 233 F (07) 552 4836 for shade sails at this year’s Ofpanz E shadepro@xtra.co.nz conference - the first year entered. www.shadepro.co.nz 24 | Term 3 2010 www.principalstoday.co.nz

Call 0800 SHADES - Agents Throughout the North Island

SHADES DIRECT Call 0800 742 337 for a FREE quote www.shadesdirect.co.nz

campadair@nzymca.com

shakespear@nzymca.com

waiwera@nzymca.com

ymca@ymcawanganui.org.nz

campkaitoke@nzymca.org.nz wainui@ymcachch.org.nz www.principalstoday.co.nz Term 3 2010 | 25

EOTC

Window

into the past

Napier’s Faraday Centre, an Aladdin’s cave of olden days technology, provides dynamic, hands-on learning opportunities for students of all ages.

Education programmes at the Faraday Centre, run by educators from the Hawke’s Bay Museum & Art Gallery, are supported by the Ministry of Education’s Learning Experiences Outside The Classroom (LEOTC) scheme.

Key learning areas supported by the programmes are technology, science and social sciences.

A dedicated team of volunteers keep many of the machines and engines on display in working order. Students are welcome to turn handles, push levers or climb aboard to see how machines work.

and rediscover ancient inventions such as the wedge and the wheel.

Ongoing programmes (available year round) include Machines and Inventions, and Technology of the 1930s and 40s.

For juniors, A Wheels programme gives children a hands-on opportunity to investigate how wheels work and some of the countless ways we use wheels in our everyday lives.

HBMAG PO Box 248 Napier T (06) 835 7781 x721 F 06 835 9249 E gcomley@hbmag.co.nz www.hbmag.co.nz

This year’s term three programme is Working with Forces. Students will investigate awesome forces such as friction and magnetism, gravity and explore ways we can measure, magnify and counteract them.

In term four, students can check out the wacky and wonderful ideas of inventors such as Leonardo da Vinci and Nikola Tesla,

y r to a v r e s b O e m o rd ta S

& Planetarium

Mars is the fourth planet from the sun and second smallest in our solar system. Named after the Roman god of war, Mars has a reddish colour due to the presence of oxidized iron on the planet’s surface.

Despite appearances, Mars is a cold planet which has seasons like Earth but about twice as long. In winter the temperature can drop as low as minus 133 degrees celsius.

Seasons - seasons on earth and other planets, goldilocks zone Human Space Exploration - return to the moon, Space Shuttle, ISS Unmanned Space Exploration - satellites, probes and rovers Smaller Solar System Objects – asteroids, comets, craters, planetary moons Extrasolar planets, Aliens, UFOs – separating fact from fiction Time - sundials and other ways to use the sky to measure time and place

The diameter of Mars is 6794.4 km, and it takes 687 Earth days to orbit the sun.

Mars has two moons, Phobos and Deimos, named from the horses 'Fear' and 'Dread' that drew the chariot of the Roman god of war.

Telescopes - the different types and ways telescopes work : Galileo to Hubble and beyond

Both are irregular in shape and believed to be small asteroids which were gravitationally captured by Mars early in its history. Phobos is the closest to Mars and is slowly spiralling in towards it. Unless it breaks up through gravitational stress Phobos will collide with Mars in about 100 million years time to create a crater basin approximately 300km in diameter.

Deep Space - galaxies, nebulae, star clusters, solar system formation

A field trip to the Stardome Observatory & Planetarium can help teach your students more about Mars and other planets in our solar system – not to mention astronomy, mathematics, science, history, geography and more. The current range of topics we have available for you to choose from in our education programme includes:

Nightsky Watching - stargazing, star charts, observing hints

History of Astronomy - famous astronomers through history Stars - birth and death of different star types.

Shows are followed by classroom style sessions led by astronomy educators, in accordance with the New Zealand Curriculum.

The Stardome is a Learning Experiences Outside The Classroom (LEOTC) provider, and is able to customise topics to suit your needs. As a charitable trust, the mission of the Stardome is to inspire, challenge and excite New Zealanders about astronomy.

Day and Night - including shadows and light Earth, Moon, and Sun Movement including intro to gravity Moon Phases and Eclipses - also phases on other planets Solar System - sun, planets, dwarf planets, and can include habitability

26 | Term 3 2010 www.principalstoday.co.nz

Stardome Observatory & Planetarium PO Box 24 180 Royal Oak, Auckland 1345 T (09) 624 1246 F (09) 625 2394 www.stardome.org.nz

EOTC

Taylor Memorial The Hugh and Alison Taylor Memorial Lodge was founded in 1978 following the deaths of two young teachers at the then Hutt Valley Memorial Technical College.

Today the Lodge stands as a memorial to the couple who embraced the outdoors and sought to introduce their pupils to it wherever possible.

The Lodge is administered by the Hugh and Alison Taylor Memorial Trust, a not-forprofit organisation dedicated to ensuring that young New Zealanders are provided with the opportunity to enjoy outdoor educational opportunities.

And what opportunities. Canoeing, caving, mountain biking, camping tramping, hiking, horse riding, trout fishing, skiing, white water rafting and orienteering are the activities nearby for school groups staying at the lodge. It’s also close to the Waiouru army museum and local

Lodge

hydropower stations for a historical or geographical learning experience.

and having barbecues outside on the large grassy area. There is also a native forest adjacent to the Lodge.

The facilities are self-catering and secluded with accommodation all under one roof – specially designed with school, youth and family groups in mind. Bunk rooms of different sizes are available and smaller bedrooms have been retained to provide privacy and individual space where needed. There are two kitchens which, combined, have four stoves, three fridges, a freezer, and a microwave oven.

All kitchen utensils, pots, crockery, and cutlery are provided. Ample toilet and washing facilities exist and there is a large drying room - very important during the ski season.

The Taylor Memorial Lodge is located on State Highway 4 about halfway between Ohakune and National Park – far enough into the country to provide a real outdoors experience but only 15-20 minutes away from town facilities such as supermarkets and doctor’s clinics. It is also midway between two skifields.

Relaxing evenings or downtime between activities can be spent inside at the pool and table tennis tables, or playing games

a Te PEudiu cation Nau mai, haere mai… welcome to a very special classroom, a classroom coloured by the four seasons.

Te Puia is a kaitiaki (guardian) for the arts, crafts and culture of Maori; when you visit Te Puia and share in our stories, you too become a guardian of our traditions.

Generations of happy children and teenagers playing, learning and having experiences of a lifetime is a truly fitting tribute to two passionate and outdoors loving teachers who tragically died in an accident.

For well more than 120 years, tourists have visited this valley to listen to these stories and observed the natural wonders of Te Whakarewarewa geothermal valley.

According to NASA, this is the place where the earth’s crust is at its thinnest.

Consequently, the hot springs, boiling sulphurous pools, bubbling mud and the world famous Pohutu geyser are a point of curiosity to schools that return annually.

At Te Puia, our education programmes have been developed for all age groups

The Lodge can be rented for the reasonable price of $300 for off-peak weeknights, $400 for weeknight peak season and $1,200 for both nights for a peak season weekend.

Petone) College students, built with funds from the families and friends of Alison and Hugh Taylor, dedicated teachers at Hutt Valley College until their untimely deaths in the 1970s. Now it is available for anyone to rent and enjoy. Be it a class camp filled with hiking and skiing, a history or geography trip, or a music, language or team building weekend away for pupils - look no further then the comfortable and simple Taylor Memorial Lodge.

Taylor Memorial Lodge 10 Panorama Grove Harbourview Lower Hutt Wellington T (04) 569 2236 E bookings@pokaka.org.nz www.pokaka.org.nz

The Taylor Memorial Lodge has been enjoyed for 30 years by New Zealand school children. Originally it was just for the use of Hutt Valley (latterly called

and are focused on achieving the learning outcomes of each group.

Te Puia welcome you to visit Te Puia either on a self-guided basis or with the support of Te Puia staff. Te Puia’s Kura Kaitiaki Programmes will be an exciting and fun way to learn more about Maori heritage; a living legacy of its people, culture and place.

Alongside the informative and interactive opportunities in the galleries, marae and schools, the complementary Waka Express (bookings necessary), will transport your class through some of the beautiful walking tracks and on to the cooking pool, Ngararatuatara. Another memorable attraction for school groups is the Kiwi House.

Te Puia PO Box 334 Hemo Road Rotorua 3040 T 0800 83 7842 F (07) 348 9045 E education@tepuia.com W www.tepuia.com

As unique opportunity at Te Puia, is the development of Noho Marae EDVisit packages. This will allow your school and students to be hosted at the marae and share in the warmth and hospitality of Te Puia’s very own whanau (family) and wharenui (meeting house) Te Aronui a Rua.

Peel Forest Outdoor Pursuits Centre offers adventure like you have never had it before. From water to land based activities, we provide safe and affordable, high quality outdoor pursuits, tailor-made for all age groups and levels of experience.

We specialise in providing outdoor and environmental education to schools and educational organisations. We cater for groups including pre-schools, primary and secondary schools, tertiary institutes and universities.

Peel Forest Outdoor Pursuits Centre, RD22, GERALDINE 7992 P: 03 696 3832 • F: 03 696 3800 • E: pfopc@farmside.co.nz • W: www.peelforestopc.org.nz

Taylor Memorial Lodge s ! PURPOSE BUILT FACILITY FOR SCHOOL AND YOUTH GROUPS s #OMFORTABLE ACCOMMODATION FOR UP TO PEOPLE s

AND BUNKROOM CONlGURATIONS s ,OG BURNER AND ELECTRIC HEATING THROUGHOUT

s ,ARGE KITCHEN COOKING FACILITIES s $RYING ROOM POOL TABLE TABLE TENNIS TABLE s ,OCATED HALFWAY BETWEEN /HAKUNE AND .ATIONAL 0ARK s !VAILABLE YEAR ROUND FOR LARGE AND SMALL GROUPS ALIKE

4O MAKE A BOOKING OR FOR FURTHER INFORMATION PLEASE CONTACT 0ANORAMA 'ROVE (ARBOURVIEW ,OWER (UTT 7ELLINGTON \ 0HONE \ www.pokaka.org.nz www.principalstoday.co.nz Term 3 2010 | 27

EOTC

Wonder in the water People in New Zealand value fisheries in different ways and for different reasons. For Maori, healthy, abundant fisheries are an important traditional asset.

For recreational fishers, they provide relaxation and sport with one in five of us going fishing each year. And fishing is also one of our biggest export earners, employing more than 26,000 people.

New Zealandâ&#x20AC;&#x2122;s fisheries are world class.

Keeping them this way requires a delicate balancing act of meeting todayâ&#x20AC;&#x2122;s needs without compromising those of tomorrow.

We must balance what we take now against what we leave for the future.

We must balance the economic benefits of catching fish against any environmental damage this may cause.

We must balance how catches are allocated and shared between our

Two resources about New Zealand fisheries and how they are managed today to ensure they will be maintained for future generations are available from the Ministry of Fisheries.

Starfish - Years 7 to 10 Fifteen fact sheets and activities in this resource provide students with Social Sciences, Science, and English learning experiences at levels 3, 4 and 5 of the New Zealand Curriculum framework.

Topics include: s lSH SPECIES lSHING RULES AND management issues s SUSTAINING OUR ENVIRONMENT AND balancing our interests.

28 | Term 3 2010â&#x20AC;&#x192;â&#x20AC;&#x192; www.principalstoday.co.nz

commercial and non-commercial fishing interests. And we must balance the specific needs of one fishing interest group against the needs of another.

Two resources about New Zealand fisheries and how they are managed today to ensure they will be maintained for future generations are available from the Ministry of Fisheries.

Starfish - is a resource kit and online centre for years 7 to 10 and covers social sciences, science and English. It has fact sheets, news stories, glossaries and games all available to download.

Fish for Tomorrow - is a resource kit and DVD for years 4 to 6 and covers social sciences and Tikanga a Iwi.

Ministry of Fisheries P O Box 1020 Wellington 6011 T (04) 819 4600 F (04) 819 4601 E education@fish.govt.nz www.fish.govt.nz

Fish for Tomorrow Years 4 to 6 Social Sciences and Tikanga a Iwi DVD and resource kit containing DVD-based activities on: s CUSTOMARY PRACTICE s MARINE LIFE AND s BEACH CARE To get your resources go to: fish.govt.nz and select â&#x20AC;&#x2DC;Student and Teacher Resourcesâ&#x20AC;&#x2122; or email us at: education@fish.govt.nz for a copy of these resources for your school.

Music/Performing Arts

stage is set When the

Stronglite Staging offers a superior range of staging products, designed and manufactured exclusively in New Zealand. The Stronglite range is ideal for school halls, auditoriums, drama suites, gymnasiums, sports fields and swimming pools.

Features include: Stage sections • Portable, safe, easy to handle and store

• Uses include: stages, catwalks, tiered audience seating, seated choir/orchestra risers, display/work tables, ramps and more • No tools required; no folding or moving parts to trap fingers etc. Sections can be stacked on castor wheels for storage and moved as a stack.

Pit infills & Stage Extensions • Custom designs, new venues or refits.

Choir risers • Two, three and four-level, folding choir risers with safety rails and carpeted decks are quiet, stable, easy to handle and store.

Grandstands • From the fixed, three-level wheeled Babygrand (18 seater), to the demountable or fixed Superseat (40 seater), Stronglite’s range of all-aluminium grandstands are ideal for the gym, the pool and the sports field.

Wheel the Babygrand to your chosen site or set up the Superseat in about 10 easy minutes. These comfortable bleacher style grandstands can be supplied with or without insulated seats.

Stronglite Staging’s premium products are manufactured to exacting standards and feature unique benefits including strength, lightness, safety, versatility and portability.

Stronglite Staging Limited 196 Finlayson Rd RD10, Hamilton T (07) 825 2933 E stages@stronglite.co.nz

ICT

Interconnected education The internet is an important tool in the classrooms of today.

SchoolWeb provides websites for schools and puts the power into their hands to present themselves to the community and to the world.

a new level of integration with new generation web services like YouTube, Twitter, Google Documents and Maps, Slideshare and Schooltube. SchoolWeb is always on the move, with schools as the driving force.

This year, SchoolWeb is taking new initiatives in helping schools to get the most out of their websites. Seminars are available to SchoolWeb users to equip all teachers with the ability to contribute to their school’s website. They will be enabled to involve students and help them showcase their work online in a safe and interactive way to their community.

SchoolWeb also now offers a professional development mentoring programme which is conducted throughout the course of the year for the school’s key website contributors to coach them as they achieve an exciting, polished website.

SchoolWeb has also recently launched new features enabling

As well as being a general website maintenance system, SchoolWeb features ways for staff to collaborate, parents to participate, children to communicate and the whole community to share in the activities of schools in a safe, moderated way.

Newsletters, calendars, homework downloads, classroom projects with visitor and parent comments, videos, rosters, resource bookings, blogs and surveys are among the many abilities of the SchoolWeb system.

The SchoolWeb system is priced from $2,395 + GST and includes customised graphic design, free staff training and 12 months of website hosting and support.

Free training is provided nationwide to get you started and there are no expensive yearly licensing fees, unlike some competing website management systems.

Schools can obtain more information from either www.schoolweb.co.nz or by calling 0800 48 48 43.

www.principalstoday.co.nz Term 3 2010 | 29

Christian Camping

outside to Steppingget into Quick Camp Guide

C hristian Camping www.christiancamping.org.nz Tui Ridge Park www.tuiridgepark.co.nz C hosen Valley C hristian Camp www.chosenvalleycamp.org.nz Eltham Presbyterian Campsite www.elthamcamp.co.nz Lake Whakamaru C hristian Camp www.lwccamp.com Peter Snell Youth Village www.psyv.org.nz Willow Park C hristian Camp & Convention C entre www.willowpk.org.nz Camp Elsdon www.campelsdon.co.nz Orama C hristian Community www.orama.org.nz Pacific Park C hristian Holiday Camp www.pacificpark.co.nz Narrows Park www.narrowspark.co.nz Camp Raglan www.campraglan.org.nz

Tui Ridge Park knows camping - it’s what it does.

For more than 20 years Tui Ridge Park has been operating as a Christian camp and prides itself on providing some of the best camp facilities around for an affordable price.

Part of making a great camp better is the facilities and with 20 years in the industry, it's little wonder Tui Ridge Park knows a thing or two about providing the exceptional. In the past two years Tui Ridge has added some exciting new facilities aimed at enhancing the Tui Ridge experience.

It's not just about the new gymnasium which can have basketball, volleyball and badminton happening all at the same time, or the eight metre indoor climbing wall which can have up to four participants at at any given time.

Nor is it about the 21 new cabins with ensuites which sleep up to four people each, providing clients with the choice of self catering in the shared kitchen dining blocks.

And it's certainly not about the new camping facilities and powered caravan sites.

It is all about the camp works hard to be a positive influence within every aspect of the local and wider community particularly how it seeks out programmes and initiatives to do so.

life

One of the most exciting new initiatives the Rotorua camp has lent itself to is sporting camps, for a wide range of sports.

Designed to nurture the young talent of the region, the camps will be targeted at young sports people ages 11-14 who are interested in upskilling in their chosen sport and taking their talent to the next level, Tui Ridge Park manager Andrew West says. "It's not just about giving young sportspeople the opportunity to increase their skill and knowledge, but to expand their thinking, increase self confidence and self awareness and to create motivation for them to set goals and achieve them,"West says.

"This represents a significant investment in our young people."

The camps will run for five days in the July and September school holidays, starting this September. As a bonus and motivational initiative, the Thursday will be spent with sports celebrities for each discipline.

All meals, accommodation, activities and coaching will be covered in the camp cost and part of the programme will include other activities on offer from abseiling and high ropes to archery. "This allows people the opportunity to break down the barrier and get to know each other," West adds.

The diversity and availability of such as facility clients has changed the whole dynamic of Tui Ridge and what it offers.

Nestled in 170 hectares of beautiful New Zealand forest, the setting is idyllic, with commanding views of Lake Rororua, Mt. Tarawera, Mokoia Island and the surrounding countryside. Tui Ridge Park offers you the best activities and facilities in a stunning package.

30 | Term 3 2010 www.principalstoday.co.nz

Ideally suited for school or church groups, or even families who want to simply get away from it all, Tui Ridge Park contains all the indoor and outdoor facilities your group will need to make the most of its time there. Not to mention an almost unlimited supply of activities and tours just outside the park, such as Rotorua, offering some very special opportunities to explore and discover what is unique to the area.

Tui Ridge Park 64 Anderson Road Rotorua T (07) 332 3510 E admin@tuiridgepark.co.nz www.tuiridgepark.co.nz

Christian Camping

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With a fantastic location and various onsite activities that are safe, challenging and fun, Peter Snell Youth Village is the perfect place for your next school camp Over recent years Peter Snell Youth Village (PSYV) has become the preferred venue for an increasing number of school camps.

Some of these schools have required a base for their studentsâ&#x20AC;&#x2122; Auckland City Experience, visiting the vast number of educational and recreational venues around the city such as the Zoo, MOTAT, Auckland Museum, Maritime Museum, Kelly Tarltons and the Stardome, just to name a few.

Others have used PSYV as a hub from which to explore the islands and sanctuaries of the beautiful Hauraki Gulf, be it Rangitoto, Tiri Tiri Matangi, Kawau, Goat Island or Shakespear Regional Park.

Whatever your requirements PSYV will work with you to make your camp a

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Your students will leave here with a sense of achievement, a better understanding of who they are and what they can achieve, as well as memories they will carry with them through the rest of their lives. For a camp thatâ&#x20AC;&#x2122;s hassle free visit PSYV!

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â&#x20AC;˘ Onsite activities include an initiative course, burma trail, horizontal bungy, water slide and trampolines, as well as an abseiling tower. Kayaking and sailing are also available but needs to be booked with an outside provider. The beach track gives access to a rocky shore as well as a sandy beach for beach games and swimming if desired.

Peter Snell Youth Village T (09) 424 7633 E office@psyv.org.nz www.psyv.org.nz

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With a fantastic location and an array of onsite activities that are safe, challenging and fun, they can organise a programme suited to the goals you have set for your students, including activities such as our initiative course, burma trail, waterslide, orienteering, archery, air rifles, bivouac building, rocky shore studies, trust walks, abseiling, kayaking, sailing and more.

â&#x20AC;˘ The camp has been in operation for many years, and is a member of Christian Camping NZ. Peter Snell was kind enough to allow his name to be used for the property when he was a young Christian man beginning to be recognised for his athletic skill.

â&#x20AC;˘ In recent years the facilities have been updated to meet the needs and comfort of the many school and community groups that take advantage of this beautiful site. Excellent catering and friendly hosts enable guests to focus entirely on getting the most out of their stay.

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If you are looking for a venue that can offer onsite EOTC activities and opportunities for your students to grow in confidence and social interaction, then Peter Snell Youth Village is the place for you.

Fast facts â&#x20AC;˘ Peter Snell Youth Village is situated on 27 acres of native bush and parkland about 45 minutes north of downtown Auckland. With amazing sea and island views towards Waiwera and the Mahurangi.

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special stress-free time for both students and adults alike. With their knowledge of Auckland and local areas PSYV can make bookings, arrange transport, even plan your schedule from the time of arrival â&#x20AC;&#x201C; and are more than willing to do as much or as little as required.

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AL PARK Hosts: Geoff and Robyn Davie 88 Martin Farm Road, Kaiteriteri Phone: 03 527 8014, Fax: 03 527 8280 Email: bethanypark@maxnet.co.nz

Chosen Valley Christian Camp is set in rural surroundings of park like grounds and bush, approximately 50mins from central Auckland. The Camp is available for hire to group sizes of between 40 - 160. The food is tantalizing and the friendly staff are happy to assist you in having a camp experience that you will remember for many years to come.

For more bookings and information Ph: 09 294 8296 Fax: 09 294 8016 Email: cvcc@farmside.co.nz Web: chosenvalleycamp.org.nz

www.principalstoday.co.nzâ&#x20AC;&#x192; â&#x20AC;&#x192; Term 3 2010 | 31

Christian Camping

Getandout Camping comes in all shapes, forms and styles; from braving it under the stars, to staying dry and warm in a cosy cabin.

into it

Camping became very popular starting in the early 20th century when people realised it was a great inexpensive way to spend quality time with their family.

Lasting memories were built just by sitting around the camp fire singing songs, sharing stories and eating cheap tinned food.

There were no rules or game plans, just boundless opportunities to enjoy the great outdoors. So, tell me who wouldnâ&#x20AC;&#x2122;t want to drop everything and go â&#x20AC;&#x2DC;wildâ&#x20AC;&#x2122; for a night or two? Well, sadly, many families these days are too busy with the clutter of life to stop and smell the campfire.

Leisure and recreation has always been a part of our Kiwi culture. So what has changed?

Itâ&#x20AC;&#x2122;s in our blood to enjoy life - to explore, to discover! Many might argue that technology has turned us into â&#x20AC;&#x2DC;house potatoes,â&#x20AC;&#x2122; with all the comforts of home and a social life under one roof.

Who needs to discuss the brilliant colours of the Coromandel, or the white sandy beaches along the East Coast, when we can get numerous comments on our Facebook page after listing what we discovered in our fridge at 2am?

Camping can basically be described as leaving the everyday comforts of home, the mundane day in and day out, and braving it.

Many camp organisations have running water, toilets and even a hot shower. And if youâ&#x20AC;&#x2122;re lucky enough to stumble upon a camp ground that sets up family or kidsâ&#x20AC;&#x2122; camps, consider yourself a lucky duck.

New Zealand soil is practically begging its inhabitants to get out of the house.

aside their cells phones for the weekend, we can surly brave the unexpected of the great outdoors.

How much would you pay for a memory?

What would you sacrifice to make an ordinary weekend, an adventure?

Life is too short to be a house potato blogging about the possum problem in the backyard.

Get out and camp New Zealand.

Technology can either hinder us from getting out, or it can be our tour guide.

Never before in history has so much information been at our fingertips. So are we gonna keep the information we find for our over-typed fingers? Or, are we going to use it to better our lives, better our families, and better New Zealand?

Letâ&#x20AC;&#x2122;s say â&#x20AC;&#x153;YES,â&#x20AC;? call the boss man, and take off this next weekend! Call the kidsâ&#x20AC;&#x2122; soccer coaches and notify them that your kids wonâ&#x20AC;&#x2122;t be at practice this week.

If we can brave the moaning and groaning from our teenagers as we put

Willow Park 1 Hostel Access Road, Eastern Beach T (09) 534 9640 E office@willowpk.org.nz www.willowpk.org.nz

A hike through the bush is only as good as the eyes looking at the abundant creation.

But eyes and thumbs working together on a text message will never see the wonders that will last longer than a good cell phone plan. We need to ditch the GPS and get out an old fashioned paper map and see where the little lines will take us!

Now, no one said that camping was just defined as staking our claim in the middle of nowhere with just a tent, a fire and a can of baked beans. There are numerous year round camp sites, motor home camps, and even a good neighbourâ&#x20AC;&#x2122;s backyard for the taking!

Choose Willow Park for conferences, school camps, churches, business groups, or just relaxing - all you need is right here in seven acres of park-like grounds on the edge of the beautiful Waitemata Harbour.

Eastern Beach is ideal for water sports and safe for canoes.

Your group will love the innovative flotex floor in our multi-purpose recreation centre

which is ideal for both large conferences and a wide range of sports.

Teachers will love the highly trained and helpful staff that will make your stay here a memorable one. Take advantage of the attractions Auckland City has to offer, or spend a day at camp - our onsite day activities run by our staff could also be helpful in making your camp a success.

Contact us: (OSTEL !CCESS 2D %ASTERN "EACH !UCKLAND .: s Phone: 09 534 9640 Fax: s Email: OFlCE WILLOWPK ORG NZ s Web: www.willowpk.org.nz

32 | Term 3 2010â&#x20AC;&#x192;â&#x20AC;&#x192; www.principalstoday.co.nz

Christian Camping

Camp Raglan

where

s e i r o m e mare made The beautiful six hectare campsite is pleasantly situated on the slopes of Mt 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 with all main facilities under one roof.

The resident chef cooks excellent meals and special dietary needs can be catered for. Camp Raglan is known for its good food and excellent hospitality. Your host, Roger Humphris will offer you a very warm welcome and is also happy to discuss your individual needs.

Bethel House is an independent building available for hire separately from the main camp buildings. It has five twin share rooms and one double room, as well as a kitchen, lounge room and two separate showers and toilets. Bethel House overlooks the breath taking view of the Tasman Sea. Bethel House is a relaxing home away from home.

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.

To help you provide your best possible education outside the classroom experience Camp Raglan provides the following facilities and activities: â&#x20AC;˘ Flying fox â&#x20AC;˘ BMX track â&#x20AC;˘ Gymnasium â&#x20AC;˘ Playground â&#x20AC;˘ Huge beach â&#x20AC;˘ Volleyball â&#x20AC;˘ Swimming pool â&#x20AC;˘ Sports field â&#x20AC;˘ Archery â&#x20AC;˘ Air Rifles â&#x20AC;˘ Confidence course â&#x20AC;˘ Orienteering course.

The gymnasium includes equipment for basketball, volleyball, badminton, and hockey and is a great space to use for many activities if the weather is not at its best. The main hall has a stage area with a large screen at the back, which is excellent for showing movies etc, along with stacking chairs, a table tennis table and the ever popular Block Buster game to enjoy those nice evenings in. The main hall opens up on to a sunny veranda overlooking the Tasman Sea. Camp Raglan is also ideal for studies on native bush, beach and stream as well as small town studies.

The fee structure: Adults and secondary school students $41.00 per day Primary and intermediate school students $38.00 per day Children three to five years $20.00 per day Children under three - No charge Bethel House per person - $35.00 per day Minimum charge for Bethel house uncatered - $300.00 per day

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All prices include GST and are subject to change without notice please contact the Camp Raglan hosts for current pricing.

Camp Raglan Hosts: Roger and Tina Humphris 578 Wainui Road Raglan T (07) 825 8068 F (07) 825 7091 E campraglan@cbm.org.nz www.campraglan.org.nz

$!9 42)03 /6%2.)'(4 &5,, 7%%+ 0H FAX OFFICE NARROWSPARK CO NZ WWW NARROWSPARK CO NZ 6IST OUR WEBSITE TO FIND OUT MORE ABOUT THE AWESOME ADVENTURE YOU CAN HAVE AT .ARROWS 0ARK

www.principalstoday.co.nzâ&#x20AC;&#x192; â&#x20AC;&#x192; Term 3 2010 | 33

34 | Term 3 2010 www.principalstoday.co.nz

Resources

move

Tools for learning on the Mobile technology applications that enable people to interact with their surroundings are set to become a new way of learning, says Information Technology specialist Dr David Parsons.

He is considering a project to develop mobile phone software that could provide visitors to Auckland volcano, Mt Eden with information on ancient Maori sites such as food storage pits, images and sounds related to Maori settlement, quiz questions and a treasure hunt.

Dr Parsons was one of two keynote speakers at a conference called Computer-Human Interaction, held at the Albany campus in early July. He discussed what he calls “augmented learning” – the latest trends in the use of mobile technology to enhance users’ experiences by overlaying digital data on actual occurrences.

Conference organiser and senior lecturer in information technology Dr Hokyoung Ryu says the forum discusses significant mobile developments in the workplace, such as computer table tops connecting several people in different locations.

A senior lecturer at the University’s Institute of Information and Mathematical Sciences, Dr Parsons says mobile devices such as smart phones can have applications relevant to the user’s location, such as such tracking technology.

Augmented reality research projects currently under way include an application that plays birdsong recordings matched to a particular habit, and another for a reality business game linked to players’ positions in a given location.

“Humans now have an embarrassment of riches at their fingertips in terms of multiple and complex connectivity.”

Mobile technology for social networking and health support for the elderly, people with traumatic brain injury or disorders such as anxiety or autism were also growth areas featured at the conference.

Preparing 239 more schools for ultra-fast

broadband

Education Minister Anne Tolley and Communications and Information Technology Minister Steven Joyce announced in late June the next 239 schools to receive government-subsidised network upgrades, in preparation for ultra-fast broadband.

“We know access to ultra-fast broadband can significantly contribute to improving student achievement, by providing a much wider range of learning opportunities for both students and their teachers. It also has the potential to help schools to improve their assessment practices, operate more efficiently and reduce student absenteeism.”

Minister Joyce reaffirmed the Government’s commitment to ensuring every student in New Zealand gets ultra-fast access to online content and services at school. “Providing schools with ultra-fast access to online content and services is a top priority for the government,” Joyce says.

As announced in Budget 2010, $37.5 million will be invested in this latest phase of the School Network Upgrade Project, which is part of the government’s $1.5 billion six-year Broadband Investment Initiative.

“The inclusion of 239 new schools means that by the end of 2011 more than a third of state and state-integrated schools’ networks will be ultra-fast broadbandcapable,” Tolley says.

“We’re working to ensure 97 percent of schools, covering 99.7 percent of students, are on fibre in the next six years. This will make the New Zealand education system one of the most connected in the world.”

So far, 473 state and state integrated schools have had their data and electrical cabling infrastructure upgraded to enable broadband speeds of 100 Mbps or more inside the school. A further 100 network upgrades are in progress.

Upgrades for the 239 schools announced today include 179 in urban centres and 60 rural schools, of which 21 are in remote locations.

“Our education system must evolve to ensure our students can learn in ways that are relevant and engaging and that

Applications can be adapted locally to tourism and archaeology, he says.

EduRceavtieiownOffice In Term 3, 2010, the Education Review Office (ERO) will be looking at a variety of topics for national evaluation reports.

Up to 20 national evaluation topics are evaluated by ERO each year. Topics are chosen after discussion with ERO’s minister and can come from suggestions from the Ministry of Education, other government agencies, or from the meetings ERO holds throughout the year with education sector groups (such as principals’ associations, the New Zealand School Trustees’ Association or teacher unions).

In addition, ERO’s ongoing topics in schools having a review are:

• Alternative education (in secondary schools having a review)

• Provision for international students (in applicable schools)

• Readiness to implement Te Marautanga o Aotearoa (in Maori immersion schools and classes having a review)

• Provision for students in the school hostel (in applicable schools).

ERO gathers information on these topics to gain a national picture of what is happening in schools. The analysed information can then be published as a report on ERO’s website (www.ero.govt.nz) and sometimes printed as a booklet sent to schools.

The ERO will also select some schools for an evaluation of how they are using the

One of the bonuses of collecting this kind of current information is that ERO

• Success for Maori: student achievement • Success for Pacific: student achievement

More schools will be invited to upgrade their networks in 2011.

principles in The New Zealand Curriculum (primary and secondary) and will contact each school selected.

• Using assessment information to promote student progress and achievement in literacy and mathematics (in all primary schools having a review)

• Kiwisport (a questionnaire to all schools).

prepare them for a rapidly changing world,” Tolley says.

is able to publish examples of the good practice it finds. The questions ERO uses in the evaluation are also published in the reports so they can be used by schools for self review on a particular topic. ERO is always pleased to send more copies of booklets to schools.

ERO Corporate office Level 1, Sybase House 101 Lambton Quay Wellington 6011 T (04) 499 2489 F (04) 499 2482 E info@ero.govt.nz

www.principalstoday.co.nz Term 3 2010 | 35

Personal Development

Increasing the rate of information The rate of the technological revolution has had a profound impact on how we think, learn and do. The new era, with its new ways of working and thinking, puts an unprecedented emphasis on the value of learning.

Learning is the premium core process at the heart of what today’s world is all about; performing to the max, going faster and breaking old rules.

Knowledge is power, or so the saying goes. So the people and organisations who figure out how to learn faster and better, will be the ones to win. Those who get smarter and figure out how best to apply learning, will be those to benefit from this technological revolution.

Learning is more important than ever.

But in this day and age, it’s more different than ever. This is not the time to cling to outdated metaphors of the classroom.

The new learning requires people to fundamentally change the way they learn, with information and communication systems now serving as the vehicle for the learning of today.

E-learning is the unifying term to describe the fields of online learning, web-based training and technologydelivered instruction. It encompasses all forms of electronic supported learning and teaching, essentially referring to the computer and network enabled transfer of skills and knowledge. It is using electronic applications and processes to learn.

Computer-based simulation, online distance learning, availability of digital resources and the use of mobile phones to support course learning are all examples of how e-learning can improve the literacy, language and numeracy skills of adults in polytechnic courses. And now there is the research to back it up.

Professor Davis, a world recognised e-learning and digital technologies researcher, states that the use of e-learning can benefit adult learning needs.

“E-learning is relevant to and useful for most adults with literacy, language and/or numeracy (LLN) learning needs.

However, these benefits rely on a learning programme that is carefully designed to fit each individual’s needs and lifestyle, his or her proficiency with digital technologies, and his or her level of reading literacy.”

t u p n i

University of Canterbury literacy educator Jo Fletcher notes the successful use of mobile phones to support learning during a course was an interesting discovery.

“To some, the idea of using a mobile phone as part of student learning might have seemed strange, but the use of mobile phones can engage students in their learning via a technology with which they are familiar.”

The LLN research project, funded by the Ministry of Education, was led by professor Niki Davis and University of Canterbury’s College of Education senior lecturer Jo Fletcher. The three outputs from the research have been recently published under the title ‘e-Learning for Adult Literacy, Language and Numeracy’ and are available by visiting www.educationcounts.govt.nz/ publications/tertiary_education.

The research identifies five key factors that are essential to the success of e-learning: • The adult’s lifestyle • The tutor’s pedagogic goals • The tutor’s e-learning proficiency • The purpose and culture of the education and/or training organisation • All other locations where learning takes place, including the home.

The research aims to equip readers with a greater understanding of the potential of e-learning for adult literacy, language and numeracy. It investigates how e-learning can be employed as a means of reaching greater numbers of adult learners and how to better meet their learning needs.

Advance your career as an educator.

Graduate Certificate in Applied eLearning

National Certificate in Adult Literacy Education (Educator)

Learn how you can incorporate technology and teach in websupported, web-enhanced or online environments. Courses are taught online.

Gain new skills or develop your expertise in helping adult learners improve their literacy and numeracy.

Develop the skills to work with students from non-English speaking backgrounds.

Certificate in Learning Support Become a qualified Teacher Aide and gain the skills to support students with special learning needs in schools or pre-schools.

National Certificate in Adult Literacy (Vocational Tutor/ Lecturer, or Workplace Trainer Develop the expertise to recognise and address literacy and numeracy gaps in your students or trainees.

Some courses are available with part-time or distance learning options.

Fo r a co m p l e te l i st o f p r o g r a m m e s o r f o r mo r e i n f o r ma t i o n c onta c t:

0800 62 62 52 • www.manukau.ac.nz 36 | Term 3 2010 www.principalstoday.co.nz

7265 PT

Certificate in Applied TESOL

Personal Development Case study

Evening class providing literacy support for adults

Few descriptive accounts exist of the many recent innovations in e-learning for adults with LNN needs that are underway in New Zealand. During the research, five polytechnic programmes which had adopted one or more forms of e-learning, were investigated. A brief summary of each programme follows: Provision of online distance learning to support remedial study of numeracy Presented in modules accessed online through the polytechnic’s learning management system, the content of this provision is designed to help adults access careers in health-related fields. It was discovered online study works best for students with some initial numeracy.

Use of mobile phones as part of trades courses for apprentices An innovative tutor who was an early adopter of new technologies developed and leads this initiative. She developed

m-learning (mobile learning) after finding her student apprentices were not using the course’s learning management system when in their workplaces. Her aim was to engage students in learning via a technology they were familiar with. She used the phones to provide a more effective means of work based assessment and to develop her students’ literacy skills.

A digital resource centre within the polytechnic’s library The centre, which has developed over time within the library, contains and supports a range of digital technologies that encourage resource based learning

and increase adults’ self access to English language learning, particularly welcomed by international students and migrants learning English.

Computer based simulation of practices, such as preparing a building site The simulation approach has been well received by foundations and trades students. Additional online provision includes quizzes with drag and drop answers which increase students’ access to language and are delivered through the polytechnic’s online learning management system.

The class provides strong evidence of why adults with particularly low levels of literacy skill need intensive support, not only to improve their skill levels but also to access literacy learning through e-learning. Adults with low literacy tend to have poor ICT skills, so support needs to simultaneously accommodate both areas of need.

University of Canterbury College of Education Professor Niki Davis e-Learning Lab director T (03) 345 8246 E niki.davis@canterbury.ac.nz www.litarts.canterbury.ac.nz Jo Fletcher School of Literacies and Arts in Education T (03) 345 8284 E jo.fletcher@canterbury.ac.nz www.litarts.canterbury.ac.nz

The best education an educator can get.

Hamilton Teachers’ College1960 (staff and students)

This year the University of Waikato, Faculty of Education (formerly Hamilton Teachers’ College) celebrates 50 years of delivering teacher education.

A reunion marking this event will take place on November 13.

Since its formation, the Faculty has educated thousands of teachers. Today the Faculty is ranked number one in New Zealand. It won that reputation by being flexible, innovative and promoting excellence every step of the way.

Whether you are wanting to enhance your teaching practice or improve your career prospects, the Faculty of Education will take you places. We offer postgraduate certificates and diplomas, honours programmes, masters and doctoral degrees. You can study online or at our Hamilton or Tauranga campuses.

Bold Ideas. Smart People. Unlimited Ambition.

0800 83 22 42 waikato.ac.nz/education www.principalstoday.co.nz Term 3 2010 | 37

Career Choices

A groundedcareer Whether individuals are looking to become turf contractors, golf superintendents, bowling green keepers, commercial landscapers, stadium turf managers, cricket pitch grounds staff, or council contractors, NZSTITO provides the opportunity to become a qualified turf manager.

Photo: Baz Woodcock

The New Zealand Sports Turf Industry Training Organisation (NZSTITO) sales and marketing manager Baz Woodcock believes the opening line of NZSTITO's mission statement.

“We are growing people, to be a cut above the rest,” says it all. And it does.

As a highly specialised field, Woodcock says sports and amenity turf management has come a long way. “Advances in turf management technology, specialised turf equipment, environmental awareness and the ever increasing performance demands have heightened the need for specialised training of turf managers.

“The NZSTITO has purpose designed and government subsidised training solutions for all levels of turf management.

Accessibility and flexibility are two of our biggest assets and the NZSTITO manages workplace based training towards sports turf qualifications and training packages.”

The workplace based training offered

by NZSTITO generally combines practical

'on-job' learning and achievement with turf management theory (off-job), delivered by leading training providers.

National qualifications in sports turf are 'competency based', which means they are achieved by being able to demonstrate competency in a range of skills covering the breadth of knowledge and ability required by managers of sports turf facilities. These skills reflect internationally recognised turf management standards.

“Further flexibility becomes obvious with our earn and learn philosophy,” Woodcock adds.

“Participants can train for qualifications while working in the industry, earning an income and gaining vital practical work experience.

“The NZSTITO accesses government subsidies from the Tertiary Education Commission, which substantially funds the cost of this training for employees and volunteers having a training agreement in place with their employer or host organisation.

This makes it a very worthwhile and economical investment, without the prospect of repaying a student loan.”

Flexible training methods, self-select topic combinations, modern apprenticeships and multi-level qualifications up to degree level are available through NZSTITO.

Breaking with common stereotypes can be difficult, time-consuming and counter-productive. r Hairdressing is not for poorly performing students who only show creative aptitude. r Hairdressing is not dead end job - in fact it is a lifelong career. r Training does not only take place in full-time courses - but the most effective training takes place on the job. r Apprenticeships DO exist today.

The Hairdressing Industry Training Organisation (HITO) continues to break stereotypes about our industries.

HITO was established in 1993 as the recognised Industry Training Organisation (ITO) for the hairdressing and barbering industries. In 2008, the beauty industry was included into this coverage.

HITO administer the apprenticeship programme and liaise with the wider industry to set the standards of New Zealand’s ONLY nationally (and internationally) recognised barbering, beauty and hairdressing qualifications. The national certificates we offer are in barbering, beauty, hairdressing, salon support, and salon management.

HITO provide structured career pathways based on the needs of hairdressing industry.

These range from the HITO Gateway Programme, through Apprenticeships to Advanced Hairdressing and Salon Management.

HITO PO Box 11 764 Wellington T: 04 499 1180 F: 04 499 3950 38 | Term 3 2010 www.principalstoday.co.nz

This wide curriculum provides a high degree of flexibility to customise training for individual and employer needs.

The current framework qualifications at NZSTITO include the Level 3 National Certificate, Level 4 National Certificate and a Level 6 Diploma - the organisation's new Level 5 qualification.

Apprenticeships with the NZSTITO are open to trainees of any age. A range of additional support services are available to trainees and employers where trainees commence their training in the 16 to 21 year age group through modern apprenticeships.

Existing to develop and manage readily accessible training programmes, which are designed to meet the specialised needs of sports turf managers, Woodcock says employees contact the NZSTITO on a regular basis looking for future staff.

Call Baz Woodcock at the NZSTITO for further training opportunities or career enquiries in New Zealand Sports Turf.

New Zealand Sports Turf Industry Training Organisation PO Box 347 Palmerston North 4440 T (06) 354 0602 F (06) 658 0081 E bwoodcock@nzstitorg.nz www.nzstito.org.nz

Career Choices

choice

A world of

As children our imagination runs free.

We are able to freely exercise our spontaneous streak, changing our minds about our future as we see fit and where we see our future selves in 10, 20 and 30 years time.

But as we grow, and our identities evolve through our exposure to different social and institutional channels, so too do our expectations of our lives and how we want to realise our professional potential.

For some, the endeavours that emerged during childhood become a reality.

For others, reflections on their early employment aspirations incites laughter when they realise their preliminary ambitions and the contemporary reality of their career path are worlds apart.

How we determine what professional identity we adopt is generally a personal process, but how we get there is a collective effort, as our talents, ambitions and skills are enhanced and realised through the guidance and commitment of external influences.

Options aplenty There’s a lot more to the wood industry than simply growing trees, chopping them down and cutting them up.

The careers accessible in the forestry industry include: • Forestry science • Forestry and outdoor trades • Manufacturing and production • Engineering and technical trades • Business administration, management and marketing plus a range of other support roles.

New Zealand’s wood industry in 2008 - 2009: • It is New Zealand’s second largest export earner • International sales are in excess of

$3.2 billion, accounting for 3.8 percent of GDP (Gross Domestic Product).

More than 20,000 people are directly employed by wood industries in New Zealand, with more than 100,000 employed indirectly.

In New Zealand, the forestry sector is based on a sustainable, managed and planted forest that constitutes 1.79 million hectares and the Forest Industries Training and Education Council (FITEC) helps more than 10,000 people each year gain the knowledge and skills that they need for productive and rewarding careers within this industry.

Much of the training happens on the job as FITEC trainees (including modern apprentices) are usually in full-time employment. This means employees are paid and trained from day one and can still access world class learning in wood and forest industries.

Careers in Sports Turf Management...

Email Baz at bwoodcock@nzstito.org.nz Free Phone 0508 346 346 or call/text 027 500 133 GROWING People to be a CUT above the rest!

Through the ‘opportunities for all’ mentality ingrained in our society and the accessible education available, New Zealanders have the ability to pursue a professional path that allows them to fulfil their potential, express their personality and draw on both their inherent and acquired skills.

The limitations once imposed on new recruits of the workforce due to a lack of vocational variety have long gone, as a plethora of professional possibilities FITEC’s programmes cater for industry employees from entry level right through to advanced technical trades and management. School leavers, graduates and even those making a career change can find a FITEC programme to suit them alongside their experienced industry colleagues.

Who does FITEC need?

People from a diverse range of entry points; from school leavers to research scientists.

School leavers Furniture manufacturing, timber finishing and manufacturing, wood and paper product manufacturing, harvesting, pruning and thinning, silviculture, mensuration, mechanical engineering and electrical trades, plantation forest maintenance and harvesting

have been introduced into the employment mix.

As a discretionary decision, your career choice means you can be who you want to be and become who you want to be.

Postgraduates – Postgraduate Diploma in Forestry (GdipFor), Graduate Diploma in Forestry (GradDipFor), Master of Forestry Science (MFor Sc), Doctor of Philosophy (PhD).

For further career information please visit www.woodcareers.co.nz and www.youtube.com/woodcareers or call 0800 11 99 11 Forest Industries Training and Education Council (FITEC) PO Box 137-067 Parnell, Auckland 1151 T (09) 356 8025 E david.trought@fitec.org.nz www.fitec.org.nz

Certificate and diploma entrants Forestry management; forestry operations, wood manufacturing, biotechnology Graduates Forestry science and forestry engineering graduates (University of Canterbury), engineers (production, electrical, mechanical, chemical, mechatronics etc), export and shipping, transport and logistics

There’s a lot more to the wood industry than simply growing trees, chopping them down and cutting them up.

Careers include: Manufacturing & production, Engineering and technical trades, Forestry & outdoor trades, Furniture making, Forestry science, Business adminstration, Management & marketing plus a range of other support roles.

For further career information and vacancies visit www.woodcareers.co.nz or call 0800 11 99 11 www.principalstoday.co.nz Term 3 2010 | 39

Property

Putting challenge

imagination & How often has your school invested money in play equipment only to have the kids go and climb the nearest and tallest tree? If the answer is yes, then the answer is quite simple; to be able to climb high is what kid’s love, along with the challenge and excitement this brings.

PlayRope Pty Limited can help you with this dilemma with the recent release of its new range called Roplay.

Within the range structures of up to six metres in height are available. The good news is Roplay meets all necessary New Zealand playground safety standards and costs no more than your average deck and post playground, but offers so much more excitement.

You can view the range at www.roplay. co.nz, which is manufactured by Berliner Seilfabrik. Berliner Seilfabrik commenced processing of steel cable in 1865, gaining a world renowned reputation for its work.

As a slight aide - Seilfabrik translated to English means ‘lift cable’.

The manufacture of steel cable for lifts and cranes by the company ceased

y a l p o int many years ago and all rope cable manufactured today is solely for play structures. Berliner Seilfabrik continues to manufacture all rope cables used in its play structures – which is about 500,000 kilometres per year.

Berliner Seilfabrik are now world leaders in high quality rope based play structures with agents in 27 countries around the world and has a high-tech factory located in the heart of Berlin, Germany. The company holds several worldwide patents, like the cloverleaf connection system that makes the replacement of individual rope cables possible, as the rope cables in a net structure will wear at different rates.

The first net structure developed for climbing equipment was created in 1971.

Berliner Seilfabrik’s extensive rope cable manufacturing knowledge drives the continual development of exciting plays products today.

All steel cables are coated with a special UV stabilized polyester coating that is highly durable, made from the highest quality carpet yarns, 16 millimetres in diameter these rope cables are just the right size for children’s hands.

40 | Term 3 2010 www.principalstoday.co.nz

Property

Developing a variety of skills Roplay and Berliner Seilfabrik structures offer a variety of lessons; development of gross and fine motor skills, balance, social play, management of risk in play and much more.

Standard play equipment available these days does not inspire kids to play using their imaginations, but PlayRope’s climbing structures will no doubt inspire kids to develop their imagination in all manner of games; king of the castle, captain of the space ship and many more.

The three dimensional nature of Roplay rope climber’s offers exciting netscape’s that creates a vortex or spiders web of climbing opportunity that will keep kids coming back for more.

Roplay offers a range of rope climbers to suit different age groups and budgets and customers can choose a rope product from PlayRope’s Berliner Seilfabrik range.

These rope structures have been in the New Zealand market for six years. There there are many installation sites that customers can visit to experience the fantastic products and PlayRope would be more than happy to provide a list upon request.

PlayRope can also work with your school to create a unique netscape to suit your requirements.

So, if you have an unused slope that you would like to turn into an interesting netscape perhaps, or want to join two rope climbers together with a jungle bridge – then the solution is simple.

About PlayRope

Fact file

The directors of PlayRope draw on a wealth of experience - experience in the area of heavy manufacturing, hospitality and corporate training. They have demonstrated a commitment to quality and safety over many years.

• The PlayRope installation team has the experience, equipment and dedication to ensure that the exacting standard of manufacture is matched by the quality of installation

The PlayRope Installation team has the experience, equipment and dedication to ensure that the exacting standard of manufacture is matched by the quality of installation.

PlayRope has close ties with substantial financial institutions who fund playground equipment in both private and public environments.

It may be possible to structure a tax effective operational lease or fund the new playground as part of an overall financing arrangement however, you will need to consult your financial advisor.

Manufactured in Germany, the Berliner Seilfabrik climbing equipment has set one of the highest international standards of children’s play equipment.

• Manufactured in Germany, the Berliner Seilfabrik and Roplay climbing equipment available through PlayRope, has set one of the highest international standards of children’s play equipment • The new range of Roplay equipment is manufactured by Berliner Seilfabrik.

Available through PlayRope, it is cost effective and meets all necessary New Zealand playground safety standards PlayRope Pty Ltd PO Box 790 Wanganui 4540 P (06) 347 2881 F (06) 345 9078 E blair@playrope.co.nz www.playrope.com.au

www.principalstoday.co.nz Term 3 2010 | 41

Audio Visual

g n i g n i r B hing to teac

Television can be one of the most useful tools for a teacher – the trick is knowing what programmes are relevant and having copies available for use in the classroom.

A Screenrights Television and Radio Licence makes it simple. The school pays an annual fee per student, and teachers then have the right to copy.

“Once you are licensed you can copy whatever you want, whenever you want, wherever you want,” Screenrights licensing executive James Dickinson says. “If a teacher is at home, they can record there. Alternatively, they can get programmes copied at school.”

Licensed schools can also subscribe to a free weekly email guide that lets teachers know about upcoming broadcasts relevant to the curriculum. This means they can plan their recording schedules, making sure they don’t miss out on the perfect programme for their class.

42 | Term 3 2010 www.principalstoday.co.nz

life

In addition, the licence has recently been extended to cover the downloading of programmes legally made available online, and to allow for the use of new content management systems in schools.

“It broadens the scope considerably,” Dickinson says. “For example, teachers can go to a broadcaster’s website and download a copy of a programme. They can also use systems such as Clickview, Digital Video Commander and e-Cast to store, play and share copied programmes.”

Ensuring the licence keeps pace with technology allows teachers to get the most out of audiovisual content.

“They can use language programmes, news, current affairs and drama to teach a wide range of subjects,” Dickinson says.

“The amount of material available is extraordinary.”

Schools will have recently been sent a copyright invoice, listing licences available

for educators. If you wish to obtain a Screenrights licence, it’s simply a matter of ticking the Screenrights box and paying the invoice.

“The money that Screenrights collects goes back to the programme makers,” Dickinson says.

“This means it’s a system that benefits everyone. The people who make the programmes being used in class are being paid for their work. And the money they earn is frequently put towards making further documentaries, drama and other content that engages students in learning.”

Screenrights T 0800 44 2348 F 0800 447006 E licensing@screenrights.org www.screenrights.org/nz

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