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Issue #88 Term 4 2010

Standard reaction One year on, we look at the state of our National Standards

The language barrier Interpreting why so many students abandon languages

The digital education age In a binary world, digital competency and literacy is key

Higher rewards Volunteering your services abroad

Talent quest Discovering how talent develops aids teachers, parents and policy makers

Congratulations ‌ to Mary Leydon for her image of Alysha Donovan from Hurupaki Primary School in Whangarei, winner of the Principals Today 2010 Cover Photography competition. See page 34.


ISSN 1170-4071



Administration Dept

Board of Trustees

Property Manager

Outdoor Ed Dept

Careers Advisor

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2011 Census education resource Census day is Tuesday, 8 March 2011.

Statistics New Zealand is offering an education resource kit containing everything teachers need to have a successful, curriculum-based unit on the 2011 Census. The activities, intended for levels 3-5, relate to social sciences and mathematics learning areas and the key competencies of The New Zealand Curriculum. The 2011 Census education resource has themes of special interest to students, including topics on population pyramids, changing employment, cultural diversity, and the census process. Activities are free to download from the Statistics New Zealand website.    Term 4 2010 | 3

Issue #88 Term 4 2010

Contents Digital education

Standard reaction DcZnZVgdc!lZadd`Vii]Z hiViZd[djgCVi^dcVaHiVcYVgYh

in a binary world, digital competency and literacy is key

The language barrier  >ciZgegZi^c\l]nhdbVcnhijYZcih VWVcYdcaVc\jV\Zh

The digital education age

News 06 EXPORTING UNDERSTANDING a kiwi skills course finds foreign flavour

>cVW^cVgnldgaY!Y^\^iVaXdbeZiZcXn VcYa^iZgVXn^h`Zn

The educational hierarchy is being replaced by a more interactive and less rigid system of learning

Higher rewards  KdajciZZg^c\ndjghZgk^XZhVWgdVY

Talent quest 9^hXdkZg^c\]dliVaZciYZkZadehV^Yh iZVX]Zgh!eVgZcihVcYeda^XnbV`Zgh

07 TEACHER OF THE YEAR find out who claimed the title for 2010

Congratulations ½idBVgnAZnYdc[dg]Zg^bV\Zd[6anh]V 9dcdkVc[gdb=jgjeV`^Eg^bVgnHX]dda^c L]Vc\VgZ^!l^ccZgd[i]ZEg^cX^eVahIdYVn '%&%8dkZgE]did\gVe]nXdbeZi^i^dc# HZZeV\Z()#



ISSN 1170-4071



Administration Dept

Board of Trustees

Property Manager

Principals Today

Outdoor Ed Dept

Careers Advisor

Head office Academy House 818 Colombo Street PO Box 1879 Christchurch


turning scribbles into stories

volunteering abroad


Steve Carter often claimed a good teacher could teach off the back of a postage stamp. Six months into an assignment with Volunteer Service Abroad, that claim is being well and truly tested

students crossing cultural divides

Cover story 08

managing director Gary Collins General manager Rebecca Harris administration Kylie Moore Kelly Clarke Rebecca McQueen Hanna Broadhurst Kimberley Wells Craig Mills


Higher rewards

ABC circulation as at 30/06/10

meet our super student of the year

Issue 88


Standard reaction one year on, we look at the state of our National Standards

admin manager

Educators have opposed them while the government steadfastly stands behind them - a school year on from their introduction, is the situation improving?


sales & advertising Bill Thew         sales executives Doug Walker

34 COVER PHOTO COMPETITION the story behind Mary Leydon’s image of Alysha Donovan

Supplements 20 BEYOND THE CLASSROOM taking it to centre stage

23 TOURISM FIJI learning lessons island style

25 HERITAGE HARDWARE time to take a stand

26 PERSONAL DEVELOPMENT places for further learning

newsroom Jonathon Taylor        Melinda Collins Kate Pierson Bridget Gourlay Marie Sherry

The language barrier


Phone:  03 961 5050 Fax:   0800 555 054 Email:

28 CAREER CHOICES trading up inside the construction industry

interpreting why so many students abandon languages

32 SEAWEEK 2011 linking culture, history and seafaring traditions

Learning another language teaches grammar and problem-solving skills – so why are most New Zealanders horribly monolingual?

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 Vanessa Bingham Jarred Shakespeare Phone:  03 961 5050 Fax:   0800 555 054 Email:




Talent quest

growing via shared ideas

what is gifted and talented? Discovering more about how talent develops could be relevant to teachers, parents and policy makers

40 PROPERTY playground solutions that soften the blow

17 This publication is printed on papers supplied by All wood originates from sustainably


All mills utilise the Chain of Custody

4 | Term 4 2010

36 PERFORMING ARTS making drama no drama

managed forests or waste sources.

Disclaimer: This publication is provided on the basis that A-Mark Publishing is not responsible for the results of any actions taken on the basis of information in these articles, nor for any error or omission from these articles and that the firm is not hereby engaged in rendering advice or services. A-Mark Publishing expressly disclaim all and any liability and responsibility to any person in respect of anything and of the consequences of anything done, or omitted to be done, by any such a person in reliance, whether wholly or partially upon the whole or any part of the contents of this publication. Advertising feature articles are classified as advertising content and as such, information contained in them is subject to the Advertising Standards Authority Codes of Practice. Contents Copyright 2010 by A-Mark Publishing (NZ) Ltd. All rights reserved. No article or advertisement may be reproduced without written permission.

getting your classroom out and about

Be in to win! Tell us in 300 words or less who is the most promising junior musician in your school and they will go in the draw to win a 1/2 size Suzuki classical guitar. More details on page 15.

system to verify fibre source End product is recyclable. All mills are ISO 14001 certified

ers n n i w

Teacher of the Year 2010 - page 7 Super Student of 2010 - page 14 Winning Principals Today Cover - page 34


The digital education age By Kate Pierson

Post-millennium and a whirlwind decade into the 2000s, we’re not quite where sci-fi fantasists thought, predicted or perhaps hoped we would be; driving hovercrafts, interacting with emotion sensitive robots and eating three course meals in tablet form - but we’ve come light year leaps and bounds since the dawn of the day. In the momentum of a rapidly evolving social environment, the digital revolution has stolen the show and its endless stream of blended technology solutions which drop a dress size every year, continue to seduce our minds and imaginations. Smaller, smarter and stronger as precision manufacturing advances annually, these technological innovations are lending themselves to every corner of the world and changing life as we know it. As these refined programmes and devices are absorbed by societies, businesses and our learning institutions, we are becoming more intuitive with their usage and in the process, are opening our minds to greater developmental possibilities. Today, the educational hierarchy as it was once known has dissolved to be replaced by a more interactive and less rigid system of learning. Children are educating their elders as much as their elders are educating them. It’s about mutual mentoring; a collaboration of minds encouraged by the introduction of new technology which is learning curve to be conquered by all. Nurturing digital citizens

The Tech Cave section of offers an informative guide, which explains how different elements of technology function, from the internet to GPS systems and mobile phones. Hector’s World managing director Liz Butterfield says the objective is to empower students so they can interact effectively and safely with technology when learning. “These days our children are starting to use computers as soon as their fingers can reach the keyboard, so it’s important to teach them from the start about how technology works and how to use it responsibly as they make their way in the online world. “The Tech Cave offers the opportunity for children to learn in a fun and entertaining way about how particular online technologies work. Importantly, the format also encourages children to engage their families and communities as they complete the lessons.” Delivering four key themes – online safety and security, digital literacy, media literacy and information literacy - the first Two Tech Cave modules about how the internet and search engines work, have been developed with the support of Google, who are committed to promoting safer online experiences. It’s an imperative tool for children to aquire; how to search safely online. As with any uninhibited domain, opportunists can strike and whether it is in the bricks and mortar or virtual world, children need to develop a learned sense of instinct and intuition in instances where danger may arise.

professional development (PD) services for schools (Boards of Trustees, principals and teachers) and has developed a range of unique programmes for schools students. The services include assessment, design, curriculum development, literacy development, gifted and talented courses and holiday courses. School tours, strategic planning and teacher information and communication technology courses are also available through eTime. Office manager Alex Nicholls says online learning is the future. “The opportunities are endless for students and teachers to collaborate and the benefits are instantaneous. We provide PD programmes for teachers so they can find a way to integrate digital education into their curriculum. Our staff are highly trained professionals, many of them former teachers who understand what teachers and students need.” Like Hector’s World, eTime has also been recognised for its contribution to supporting education and was awarded the Champion Service award in the 2006 Champion Canterbury awards, small enterprise section. In a digital world, digital competency and literacy is key. For more information Hector’s World Tech Cave and eTime, visit and

All content delivered by Hector’s World is offered to participants at no cost and has been developed in two site sections. The core resources within Silicon Deep, the magical undersea world where children can explore, are animated episodes featuring the Hector’s World Characters, music videos, songs, workshop activities and educational games. The text based Info Island is loaded with information for teachers and parents to help them support their child’s learning.

It seems we’ve retreated back to our original home - the cave – albeit one that is full of gizmos and gadgets, as Google and New Zealand educational charity, Hector’s World, have united to create a new online domain – the Hector’s World “Tech Cave”.

Awarded ‘Best Security Initiative’ in the 2009 Australia and New Zealand Internet Best Practise awards, Hector’s World is a New Zealand charity and was made entirely in New Zealand with the animation provided by Auckland based firm, Inkspot Digital Limited.

A free, online teaching and learning resource utilised in many primary schools and early childhood centres throughout New Zealand, the Tech Cave has been designed to teach ‘digital citizenship’ – online etiquette and the safe and responsible use of technology.

Towing the same line for online education in New Zealand and Australia is eTime, a specialist in e-learning. The brainchild of former primary school principal, Faye Le Cren, eTime is focused on leading innovation via learning. It provides a wide range of

Freephone 0800 805 256 PO Box 14, Wanganui 4540    Term 4 2010 | 5


Exporting A New Zealand-designed course in study skills is now being offered to secondary school children in Saturday morning seminars at UK universities, including City University in London and the universities of Birmingham, Southampton, Manchester, Bristol and Cambridge. University lecturer and Parnell Learning director, Bruce Johnstone, launched the StudyEdge course in New Zealand during 2009, and hundreds of New Zealand secondary school students attended his seminars and were inspired to discover independent learning techniques and become more successful students. The original New Zealand course has now been revised and updated to suit secondary students in New Zealand, Australia and the UK and is delivered as an introductory seminar backed up by online material. Students are connected to the StudyEdge virtual learning environment that delivers a wealth of extra readings, tests and audio-visual content. Because they can access material at a level that meets their individual needs, the course works for secondary students of different ages (13-18) and levels of academic ability. Dr Johnstone says UK students face a much more competitive education system and need to develop strong independent


study skills if they are to succeed at GCSEs, then A levels, and then go on to secure a university place and complete a degree. This year some 190,000 UK students qualified for university, but were not able to obtain a university place. Many who missed out will try again next year and this will make the pressure on university places even more intense. He says many UK parents appreciate the importance of good study habits and skills and are very keen to give their children every advantage they can. Dr Johnstone observes that the most successful students are highly motivated because they have set personal academic and career goals. They stay motivated because they have a vision for their future and pursue it enthusiastically – even when faced with difficult tasks. These students use simple but effective independent study techniques to beat procrastination, avoid distractions and manage their study time and energy.

stress and still have time for the sport, recreation, social and family activities that they use to restore and maintain their energy and focus. They experience learning as rewarding and enjoyable and seem to absorb and retain information and ideas almost effortlessly. “Advanced study techniques do not come naturally to teenagers. Young people start out with no experience of setting goals, planning time and tackling difficult tasks. These are vital life skills that we have to learn and strengthen as we become adults”, says Dr Johnstone. Going beyond goal setting and motivation, the StudyEdge course provides valuable tips, tricks and systematic approaches to studying course material, taking notes, revising and memorising facts, figures, formulas and concepts.

These top students have carefully worked out exam-taking strategies and do not rely on cramming at the last minute. Instead they work consistently right through the school year and extract maximum value out of class time. These students make better use of the teaching they receive and their own academic ability. They achieve superior grades through better independent study skills. Dr Johnstone adds that students with better study skills seem to suffer less

In Review

“Speaking for ourselves” Author ECPAT Child Alert Publisher: ECPAT Child Alert Available from: RRP: $10 Reviewed by Bridget Gourlay

Prepare yourself before reading this book – it’s a series of no holds barred, haunting interviews with teenage sex workers. And it’s a must read for teachers because at the end of each interview the young people are asked what could have been done to prevent them from getting into their terrible livelihoods. The interviewees come from diverse backgrounds, showing children of any ethnicity, socio-economic background or sexuality can be exploited. Some of the teenagers shined at school, one says she got good marks in all of her Year 11 subjects. The uniting factor between these children is that they were all sexually abused before they began working the streets. Most of them were also physically abused. Some came from homes where drug use and prostitution was rife, others came from middle class homes, but were uncared for and neglected by their parents.

6 | Term 4 2010

Many of the teenagers say they tried to report rape, sexual abuse or beatings to teachers, social workers and police but were ignored. This feeling of low selfworth and shame was often identified as the factor that led them into street work. One girl, Amy-Lee says she was raped after her 16th birthday and that, coupled with being sexually abused as a child, made her lose her self-respect and begin working as a prostitute. “I thought ‘Well, it’s not like I have my virginity anymore – I want drugs, I don’t respect my body, I don’t respect myself. At least I can get high doing this, and I don’t have to be myself’.” Every day teachers help children and teenagers when their lives are spiralling out of control. This book is about those who didn’t get that help, or got it too late.


Teacher of the year By Melinda Collins

It was an anonymous person who got perhaps the closest when he said "the best teachers teach from the heart, not from the book." Far beyond teaching, they motivate, lead and inspire. Much like a candle, a good teacher consumes itself to light the path for others. It is his ability to light the path for all his students, past and present, which has earned Mr Hunter Murray the Principals Today Teacher of the Year title for 2010.

urray Hunter M of r winne f the teacher o avel tr year won rs! e h c u vo

Sometimes the simplest questions in life are the hardest to answer. For the thousands of hours and millions of dollars we pump into researching school effectiveness and reforming education systems, we never seem able to craft a unanimous answer to the most important questions of the teaching profession - what makes a good teacher?

A self-professed “late starter” to the teaching profession, Murray started teachers’ college at the age of 31. “I never believed I was bright enough to go to teachers’ college, but I worked out it was what I wanted to do. “I had a couple of friends who were teachers, they basically said go for it - so I did.” There’s a whole lot of Grade 3 students at Southland’s Limehills School which are glad he made the decision. “Mr Murray is full of enthusiasm and dedication to

our school,” says the student-written application for the competition. “He is always there for us and helps us to achieve our goals.” Stories and illustrations sent in to Principals Today from children in his class illustrate just how popular the humble teacher is. “I recommend Mr Murray because he is a great teacher and always spends time with his students. When he’s not busy with students you will find him in the fridge,” the letter concludes. He’s modest to a fault and is adamant he is the same as every other teacher. “It’s the same old saying, you’ve got to enjoy kids. You have to be able to strike up that respectful rapport with the, let them understand you respect them. You’ve got to be committed, you’ve got to engage with the children and understand them. “If you’ve got that you’re pretty much on your way.” It’s one of life’s noble arts – teaching. But his humility is astounding. “It’s really embarrassing,” he says about winning. “But if my kids feel that strongly about me, what more can I ask for out of being a teacher – I’m very proud.” Thank you to all who entered and look out for our Teacher of the Year competition next year. Mr Murray, your travel vouchers are on the way and we hope you enjoy your holiday – it’s well deserved.


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PlatinumPlay ENCOURAGE PLAY, BUILD FITNESS    Term 4 2010 | 7




Steve Carter often used to claim that a good teacher could teach off the back of a postage stamp. Six months after starting a two-year assignment with VSA (Volunteer Service Abroad), as an education adviser in the Solomon Islands, he admits that claim is being well and truly tested.

is not much understanding about the importance of maintaining professional standards.”

“It’s hard to make a comparison with New Zealand,” he says. “The schools in the Solomons are very under-resourced. Many of them don’t have electricity and about half the teachers are ‘teachers in training’, which means they are untrained. Absenteeism is also a problem – there

“I have very little written material to use because luggage restrictions meant I couldn’t bring much with me, and I don’t have good access to the internet. That means I’m really having to dig into the grey matter to get the information I need.”

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Steve, who was previously the principal of Turuturu School in Hawera, says he is having to draw on all the skills he has developed during his 35-year teaching career to carry out his assignment, working with teachers and principals in the province of Makira-Ulawa and staff at the Makira Education Authority.

It’s a challenge, but a rewarding one. Steve recently ran a successful twoday workshop with 30 teachers in late September, looking at things such as how to plan a lesson, how to teach to a syllabus and how to manage a classroom. The idea of the workshop is that the teachers who take part will return to their schools and share their new knowledge with their colleagues. The work Steve is doing builds on that of his VSA predecessors, Gwen and Bruce Levick, two highly experienced former principals and education policy advisers who spent 2009 working with school leaders in Makira-Ulawa in 2009, and fellow educationalist Andrew Sorensen, who worked as a VSA volunteer in the province from 2002 to 2008. During his assignment Andrew Sorensen identified school leadership as being a particular issue in Makira-Ulawa’s 90 schools. He observed a lack of communication from head teachers to staff, and a general lack of record-keeping, roll-taking, marking students’ work and recording the results.

Gwen Levick shelters under an umbrella with some young friends

The Levicks’ assignment was set up to address these issues. The couple travelled throughout the province running an introductory programme for school leaders on their roles and responsibilities. They then designed a professional development programme for school leaders from early childhood to secondary level, and delivered it in a series of two-day workshops. “I’ve learnt more in the past two days than in the past 40 years,” said one local principal after attending a workshop. Getting around the province’s often isolated schools wasn’t easy; the couple had to travel by canoe, and some trips took all day. However, according to Gwen Levick, the response they got more than made up for their sometimes uncomfortable journeys. “Some of the school leaders we worked with said they had had no outside input for three years or more,” she says. “They felt really alone, and they really appreciated having the chance to talk about what they were doing, and to get new ideas about how to improve learning and teaching in their schools.” The assignments in Makira-Ulawa province are typical of VSA’s current approach to education assignments. While in the past VSA volunteers usually worked as classroom teachers, these days they are more likely to work as in-service trainers, or mentoring other teachers. It’s all part of VSA’s shift towards sharing skills, rather than simply filling gaps.

“It is more useful in the long-term if our volunteers can work in a training role with other teachers, rather teaching students in the classroom,” says Carolyn Mark, VSA’s volunteer recruitment manager. “The teachers we send now work more at a provincial or government level, and even if they do work in a school they usually carry out a senior mentoring role as well.” She says the aim is to help build capacity and increase skills within VSA’s partner organisations. In many cases, assignments focus on a particular area of expertise, such as the school leadership training carried out by the Levicks. That means that VSA is looking for experienced teachers as volunteers – principals, deputy principals or senior teachers. “It’s not so much about how long they have worked, but the sort of work they have done that matters.” Carolyn says that following the success of the recent education assignments in Makira-Ulawa, VSA is keen to develop similar assignments in other provinces in the Solomon Islands, and is currently advertising several positions. “The teachers in the Solomon Islands have a real thirst for knowledge and ideas, and we’d love to be able to help them by finding New Zealanders to take up the assignments we are advertising there.” Most VSA assignments last for two years. Volunteers get their airfares paid and a modest income while they are living overseas. For more information visit

Bruce and Gwen Levick head off for a workshop on the island of Ugi.

8 | Term 4 2010    Term 4 2010 | 9




When National Standards were introduced at the start of the year, educators opposed them, claiming teachers needed time and training to implement them properly, that they were not accurate reflections of children’s abilities anyway and they could possibly have a detrimental effect on children’s learning. Some school boards refused to implement them.

A school year on from the introduction, is the situation any better? Bridget Gourlay investigates. Not implemented At Christchurch’s Sommerfield School, a decile six primary school, the Board of Trustees did not use the National Standards this year. Principal Denise Torrey says “it was absolutely the right decision�. As the president of the Canterbury Principals Association, she’s heard stories

from principals who are using them and has been told of situations where parents are upset about how their children have done.

“The Minister has said that the standards are ‘aspirational’ and she’s right. In many cases where parents thought their children were doing ok, they have had ‘below average’ grades. People are quite unhappy.� Not fair The biggest critique of the National Standards is that it does not show progress. If a child starts school at age five, coming from a low income school with parents who are not highly educated themselves, they may struggle initially. If they haven’t been to pre-school then concepts such as sitting on the mat and being quiet when the teacher is talking will be foreign to them. But during a year, the child may make big improvements in their behaviour and their studies but still be considered “below average�. This can be demoralising for the teachers, the parents and the student when all three have been putting in the hard yards.

The same situation can happen across the board. A child might fail a maths test – although his teacher would say he’s up to par. A child with a recently diagnosed learning ability might be making leaps and bounds with her reading, but would be told she was “below average� when tested.

No training

“They are very socio-economic,� Sommerfield School principal Denise Torrey says, who thinks the National Standards are similar to elitist league tables. Some of the children that start at her decile six school cannot even speak properly, but make huge progress.

He says the standards are totally arbitrary. “The standards are not in fact standards and therefore cannot be moderated to provide valid, reliable and consistent achievement data,� he says.

“Some five year old children from affluent families go to school doing what is required of a five year old and just potter on. That school would probably get better National Standards results than us. That’s not fair. “What focus is on the progress children make? One of my parents said it’s a bit like when children learn to walk. Most children end up walking, but they all learn at different rates.�

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It is said the sport can be learnt in minutes and takes a lifetime to master. Bowls is one of those activities that becomes addictive, it gives everyone an equal chance to be great. Now, every single student in your class can be physically active and enjoy participating in sport. This makes it an ideal option to ensure all your students have a chance to experience an outdoor activity and sport that gets them active, enables them to be competitive, and to have fun.

Signal your school’s interest by emailing “Squad6� with your school name / location / contact details to Rob Pidgeon - or phone 09 571 9954 and we’ll try to match you to a local bowling club Read more about Squad6 on click “Youth� and look for the Squad6 logo

10 | Term 4 2010

Taylor says APPA believes the Government’s National Standards policy will not provide a solution to the Minister’s issue of under-achievement. He says the APPA advises members to continue to use robust assessment practices in schools and report accurately to parents in plain language. “If these fundamental issues are not addressed, APPA will need to take further action.�

As Albert Einstein said, “Not everything that counts can be counted; and not everything that can be counted counts�.

Y o u th B o w ls is a n o o ls o p p o r tu n it y fo r s c h ti v e to g e t e v e r y o n e a c The Squad6 Youth Bowls programs are designed to give every student a chance to participate, to have fun, and experience a game that everyone can be great at. The advantage with linking your school to a lawn Bowls youth program is; that no matter what a student’s shape, size, athleticism, they can participate, play, be competitive, and get active.

Another educator dissatisfied with how the year has gone is Auckland Primary Principals Association president Iain Taylor. He wrote to members in June, recommending they “cease to attend any training around the implementation of the National Standards�.

TRY OUT LAWN BOWLS & IN YOUR LOCAL YOUTH BOWLS PROGRAM - Squad6 r6QUPTUVEFOUTJOBUFBN 4RVBE JT ideal guys &/girls, no limits on number of teams per school rQFSTUVEFOUGPSUIFEVSBUJPOmFBDI student receives a branded Squad6 drink bottle. r0ODFBXFFLGPSXFFLTJOUFSNPS  DBOCFQMBZFEUISPVHIUFSNTm  BUT, this can be tailored to suit the needs/ requirements of your school.


No trial The New Zealand Educational Institute (NZEI) president Frances Nelson says as the year has gone on, it has become more obvious the National standards are fundamentally flawed. She says that became evident as schools tried to report against them. “Principals, teachers and academics have expressed no confidence in the Standards and schools and parents remain confused. By not agreeing to a trial the government is using all New Zealand primary children as guinea pigs,” Nelson says. The NZEI is taking a petition to the Education Minister Anne Tolley, signed by 38,000 people, to “Trial National Standards, not our Kids”. “What we are asking is for the Government to listen to what this petition represents – that is the voice of schools and communities. It’s not too late to put the standards aside until they are properly assessed and proven as an effective tool for raising student achievement,” Nelson says. No backing down However, the Minister of Education Anne Tolley says the National Standards are working – and she’s not the only one who thinks so. “Everywhere I go in New Zealand, parents tell me how delighted they are with their plain-language reports, and the conversations on how their child is doing at school.” Tolley says she’s also received support from educators, despite the high profile opposition from some factions. At the New Zealand Educational Institute (NZEI) annual conference in September she read out a couple of emails she’d received telling her the standards had been implemented and were working well. Collecting Data The National Standards are not just about assessing and ranking students and schools, but will be used as data in the near future by the Ministry to figure out where they will send specialist help. Anne Tolley says at least 50 expert practitioners from the Ministry and the education sector will be appointed to work closely with schools and build strong relationships, to ensure it is helping the students who need it the most. “These experts will have proven ability in lifting student achievement, and will give specially-designed support to schools to meet the specific needs of their students and teachers. They will use student data obtained through National Standards to assess where support will be most effective, and make sure schools get that support much earlier.” Thirty six million will also go towards new intervention programmes for students who need more support.

“We need tailored and concentrated support for students and teachers. This could include access to a specialist literacy teacher or specialist resources for maths.”

August 2009 Tolley says the National Standards will be implemented in schools across the country in 2010.

Thirty six million will also go towards new intervention programmes for students who need more support.

October 2009 The standards were gazetted and distributed to schools. Boards of Trustees were expected to embed them in their 2010 Charters.

“We need tailored and concentrated support for students and teachers. This could include access to a specialist literacy teacher or specialist resources for maths’. Resolution? National has shown no sign of backing down from the National Standards, or from starting the data comparisons in 2012 which will mean the media will be able to compile league tables over the results. Equally, the unions and associations against the National Standards are not changing their stance either, using tactics such as non-compliance and lobbying. It seems battle lines have been drawn on this issue, as well as many others in the education sector at the moment. Tolley recently announced she is establishing a National Standards Sector Advisory Group, in response to conversations she’s had with teachers and principals. All of the relevant sector groups have been invited to take part, to share experiences, be more involved, and to have constructive input throughout the implementation. To ensure the group receives practical advice, four extra places have been made available for principals, teachers or advisors.

February 2010 National Standards are implemented in most schools. Anne Tolley cites a Nielson survey which showed 73 per cent of parents said they are in favour of them and 13 per cent have yet to make up their minds. Tolley calls those opposed “hopelessly out of touch with public opinion.” June 2010 The Auckland Principals Association tells its members to boycott National Standards training to show the Minister their opposition to them. September 2010 The NZEI take a petition signed by 38,000 people to the Minister, asking for the National Standards to be put aside and trialled first. September 2010 Tolley says she is establishing a National Standards Sector Advisory Group.

“I can tell you that the feedback I have received about this group has been fantastic,” Tolley told the NZEI conference. “Many principals and teachers have put their names forward to be a part of it, because they want to share their ideas and expertise, and discuss how their own schools are successfully implementing the standards. I look forward to meaningful and ongoing dialogue with sector groups on National Standards and how to get this right.” She concluded her speech by saying, “our students deserve nothing less”. Well, that’s one thing everyone can agree on. Timeline April, 2007 The National party, in opposition, outline their ‘National Standards’ scheme which they will implement if elected. It draws concern and criticism from educators. November, 2008 National is elected January- June 2009 Groups such as the NZEI, the Canterbury and Otago Principals’ Associations, and the NZ Principals’ Federation urge the Minister to delay implementing National Standards.    Term 4 2010 | 11


The language It’s a rave - not a rant In the hours after the Canterbury quake of early morning Sept 4, 2010, my mind raced with thoughts of where to start and what to do next. When I confirmed all was OK at home, I had to focus on the office; what colour notice will we get on our door… every possible scenario went through my head.


Subsequently a back up plan was put in place. Turns out we didn’t need it; nearly a week later the notice was green and we just had a load of superficial damage, cleanup, repairs resets and a heap of refilling. Don’t get me wrong, there is plenty to rant about; the aftershocks, the sleepless nights with wandering unpleasant thoughts, but a rave far surpasses the need for it. I’m so proud to be a Cantabrian and extremely grateful for the relationships we have with our service providers and associates. Many of who were facing a similar situation. Not one of the subsequent accounts that came in has been accelerated - normal charges have applied with no excessive call out fees, and in fact, many doing it for the pat on the back or a chocolate fish from my now not so secret stash! Here’s all the people I need to rave about: Ollie and the team at SNAP, Server Technology Ltd and Magnum Mac for getting our network back up and going and putting the server back where it should be. Jared from ElectraCraft, Pete from Enviroplumb, the team at Williams Hickman Electrical and Richard Harris Property Maintenance - all for your prompt, accommodating and efficient service along with JustWater and Compliance Fire Protection. Our printers around the country, Kalamazoo WyattWilson, APN, Guardian Print and PMP for your flexibility with the print schedules and offers of assistance. The crew, the staff, managers and their sales teams, contractors and everyone in our Academy family, for taking the stairs when there was no lift, for taking the lift when there was no stairs, for working around the workmen and their paint brushes and glue guns, for putting up with the aftershocks a number of stories above Colombo Street, for all your hard work and determination to get our schedules back on track. A number of Academy family members have had their worlds turned completely up side down, yet bravely keep a smile on their face and a positive attitude all day every day – you are an inspiration to the rest of us! I feel better for raving. In the grand scheme of things Rebecca’s Rant would be worthless in a region that has nothing but praise for it’s volunteers, friends, family, neighbours, service men and women and our leaders, who have guided us through these past weeks. Go Canterbury!

Rebecca Harris is the General Manager of the Academy Group of Companies. All correspondence regarding this column to: Email. Post.’Rebecca’s Rant’, PO Box 1879 Christchurch 8140

Ni hao, ni hao ma? Get that? This might be a bit easier. Salut, Ca va? C’est un peu difficile, n’est pas? If you knew all of those, you’re very well-travelled or the head of languages. Because most New Zealanders are monolingual and can barely put a sentence together in a foreign tongue. Even “Kia ora, kei te pehea koe?” would be incomprehensible to most of us, and Maori is supposed to have equal standing with English. New Zealand Association of Language Teachers president Adele Scott says learning another language teaches grammar, problem-solving skills and gives students an understanding of what life is like for new immigrants who don’t speak fluent English. However, it’s not compulsory to learn a language in the New Zealand curriculum. In high school, while many Year 9 students may enrol in one, the numbers sharply drop off by Year 13. In 2005 for example, 14,671 Year 9 students took French, but by the time they were Year 13 in 2009 only 1,255 had stuck with it. This means about 90 percent of those who start don’t continue.

Which language? Last year, Mandarin overtook Latin for the first time in terms of number of high school students studying it. The most widely taught languages are French (27,000) and Japanese (17,000), followed by Spanish and German. It sounds like statistics coming out of the 1940s or the 1970s, instead of 2010. Other than several war-torn, dangerous and poverty stricken countries in West Africa, French isn’t spoken in many places outside of France. German is only spoken in Germany and Austria, where most of the population understand English and millions speak it fluently. The same thing could be said about Japanese. And while they may be beautiful countries to visit, in terms of future job prospects for New Zealanders, they are further down the list.

12 | Term 4 2010

Mandarin The emergence of China’s economy and our FTA with them means that business between our countries has flourished and will continue to in the foreseeable future. However, just over 2,000 high school students take Mandarin, and in 2009 only 236 studied it to Year 13. The University of Auckland’s head of Asian Studies and Confucius Institute member Professor Paul Clark says that more young people learning Chinese at school will mean a rise in competency, and with it an increase in standards at university. “The Confucius Institute is embedded in the University’s China strategy to engage with China at the highest possible level in education. China is very important for the future of New Zealand and a good China strategy contributes to the future of New Zealand economically, culturally and socially.” Former Prime Minister Jenny Shipley, who visits China several times year and is on the board of the China Construction Bank (the country’s third largest bank), agrees. She strongly advises businesses to make the most of the Confucius Institutes that have sprung up across the country. “Both the language and the culture are important, just as they are with Maori. Understanding the form and interpretation behind what you are seeing happening will improve your business acumen in a complex market.”

David Graddol, the report’s author says several countries in Asia, such as South Korea, are increasingly learning Mandarin, with the same enthusiasm they learn English.

Spanish and Arabic Graddol’s report finds Spanish has grown to be roughly the same size as English in terms of its native-speaker base, and may overtake it. “Spanish is challenging English in some parts of the USA, where a number of towns have predominantly Spanishspeaking populations. The language is growing in economic importance in both Latin America and the USA.” Graddol also finds that Arabic is growing, demographically, faster than any other world language. The report concludes by advising the British educational system to encourage language learning, because “monoglot English graduates face a bleak economic future as qualified multilingual youngsters from other countries are proving to have a competitive advantage over their British counterparts in global companies and organisations.”

Not just for the elite

Shipley says if her children were 11 again, she knows what language they’d be studying.

Adele Scott agrees we are disadvantaged in a globalised world by being largely monolingual.

But everyone speaks English…

But she thinks learning a language – any language – is beneficial, which is why she won’t rate Mandarin over the others. “You don’t just learn something because John Key thinks it’s useful for trade purposes.”

A seminal report into the future of the English language conducted by the British Council in 2006 says while English is still a crucial language to know, it is “no longer the ‘only show in town’.” It found “the attractiveness of Mandarin to learners across the world is growing, and language schools in many countries are expanding their provision to include it. Unlike the enthusiasm for learning Japanese which was prompted by the economic rise of Japan, there are reasons why interest in Mandarin may remain a long-term trend.”

Scott knows of many schools where languages are only taught as a way of extending bright kids. But she says every child deserves the opportunity to learn a new tongue. “We know from research that all kids benefit from language learning. It’s a very equal subject. For the first time in a long time, all the students in a class are on a level playing field.”    Term 4 2010 |13

News | Super Students

Super Student

Rachael Wiltshire By Melinda Collins

We’ve featured them all in our super student section; musical prodigies, social activists, artistic practitioners to spectacular sportspeople. But to date, we have yet to feature a neuroscientist.

In the challenge, young men and women from all around the North Island competed to determine who had the “best brain” on such topics as intelligence, memory, emotions, stress, aging, sleep and neurological disease. Rachael is now preparing to compete alongside the best brains from the South Island and Australia’s six states at the Australia-New Zealand Brain Bee Challenge, held as part of a large international neuroscience conference early next year. Organiser Professor Louise Nicholson says the 2010 Brain Bee Challenge was a great success. “It was an exciting day, with the pressure of the competition offset by opportunities for teachers and students to talk to scientists at the university and take part in labs.

Partly due, I suspect, to the school age of our featured heroes, or possibly due to the esoteric audience the study commands. Whatever the reason or cause, Rachael Wiltshire has leaped the societal, cultural and chronological barriers to take out this term’s super student title for neuroscience.

“Neuroscience is such as fascinating field of study and the Brain Bee gives both students and teachers first hand experience of the exciting opportunities the University of Auckland can offer those with a real interest in neuroscience.”

The Samuel Marsden Collegiate student has been crowned individual Brain Bee Champion for 2010. The Brain Bee Challenge, which took place at the University of Auckland’s Faculty of Medical and Health Sciences, was attended by more than 150 Year 11 students from Northland to Wellington.

The North and South Island Brain Bees are the first qualifying round of the International Brain Bee (IBB) competition, held year round at more than 50 sites around the world. Winners from these contests go on to compete in the Australia-New Zealand round of the IBB competition.

Leatham Landon-Lane

150,000 litres of biofuel could be produced from an acre of algae.

Super Student of the year

By Melinda Collins

Rising star While curiosity was said to have led to the demise of the cat, in the case of the Marlborough Boys’ College student, it led to him taking out a top science award - for the second year running.

Leatham e an Landon-L uper S f o r e winn on Student w! d o iP n a

Curiosity led the now Year 11 student Leatham Landon-Lane to investigate the economics and productivity of wild algae fuel and his project took out the best exhibit prize at the Marlborough Lines Science and Technology Fair in late 2009. And, in 2008 his project “Run Your Car on Water? Yeah, Right!” won the very same award.

He is motivated by the desire to explore the utmost breadth and depth of science; a model student pledged to making the most of his student years, he is a rising star in the eyes of all those around him. Leatham Landon-Lane has taken out the Super Student of the Year title for 2010 and we at Principals Today are sure it is just the beginning of a very promising career.

14 | Term 4 2010

Landon-Lane became interested in algae five years ago when a Marlborough company used the sewage settling ponds to grow algae biofuel. His own research pulled up some astonishing claims by biofuel companies and a magazine article prompted him to experiment for himself. “It (the article) claimed that micro algae oil could be the best biofuel crop and is possibly the answer to peak oil and climate change. “My research convinced me to test algae production as it could be very important to the future.” Using wild algae from a reservoir at his Waihopai Valley home, Landon-Lane tested biofuel company claims that

In fact, using solvents to extract the oil, the 15-year old produced an amount of oil that would equate to an astounding 4000 times less than the company claims. Most algae proponents claim algae, when mature, will yield 20,000 to 50,000 litres of fuel per acre. Yet, some claim the numbers are closer to 300,000 litres, one even purporting to be able to produce litres in the millions. “My findings showed these claims were totally unrealistic. The highest crop I would believe possible would be around 5000 to 10,000 litres an acre, which is still extremely high and would be a top biofuel crop.” And if you’re wondering if his parents are thrilled? “I called Dad and told him, he thought I was joking. He was extremely happy and proud of me. Mum was delighted because she had taught me the scientific process when I was young. My sister and brother were relieved that it was over and happy my work had been rewarded and I was elated because my project had taken me hundreds of hours.” It is likely the beginning of a promising career. “I would like to run more experiments, especially ones that would benefit people. I would definitely see science as my most likely career path and would like to continue with science as a lecturer or working for a research company. “It makes me feel very satisfied because my aim was to run an experiment that had some useful outcomes and would be useful to people.”

Who is your most promising


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For more information and to see the full range of SafeBottles, please visit or call our friendly team on 0800 777 444 or text SAFE to 244.    Term 4 2010 | 15

Book Club

Book Club

The writing on the wall By Melinda Collins

Long before they go to school, before they even know the alphabet, children begin to write. In fact, for most children, literacy begins at home… with a crayon. Just as some of those students of today are destined to be the authors of tomorrow, what are scribbles now, will one day be novels, short stories, poems or articles.

The Ghosts of Iron Bottom Sound Author Sandy Nelson

At Principals Today we recognise the significant contribution our teachers make to nurturing this important life skill. So we are celebrating this contribution by bringing you an interview with teacher Sandy Nelson about her literary leap, the memoirs of much loved, multi award winning author Joy Cowley and a new award for budding wordsmiths.

RRP $19.99 Publisher: HarperCollins She spent 18 years in the teaching arena, but when Sandy Nelson made the literary leap, it came naturally. Now a primary teacher at Twizel Area School, Nelson has just had her first novel published.

New award for



Unpublished writers looking to emulate the outstanding careers of Kiwi authors such as William Taylor, Kate De Goldi or Tessa Duder will be excited to hear about a new annual award on the children’s literary scene - the Storylines Tessa Duder Award for unpublished writers of fiction for young adults, named in honour of one of New Zealand’s best writers in the genre. The award has been set up in recognition of Tessa’s outstanding contribution to children’s literature, both in terms of publishing output and her tireless work in the area of children’s literacy – particularly as one of the founding members of the Storylines Children’s Literature Charitable Trust. “As someone who over three decades has seen New Zealand’s young adult publishing go from strength to strength, I am truly delighted that the new award will provide a kick start for exciting new talent,” Duder says. The Tessa Duder Award will be administered by Storylines and sponsored by HarperCollins Publishers New Zealand. It will complete the line up of prestigious awards made annually by the trust to writers for children in New Zealand. More information is available from 16 | Term 4 2010

Sandy N


The Ghosts of Iron Bottom Sound is an ANZAC story about war, sunken ships and ghosts. ‘Iron Bottom Sound’ is the name given by Allied sailors to Savo Sound – the stretch of water between Guadalcanal, Savo Island and Florida Island of the Solomon Islands – due to the large number of ships and planes that sunk there during the Battle of Guadalcanal in 1942 and 1943. “I love working with children, making a difference in their lives and inspiring them. Literacy and history are my passions – making it real and interesting for them. Books are a good avenue into history for children.” All the historical content in the book is true with Nelson enlisting the assistance of a survivor to bring authenticity to her writing. “I have always been into reading.

I read and read and read, from adults’ books to children’s books. A lot of time and effort went into the story. “Sometimes I would get stuck and other times the story would just come to me. It was pleasantly surprising when I got into the writing zone just what would come out and I would think ‘wow, did I write that?’ “It took me about a year part time to write the story, then I completely re-wrote it. I love teaching writing and I always talk to children about the importance of rewriting – I had to learn the hard way,” she laughs. She’s done the hard roads, so what advice does she give to other budding wordsmiths? “You need to just get in there and write. It can be hard work, but write about what you’re interested in, write what you know about and then when you have nurtured that ability, write about what you wonder about, what fascinates you, what puzzles you. “Just get out there and do it.”

Navigation: A memoir Author Joy Cowley RRP: $45 Publisher Penguin Group New Zealand In the world of New Zealand children’s books, the name Joy Cowley engenders enormous respect and affection. She has published dozens of children’s books of all kinds, such as the Mrs Wishy-Washy series, the award winning Shadrack trilogy and Hunter. She has written literally hundreds of readers for the international educational book market. She is constantly in demand as a guest performer and speaker all over the world. Cowley has also written a tantalisingly small number of very fine adult novels, beginning with Nest in a Falling Tree in 1967 and including Classic Music and Holy Days.

But there is another dimension to Cowley; she is an intensely thoughtful and spiritual person who writes and practises what she preaches and owns a lodge/retreat centre at Fish Bay in the Marlborough Sounds. Her recently released memoir, Navigation, is a beautifully written book, not in any sense a formal autobiography. It contains wonderful sections on Cowley’s life growing up in a small Manawatu town, her family life and her exploration of the joys of writing. It touches down constantly at Fish Bay in the Sounds, where Cowley writes passionately about the landscape, the seasons and the natural world around her.



quest By Kate Pierson

There’s never been a human being to walk the planet, that hasn’t possessed the potential to be good at something. Irrespective of the genetic pool from which we emerged, or our physical or intellectual condition, we all have strengths, just as we have weaknesses.

Some of our skills are innate, others we acquire through perseverance or social and intellectual conditioning. There are also people who possess gifts which provide them with the capacity to do great things. According to the New Zealand Association for Gifted Children, approximately five in every hundred children can be classified as gifted, although only a small proportion may be identified as such in school. So what does gifted and talented mean? Professor Roger Moltzen of the University of Waikato pioneered a discussion surrounding this very topic at the second University of Waikato Inaugural Professional Lecture of 2010. As an expert on gifted and talented education, Moltzen’s primary interest is, “Finding out more about how talent develops that could be relevant to teachers, parents, policy makers and the like,” he says. Professor Moltzen has spent two decades researching exceptional achievers, including improving education provisions for gifted and talented children and young people. He’s also been looking at how talent develops across the lifespan and for his PhD, Moltzen worked with 28 exceptional New Zealanders from fields including politics, business, sport, dance, maths and science. In a generic sense, Moltzen says a talented person is someone who demonstrates, or has the potential to demonstrate performance in a field that is significantly in advance of others. Some experts see a fundamental difference between being gifted and talented. Professor Françoys Gagné, a French Canadian with research interests focused on education for the gifted, suggested a gift is an innate disposition and a talent is the realisation of that gift. Moltzen also confirms you can be gifted and not talented, but not talented without a gift. The critical issue is how the gift gets translated into talent and what the key catalysts are that contribute to that

gift becoming a talent. Factors involved with bringing a gift to the fore include, personality, chance, parental guidance, teachers and resources.

“The research shows that those identified as gifted as children do not necessarily become outstanding adult achievers. Conversely, not all eminent adults were seen as having the potential they later realised. In fact amongst the gifted adult group one finds many examples of individuals who as children were described as odd or eccentric,” Moltzen explains of the research. “The development of talent is very much an individual process and not easily understood. So it’s foolhardy – although probably commercially very tempting – to propose a set of across-the-board practices for achieving success. In 2000, the New Zealand Ministry of Education under the Labour Government established Gifted and Talented Education (GATE) advisory positions at learning institutions throughout New Zealand, but these were controversially abolished by the National government in 2009. The GATE programme was highly regarded by international experts and was a model upon which others based their own. “We had it and we lost it and there is no doubt in my mind that our gifted and talented children are poorer because of it,” Moltzen says regretfully. But while a national system of support is now non-existent, government organisation Te Kete Ipurangi (TKI) has a gifted and talented community with effective resources. Moltzen contends schools need to take a multi-dimensional approach to identifying particular talent and part of this is ensuring teachers are familiar with the characteristics of giftedness and talent. He adds that parents are also a frequently untapped source for identifying potential talent.

Moltzen says there is no one way to effectively provide for these students and the key issue is that most of them will require a programme that is differentiated from what is provided to the majority. This should include the opportunity to learn at a fast rate (acceleration) and in more depth and breadth (enrichment). It could, for example, include working with older peers, participating in special interest programmes or taking a subject by correspondence. One day programmes offered by private providers in main centres are not a Ministry provision and are user pay; albeit prices are kept as low as possible for attendees. The Ministry of Education publications Gifted and talented students: Meeting needs in New Zealand schools was also written to assist schools to design and implement programmes for gifted and talented students. “This needs updating, but is a good starting document,” Moltzen comments. “If students with gifts don’t have the opportunity to learn at a level that is commensurate with their ability, they can become frustrated and disruptive. This isn’t about pathologising giftedness, because this isn’t always the case, but appropriate stimulation is essential,” he concludes.

For more information on gifted and talented learning opportunities and Te Kete Ipurangi, visit

“Schools need to be open minded about potential abilities as these emerge at different times and under different circumstances. They need to provide ongoing opportunities for children to demonstrate ability,” Moltzen explains. “The key is to recognise potential talent which means that schools and teachers need to have a systematic approach to identifying ability and not leaving it to chance, or believe in the notion that the cream will rise to the top – this is not defensible.”    Term 4 2010 | 17

18 | Term 4 2010

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XXXDPUFDDPO[    Term 4 2010 | 19

Beyond the Classroom

Defining ourselves through


Dance Aotearoa New Zealand (DANZ) estimates that more than 630,000 New Zealanders of all backgrounds, abilities and ages dance regularly, far more than rugby and netball players combined.

BOOK NOW FOR A DANZ LEOTC (Learning Experiences Outside the Classroom) workshop and add value to your students dance education and experience DANZ provides interactive, curriculum based practical dance workshops for primary and secondary schools. Workshops are available in various regions with different tutors in a variety of dance styles e.g. hip hop, cultural, creative, ballroom, Latin and more.

Students will create their own dances with the help of skilled tutors. These workshops are great if you need help with an upcoming school show, learning different dance styles or cultural dances.

Teachers notes are provided as part of the workshop.

Four in every five, or 79 percent, of New Zealanders agree that the arts 'help define who we are' and 70 percent of the population agree that arts should receive public funding, that local councils should support the arts and that the arts contribute to the economy. Dance has enormous potential to give to recreation and education programmes. By working across the diversity of dance in New Zealand we can achieve some of our health, community and audience development targets, DANZ says. DANZ is a registered charitable organisation established in 1997 to lend a voice to the professional, educational and recreation sectors of New Zealand dance. The organisation supports people involved in dance; students, teachers, choreographers, researchers and writers. It makes makes connections, plants seeds, offers options, identifies possibilities, advocates, brokers and suggests directions. Its role is in stimulating and empowering people for the creation and presentation of dance. DANZ WORKSHOPS - LEOTC (Learning Experiences Outside The Classroom) DANZ workshops are about learning beyond the classroom; an opportunity to enhance your students' dance education and dance experience.

• LEOTC workshops support the arts and PE curriculum through dance and promotes curriculum values and key competencies • Our tutors are able to adapt the lesson to student levels and experiences and tailor the workshop to focus on any specific topics that are being covered at the time • DANZ is the national service organisation for dance in NZ. We embrace the full diversity of dance from cultural, youth styles, creative approaches to performance styles. DANZ is the hub for the Dance Subject Association and Tertiary Dance Network (TDENNZA). “Excellent motivator enthusiasm reflected in children’s total involvement and enjoyment” – Hurupaki School “Workshops were valuable for ideas for further use. Excellent staff development” – Whenuakite School The DANZ Learning Experiences Outside The Classroom programme is supported by the Ministry of Education. So, book now for a DANZ LEOTC dance workshop! For further information or to book a workshop phone (04) 801 9885, email or visit

• DANZ’s LEOTC programme provides dance workshops and dance experiences to primary & secondary schools in various regions throughout New Zealand • The workshops are suitable for primary and secondary students and are delivered by experienced tutors

Contact DANZ if you require further information or wish to book a workshop. DANZ: Ph: (04) 801 9885 or Learning Experiences Outside the Classroom programme is supported by Ministry of Education.

• As part of the workshops, students are encouraged and given the opportunity to choreograph their own dance sequence

Different Takes

Different takes Starting Year 9 can be a daunting experience for everyone. For Dara Theng going into third form at a Catholic school in 1979 was especially scary. She was the only Asian student, a Buddhist, a refugee and didn’t speak any English. Where did you live before you came to New Zealand? “My family are from Burma [now called Myanmar] but left before I was born for Cambodia. When I was six, my family moved on again to Thailand. We lived in refugee camps. We did some lessons there – apparently some French! We arrived firstly in Auckland. We lived in a hospital in Mangere, getting health checks, making sure we were ok, and started learning English. We did some sight-seeing – a lot of fun, before then, the only thing we heard about New Zealand was that it was a big field of sheep! 20 | Term 4 2010

I grew up speaking Burmese, Cambodian and then Thai. I learnt Thai easily when we moved there, much easier than when I learnt English.” What was school like for you? “I went to polytech in the mornings, doing an English course there. Then I started doing afternoons at Villa Maria. The only subject I could do was Maths! I found spending time at high school was just not for me, I felt homesick all the time… everything was all new - I found it very difficult. The other refugee girls, from Vietnam, went to different schools.” Was there any racism? “No. None, everybody was helpful. The whole school really was very friendly and welcoming, it was just me. If I’d come over a bit younger it would have been easier. I had a great teacher – my English teacher, she was also my family’s sponsor. That’s why I went to Villa Maria. She helped me in and out of class.”

What advice would you give to a teacher with a refugee in their class? “It’s different - children cope much better today because there are a lot of people from other countries now. I would just say, keep in touch and work with them. Also, I would say we all learnt the language easier outside the classroom, out talking, not sitting at home doing study. But in that time, we got put in a class. I lived with my mum and my brother and two sisters. But my older siblings, who were already married, also lived in Christchurch. None of us went to university – they wanted me to go, but my written English wasn’t good enough. We all got jobs. We were happy to be able to earn money. Not being able to earn money in the camp was really hard.”

Dara Theng is now the deputy manager of a Trade Aid shop in Christchurch. She has two teenage sons.

Did they mind that you were a Buddhist? “Not at all. I went to their religious education classes – and I didn’t care. I kept an open mind, I would learn anything.”

Did you have a different school experience? Email    Term 4 2010 | 21

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n o i t a c u Island ed Fiji; the name alone conjures up images of a holiday filled with sun, sand and surf. For decades, Kiwis have used the beach paradise as a remedy for the winter blues. 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. Working with a dedicated team, the Hamilton’s 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. In order to educate students on the region, its cultural history, geography, politics, arts, language and environmental issues, Edventuretours excursions to Fiji offer the opportunity to explore the Islands of Fiji, the Coral Coast, eco centres and the interior of the Fiji mainland. Activities include a Billibilli rafting experience, visiting an inland village, handicraft markets and a meke and lovo fest.

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 ten. 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. Hamilton Boys’ High School, led by music teacher Adrian Botting, took a 35 strong group of aspiring musos to Fiji for ten days in June and July 2010. “We had any amazing time. The boys performed really well, the team building that came out of this trip was amazing. The boys were so focused in the rehearsals before they left. They really impressed the audiences.”

solo and group performance for NCEA Level 1, 2 and 3.” Botting says most of the students had not been to Fiji before and some had never been overseas. It was an eye-opening experience for all of them. “The boys were actually gobsmacked that many of the students who live in relatively poor and remote areas have such a good outlook on life.” Given that the Fiji tours are an opportunity for school groups to assimilate into the culture to become better acquainted with Fiji’s social and educational way of life, this realisation and understanding is exactly what Edventuretours is looking to achieve. “We will take groups to good Nadi hotels and then to the slums,” Robyn Hamilton says. “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.”

Adrian Botting says the tour, the seventh he has led since 1998, was a huge success. “We took our students to the top of the Yasawas and there they played for schools, both primary and secondary, as well as resorts, which gave them the chance to play in a professional setting.

For more information on how you and your school can become involved with an Edventuretours visit

“Travelling with more than 600 kilograms of gear, our group learnt how to pack it up and then set it up– in the exact same order each time – in this respect they can experience what it is like to be in a real band,” Botting explains. “This trip also aligned with NCEA standards so some of the students were filmed and have been assessed on both their

Edventuretours Limited 35a Northridge Drive PO Box 12260 Hamilton 3248 T (07) 855 9499 F (07) 855 9493 E    Term 4 2010 | 23




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26 | Term 4 2010

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Career Choices the apprentices do their theory work and also various practical assessments. About 94 percent of their training is done on job. It’s very hands on and there are no night classes to attend during their training. We will help them out if they have any issues with literacy and numeracy. These are also embedded in our qualification.” What are those block courses like? “Our block courses are certainly not all classroom based as they feature heaps of hands-on activities.


Diversity is the spice of life and for many, choosing a career that requires manual skills, such as one of the trades, is the best decision they could make. For those with an interest in the construction industry, a viable option is flooring and it can prove an exciting and rewarding career. Business development manager Rex McGill of New Zealand Flooring ITO explains how a young person can get into the flooring industry. How does someone become a qualified floorer? “They need to get their National Certificate in Flooring. Firstly, when a student leaves school, they get a job in the flooring industry. The Flooring ITO can assist them with this. Then they enrol with us and enter into an apprenticeship agreement with their employer. They will do most of their training on the job, and we provide an industry experienced apprenticeship co-ordinator who mentors them through their training. Once a year they will attend a block course in Christchurch for 5-10 days, where

The Flooring Industry’s got it covered … UÊ ÝVˆÌˆ˜}Ê>˜`ÊÀiÜ>À`ˆ˜}ÊV>ÀiiÀÃÊvœÀÊ̅œÃiÊ܅œÊi˜œÞÊ Vœ˜ÃÌÀÕV̈œ˜‡L>Ãi`ÊܜÀŽ° UÊ -ÌÕ`i˜ÌÃÊV>˜Êi>À˜Ê>ÃÊ̅iÞʏi>À˜Ê>˜`ÊLiVœ“iÊÊ ÌÀ>`i‡µÕ>ˆwi`ÊLÞÊ}>ˆ˜ˆ˜}Ê̅iÊ >̈œ˜>Ê iÀ̈wV>ÌiÊÊ ˆ˜ÊœœÀˆ˜}Ê­iÛiÊ{®° UÊ iÜÊ<i>>˜`ʅ>ÃÊ>ÊΈÊŜÀÌ>}iʈ˜ÊÌÀ>`iÃÊqÊÊ œ««œÀÌ՘ˆÌˆiÃÊ܈ÊLiÊ>L՘`>˜Ì° UÊ ˆ}…Ê`i“>˜`ÊvœÀÊΈi`]ʵÕ>ˆwi`Ê«ÀœviÃȜ˜>Ã° UÊ -ÌÕ`i˜ÌÃÊV>˜ÊV…œœÃiÊvÀœ“Ê>Ê܈`iÊÀ>˜}iʜvÊÊ ÌÀ>ˆ˜ˆ˜}ʜ«Ìˆœ˜Ã° NZ Flooring ITOÊ,i}ˆœ˜>Ê œ‡œÀ`ˆ˜>̜ÀÃÊ܈ÊۈÈÌÊ ÞœÕÀÊÃV…œœÊ>˜`Ê«ÀiÃi˜ÌÊ̅iÊÛ>ÀˆœÕÃÊV>ÀiiÀʜ«Ìˆœ˜ÃÊ >Û>ˆ>LiÊ܈̅ˆ˜Ê̅iʏœœÀˆ˜}ʘ`ÕÃÌÀÞÊ̜ÊޜÕÀÊÊ


Call now on 0800 777 055 or email 28 | Term 4 2010

Throughout the year flooring apprentices will learn different skills through their employer, which then need to be assessed to ensure that students are competent at these tasks. These assessments are done when they attend the block courses at the National Flooring School in Christchurch. Typically an apprentice would attend one block course per year for one or two weeks each time. The NZ Flooring ITO arranges all their travel bookings and assists financially, and accommodation is arranged by the National Flooring School.” How long will it take to become qualified? “Depending on what they choose to specialise in, it could take between two to three and a half years.” How much will it cost? “Apprenticeships in Flooring are extremely reasonably priced. In fact, they are one of the cheapest training options available. Not only are the fees very reasonable, but students are also ‘earning while they are learning’. The net result is a great qualification with awesome earning potential and no student loan. Course fees vary depending on the programme option undertaken, so contact us for further details.” What career path options will the National Certificate in Flooring open for my students? “Gaining a qualification in flooring can open many doors and create a lot of different opportunities. A student could

become a senior installer for a company, end up running their own installation business, get into the retail sector of the industry or become a sales rep for a supplier. Skilled workers in flooring are well sought after, which leads to an interesting variety of work and offers good earning potential, creating a fantastic lifestyle. There’s a lot of variety in flooring, you’re never in one place for too long and you get to work on some of the largest building projects all over the country. It’s a very satisfying job, because you can totally change a house or a building. Plus, because our certificate is internationally recognised, a floorer can work anywhere in the world.” What should I tell interested students to do while in school to prepare for this path? “Get them into the “Bconstructive” programme. It’s offered by at least 290 schools and providers all around the country. It’s for students who want to get into construction based trades and they can achieve NCEA Level 1 and 2 in this. If your school is not currently involved in providing this programme to your students, take the opportunity to see what is involved. Check out Otherwise, advise students to study Maths and English and what’s now called ‘Technology’ – woodwork and metalwork.” People in the flooring industry experience: • A wide range of quality flooring products • Exciting installation settings • Construction based work • Co-operation with multiple construction trades • Meaningful work-based challenges • Rewarding results • Quality learning opportunities.

New Zealand Flooring ITO PO Box 55 Ashurst 4847 0800 777 055 Email:

AG CHALLENGE LTD NZQA Accredited Trade Training Centre Agriculture, Auto/Engineering, Carpentry Veterinary Nursing and Animal Care GATEWAY and STARS

248 St Hill Street (PO Box 674) Wanganui 06 3488215 / 0800 348 8215

Fire and rescue services

Consider volunteering Visit    Term 4 2010 | 29

Career Choices

Fire and Rescue

Want new skills?

Being a volunteer may not be your first thought of a work opportunity, but it is a great way to gain new skills and a qualification.

The Fire and Rescue Services Industry Training Organisation, or FRSITO, works with the emergency services sector. A large number of the volunteers are firefighters working with the New Zealand Fire Service or in the rural sector with their local council. FRSITO works with these organisations to ensure the skills required go towards gaining a qualification on the New Zealand Qualifications Framework. Most of the training you will receive is practical; although there is some underpinning theory needed – but it is directly linked to the practical training. The skills you can gain include first aid, working safely and working with ladders, hoses, pumps and other firefighting equipment and emergency response procedures. As you progress, leadership skills are also gained. You will also be a member of a team and make new friends. The skills you gain as a volunteer may also be of benefit in any other job you may do – we know that employers value the role volunteers play and the life skills they learn.

To be a volunteer you need to be physically fit and have a responsible attitude. Working in emergency services does have some dangers and while you are trained, and work in a team, you need to be able to work through situations to take care of yourself and the others in your team. In some incidents you can work long hours so your family and employer need to understand this.

Why not visit your local fire station to see how you can help as a volunteer? And visit the FRSITO website to meet Kierin and the team and see more about their roles as volunteer rural firefighters.

Volunteering is not for everyone. It does require time to train and to respond to incidents. But it is very rewarding. As a volunteer firefighter you get to work in exciting situations that support and protect your local community, family and friends. Some of the skills you gain can help in a future career – some volunteers have gone on the paid roles within the fire service or other related areas such as ambulance or health services. FRSITO recently took part in the Just the Job series, featuring Kierin Oppatt and the team at the Lake Okareka Rural Fire Force, winners of FRSITO’s Excellence in Training Award in 2008. “If you’re not to sure what you’re doing after high school – it is a good place to start,” Kierin says. You need to be at least 16 and be physically fit.

FRSITO PO Box 11988 Manners Street Wellington 6142 T (04) 801 9469 F (04) 801-9476 E

Breaking with common stereotypes can be difficult, time-consuming and counter-productive. t Hairdressing is not for poorly performing students who only show creative aptitude. t Hairdressing is not a dead end job - in fact it is a lifelong career. t Training does not only take place in full-time courses - but the most effective training takes place on the job. t 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 30 | Term 4 2010

Career Choices

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R E E R A C T A R E E R E G R R A E C E R T A A E C Y R T A G A P E T GRGREEAAT PAAYY ROL T P R N G T O A C E GRTAKKEE CONNTTRROOLL O A T C E K TA Become an Air Traffic Controller! It’ll take a fair bit of practice, but trust us, getting that first jumbo jet off the ground will be a great feeling. Become an Air Traffic Controller! For more information informat text ATCEDU to 515. And it’s just one big moment you can look forward to as an take ca Controller. fair bit of practice, but trust us, getting that first w Check out our website now for videos, It’ll Air Traffi Become an Air ground Traffic Controller! jumbo jet off be for a great feeling. an all the info on what’s tests and games, and It’s an exciting,the rewarding will career which attitude and a fair bitone of big practice, trust us, getting that cations. first For more informat And it’s just moment you can look forward to as an a text involved andinformation how to apply to ATCEDU become to an 515. ATC.It’ll take aptitude are important andbut we’ll give you the qualifi jet off the ground will be a great feeling. w Check out our website now for videos,jumbo Air Traffi c Controller. www.airways an tests and games, and the infotoon what’sAndIt’s exciting, rewarding for look which attitudetoand For more information informat textall ATCEDU 515. it’san just one big momentcareer you can forward as an a involved and our howwebsite to become an ATC.Air Traffi aptitude are important and we’ll give you the qualifications. wto apply Check out now for videos, c Controller.

an all the info on what’s tests and games, and It’s an exciting, rewarding career for which attitude and www.airways a involved and how to apply to become an ATC. aptitude are important and we’ll give you the qualifications. www.airways



AWPT2010    Term 4 2010 | 31

Seaweek 2011

k e e w Sea 2 0 1 1 Since man first stepped foot ashore on the islands of New Zealand, the sea and all it encompasses has been a key part of life on this land. Blessed with 15,811 kilometres of coastline, we have developed close ties, not just with the sea, but with our aquatic counterparts which inhabit its watery realms. Seaweek is one week of every year which gives New Zealanders the opportunity to come together and celebrate the sea. Run by the New Zealand Association for Environmental Education, Seaweek provides a wide range of opportunities for people to learn about our fantastic marine environment and share their experiences of the sea. Around the country the Department of Conservation and other

organisations run events and activities to help people discover what’s special about our ocean and how they can make a difference. From marine-themed trips to beach clean ups and coastal planting, there are plenty of opportunities for schools nationwide to take part. Seaweek is about exciting and inspiring all New Zealanders to renew their connection with the sea. It’s not just for children or those involved with formal education - it’s an opportunity for us all to get to know our ocean, its habitat, characteristics and inhabitants. Seaweek comprises a wide range of events, activities, opportunities and competitions under a theme which has been developed for each year. Seaweek 2011 will be held from February 26 to March 6, 2011, with the theme ‘Culture, history and traditions of the sea’. Further information about Seaweek 2011 will be updated on the website www. as we draw closer to the time. So keep an eye on the website for updates on national, regional and local activities around this theme happening before, during and after Seaweek 2011.


the catch

What’s the Catch? is a fun and engaging educational resource. Central to the resource is an online game, What’s the Catch?, that has students try to successfully manage a virtual fishery. They make various management decisions in an attempt to balance the fishery’s outcomes with the competing needs of the stakeholders. Success in this game will mean a fishery that handles the parameters the students have set for it, provides an ongoing economic benefit for the managers and the government and maintains a healthy environment. It may be impossible to satisfy everyone all the time, but it is critical that the fishery can continue. The game is designed to introduce students to the complexity of the issues. They are then asked to reflect on their decisions and the results of those decisions. 32 | Term 4 2010

Along with playing What’s the Catch, students are encouraged to explore, in more depth, some of the issues that are presented in the scenarios. The online game and the supporting materials allow teachers to co-learn with students, and do not require the teachers to be experts in resource management or sustainable fishery management. This resource: • Leads into further investigation of local issues using the management of fisheries as a context • Links to the level 4 and 5 social sciences and science learning areas of The New Zealand Curriculum (2007) • Invites further exploration of values and perspectives of a range of different stakeholders within the context of fishery management • Provides opportunities for schools to connect with the local community • Lends itself to cross-curricular teaching.

Fish for Tomorrow and Starfish ...resources for teachers...






Seaweek 2011

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Cover Photo Winner


the lens By Melinda Collins

Why this photo represents Hurupaki School – written by the Year 3 and 4 children photograph is a magical, emotional and aesthetic experience. As we celebrate our 2010 Cover Photography Competition, we also celebrate the stories behind the imagery, the stories of our schools.

Life is all about living for the moment. But with photography came the ability to preserve that moment in time; own it, share it, keep it with us always. It expresses so much within its stilled image; a quick glimpse back in time which tells a story. A photographer is a visual author, crafting stories from images. A picture is a playground, with places for our eyes to wander and investigate, plus spaces for them to rest and relax. A good 34 | Term 4 2010

We had some fantastic images submitted by children, teachers, parents and caregivers and we thank everyone who participated – we hope you had fun. Just like our 2010 Super Student of the Year and Teacher of the Year competitions, choosing a single winner from the array of entries was more difficult than we could have to imagined – but it had to be done. So congratulations to photographer Mary Leydon for her shot of Alysha Donovan from Hurupaki Primary School in Whangarei, Mary is our winner of the Principals Today 2010 Cover Photograph competition – Hurupaki School’s brand spanking new camera is on its way. Make sure you keep those shutters ready, our cover competition will be up and running again in 2011 and we will give you all the details in our Term 1 issue.

Hurupaki is an environmentally friendly school. We have won an Enviroschools silver award for the work we have done. We have made a special environment at the bottom of the school field. It is a wetlands. It has trees, plants, animals, frogs, ducks, insects, kereru, pukekos, butterflies and kingfishers. We can go and visit the wetlands to look at the animals and insects we can see and learn by looking at the trees and plants. These are areas with special names such as Duck’s Landing and Duck Island. There is a Maori medicinal garden full of native plants and trees, Aussie Island, Butterfly Islands, the Jetty and the outdoor classroom. We have seen things there that we can’t see anywhere in Whangarei. The Wetlands is such a special place that we have to look after it. Each term we have a working bee down there and each class has a part to look after. This is a picture of Alysha Donovan helping to keep our special place weed free.

Christian Camping

Lake Ranch

Christian Camping

Rotorua is like nowhere else; its spirit is expressed in the raw beauty of a stunning landscape that has enchanted visitors from around the world for more than 160 years. Lakes Ranch Christian Camp showcases the best of the region, tied neatly together in a package ideal for school groups, outdoor education, tenting and church groups and families looking to leap the rural/urban divide and get away from it all. Outdoor education has been flipped on its head with the range of options at Lakes Ranch. Have a go on the Mud Run course

used for the annual Tough Guy and Girl. Challenge, and get covered head to toe in mud. Whip through the air on the bush swing for an adrenaline kick. Then kick back in the hot thermal pool, take a dive in the swimming pool or jump on one of the camp’s kayaks and check out the sights. Kick a rugby ball around the sports field, get into a competitive game of volleyball, tennis or badminton with the available sports gear. Try your hand at archery or grab an air rifle for something a little different in the fully supervised facility. Lakes Ranch offers abseiling, orienteering, swoop, rock climbing and a water slide; you can even watch a movie in the pool. Head out on a day hike or check out the glow worms sparkling in the dark bush at night.

And don’t forget the camp is a hop, skip and jump to the local attractions Rotorua has to offer. From zorbing to luging, the options are endless. Maybe try a spot of fishing on one of the lakes, or check out the cultural sights around the region.

Retreat Centre with five bedrooms and tenting and motor home sites are also available. Lakes Ranch includes a kitchen and mess hall, so groups can either cater themselves, or have the talented catering staff whip up something delicious.

Extensive holiday programmes are on offer for those 12 years and above who love to get out into the great outdoors on horseback. From trekking to trotting, the camp offers amazing opportunities to harness your skills – you don’t even have to know how to ride. The talented team can teach you.

Run by a dedicated team, Lakes Ranch Christian Camp is an oasis of strong moral guidance in a fun and exciting holiday package.

Another holiday programme is Kids Camp. If you don’t know what to do with your children during the school holidays and they are getting bored, then send them off to Kids Camp to experience the great outdoors, learn new skills, make new friends and have fun - the perfect holiday escape for children aged nine to 12 and there is a leadership training programme for secondary school students. Accommodation includes lodge rooms holding between three and eight people, bunk rooms in the riding arena which sleep 11 in each, studio units with ensuites (perfect for parents and teachers), a

Lakes Ranch Christian Camp 79 Lakes Rotokawau Rotorua T (07) 3503010 F (07) 3503080 E

Te Rau Aroha Camp and Retreat Centre The origin of the camp name “Te Rau Aroha” stemmed from a chance meeting between Bishop Holland and Padre Wi Te Tau Huata during a friendly rugby match in Italy during World War II.

Padre Huata drove a canteen van accompanying the Maori Battalion through the Italian Campaign of WWII. The funds to buy the van were donated by the Maori children of the native schools throughout New Zealand; hence its name “Te Rau Aroha - The Love of the Multitude”. It was also painted with the flower of the Pohutukawa - the New Zealand Christmas Tree. This van survived the war and is now on display at the Army Museum in Waiouru. After the war in 1952 Bishop Holland invited Canon Wi Te Tau Huata to become the superintendent of the Maori work in the Diocese of Waikato and he chose the name and the flower again as a symbol of the Maori Mission. During the 1960s, land for youth work was purchased by the Diocese at Waihi Beach and again the name was carried forward, today standing as proudly as it did when it was first painted on the side of a van in Italy. In those early days the camp was little more than a pile of sand dunes and the

(Diocese of Waikato)

only accommodation was ex army tents; no buildings, no services (power and water) and no shops. This is very different to what is at the camp these days with the main block able to sleep 85 people with another 20 on the floor if needed, a chalet sleeping eight, two tourist flats that each sleep six and new building, The Lodge that will sleep 20. Each building is self contained and can be booked individually or together for bigger schools and groups. All facilities are modern and well appointed with the beach and the shops within a few minutes walk. The range of activities available in the area is vast and varied.

For further information refer to the Te Rau Aroha Camp advertisement below.    Term 4 2010 | 35

Performing Arts / Music Footnote Dance workshop for the Scouting Venture 2010.

Makaing dram rama no d For a drama teacher there’s nothing more rewarding than directing a successful school show. Life long memories are made as talented but shy kids grow their skills and confidence until they are shining on opening night.

However, at the start of the process choosing a play and grappling with issues like copyright can be daunting. That’s where The Play Bureau steps in. Owner Bill Griffith says the business started nearly 50 years ago and handles plays and musicals from both overseas as well as New Zealand authors. “We get feedback on nearly every show that’s done, which coupled with our experience in theatre means we can provide valuable advice to drama teachers, especially new ones. Often teachers are unsure what plays will be appropriate for a school audience, but we get feedback on what really works and what might be a bit risqué, so we try and navigate them through this territory.” Copyright restrictions and issues are another dilemma The Play Bureau helps teachers with. The Play Bureau can sort out the entire process of obtaining performing licences for schools, when they are and are not needed, and

how much a play may be legally altered for performance. Publishers have a set amount of scripts that are required for a production being staged, and The Play Bureau can either hire or sell more scripts for a school play or, if the situation qualifies, provide a permit to make photocopies. “If you have bought a script, it doesn’t necessarily entitle you to perform the play,” Griffith says. “Whether or not the audience pays, or whether or not it’s free or for a charity, the author has the right to make money from their work. We’re helpful, we’re not here simply to enforce rules so much as to help choose material and make sure everything’s done correctly.” The Play Bureau also sells books on technical aspects of theatre such as stage lighting, the art of directing, acting, auditioning and how to make or buy inexpensive costumes and sets. The Play Bureau PO Box 420 New Plymouth 4340 New Zealand T (06) 757-3103 F 0800 752-928 E

Below: Students at Warkworth School enjoying working with Jeremy Poi



As Footnote Dance travels, taking the best and newest New Zealand dance choreography to audiences overseas, they are still very much connected to schools ‘at home’.

Equal time is spent in the classroom as on the stage, and as role models and ambassadors these dancers are recognised from Whanganui to Winton! The 2011 season begins with a specially devised work ‘Footnote Footprint’, exploring ways to make positive changes for our world. Topics include ‘three-minute showers, chopping vegetables, sharing, walking, buying local produce, recycling, an eco-friendly future’. This interactive dance invites children to decorate a ‘tree of change’ in Civic Square, Wellington, as part of the Capital E National Arts Festival and an art installation by Tony Drawbridge constantly changes as the audience adds ideas that inspire. This ‘dance-art’ performance is directed by Deirdre Tarrant and danced by the fabulous Footy Crew to music by Wellington composers. In 2011 this theme is continued in Footnote Dance-in-Education workshops. Many schools have topic studies that Footnote Dance supports by developing dance using the language and ideas the students are currently working with. For teachers this provides an amazing physical

and active way to reinforce learning outcomes. It is fun too – the students create their moves, discuss and debate ideas, work in groups to make decisions and perform their results to each other. It can be an exciting way for the students to face challenges. The themes the dancers work on with students range from ‘change positive & negative, water, inventions, and keeping safe, to kiwiana, Anzac Day and generating electricity. There is nothing that cannot be made into movement! Director Deirdre Tarrant is passionate about the magic of dance as an integral part of learning “Research strongly indicates that learning today is about how knowledge is applied and how ideas take shape, dance develops curiosity and lateral thinking. A visit from Footnote Dance inspires every student they meet with this magic.” Ensure your school has a Footnote Dance experience in 2011 and book now.

Footnote Dance PO Box 3387 Wellington 6140 T (04)3847285, E

New Z ealand’s top professional dance company Dance-in-Education packages for Primary and Secondary Schools nationwide. Footnote Footprint: Year 1-8 Interactive dance performance focusing on the environment and eco-friendly choices. Footnote Residency: Year 1-13 Between 1 – 5 full days of workshops. Footnote Ambassadors for Dance: Year 7-13 45 min. Performance with repertoire from Footnote’s Made in New Zealand Season. 36 | Term 4 2010

To make a booking:

(04) 3847285

ICT & Resources

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.

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.

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.

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.

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.

SchoolWeb has recently launched new features enabling 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.

Schools can obtain more information from either or by calling 0800 48 48 43.

is back and itTisER



ed We ne

Music, reviews, movies, rts, games, books, competitions, spo ays health, fashion and giveaw PLUS loads more to check out!

ut Check o ay raw the Gea Page to



Want to be a book / DVD


Email with REVIEWER in the subject line and we’ll add you to our list of reviewers. We’ll send you occasional books or DVD’s (movies and/or docos) to review. You get to keep what we send you! All reviewers will go in the draw to win some cool SKULLCANDY gear We need your name, gender, date of birth, physical address and interests. Let us know what you would like to review – books, movies or docos!

SUBSCRIBE TODAY email: and we’ll send you subscription details

Visit our website:    Term 4 2010 | 37

Conference Venues

Growing via

sha redideas When great minds are thinking alike, they need to be in an environment which promotes productivity, offers comfort and is conveniently accessible.

All Seasons

In New Zealand, the evolution of the school system depends on the implementation of effective policies, the availability of essential resources and, most importantly, an unconditional commitment from the network of teachers

Ch ristchu rch

Centrally located less than 5 minutes from the city centre. All Seasons Christchurch offers great value for money conference facilities and spacious accommodation rooms in a picturesque garden setting reminiscent of a vintage English manor. All Seasons Christchurch provides comfortable meeting spaces with pillar-less rooms, natural light, air conditioning and opening windows; and what’s more, All Seasons Christchurch has plenty of complimentary car parking for attendees. All Seasons Christchurch’s proximity to the city centre makes it

Rutherford Hotel Nelson

Conference facilities of international standard are rare outside the main centres, but Rutherford Hotel Nelson – A Heritage Hotel, is a rarity. The Rutherford has long been at the forefront of Nelson’s quality accommodation offerings and thanks to the owner’s continual refurbishment policy, that status won’t be changing.

General manager Bevan McGillicuddy says Rutherford Hotel takes pride in its reputation as an exceptional conference and events venue. “It’s a very important focus for us and for the Nelson region. We cater for most conferencing needs from small, more intimate events right through to major conventions.” The hotel has two large conference rooms and a range of small rooms for break-out or meeting use. On the second floor, the Waimea/Wairau Room accommodates 200-250 people, theatre-style, while the ground floor Matai Room seats up to 400 theatre-style. By the 2012 season, a planned expansion of the Matai Room has the potential to increase delegate numbers in the hotel and Nelson region.

who are the great minds of this integral sector of society. Whether it be a conference, event, training development programme, or an educational forum, teachers and their respective associates will benefit from sharing ideas in a well equipped meeting place, or an atmosphere that gets people thinking outside the square. Throughout New Zealand, there are three key venues who want to voice their commitment to offering a unique conference venue service or platform. Each has its own take on an effective networking setting and whether you and your colleagues want an outdoor or indoor environment for your next conference or educational event, there’s something for everybody.

the ideal location. With Hagley Park, Christchurch Casino & Arts Centre located nearby, with easy access to many other activities and attractions, All Seasons Christchurch provides the perfect base to explore New Zealand’s gorgeous Garden City. All Seasons Christchurch overview: • 74 Room Hotel, with Restaurant & Bar onsite • Three Conference & Event Rooms seating up to 100 for Banquets or 120 for Theatre style • Distance from the hotel to the city centre - 1.70 km • Distance from the hotel to the airport - 6 km.

All Seasons Christchurch PO Box 1586 Christchurch 8140 T (03) 372 2106 E

“The expansion will position The Rutherford alongside New Zealand’s premier conference venues,” McGillicuddy says.


“Our accommodation is all of an executive standard, as you would expect given our association with Heritage Hotels, a group which is recognised for the outstanding quality of its hotels through the country.”

• Personalised service

Superb catering is another Rutherford ‘given’ and the strength of the region’s diverse cultural, arts and tourism sector provides virtually unlimited choice of social and entertainment activities. “Comprehensive air services mean getting to and from Nelson is not a problem and once you’re here, our wonderful climate affords plenty of opportunities to get out and explore the region,” McGillicuddy concludes.

• A comprehensive range of audio-visual equipment • Tailored menus • Five function rooms catering for 10 to 400 people • Convenient central city location • Free delegate car parking • All executive accommodation including studios and suites. Rutherford Hotel Nelson A Heritage Hotel Trafalgar Square, Nelson 7010 T (03) 548 2299 or 0800 437 227 E

When you book an event at Mercure Dunedin our dedicated conference team is determined to show that your business means the world to us. Located in the centre of the city, Mercure Dunedin features two unique conference rooms with pillarless views, an abundance of natural light, and space for up to 250 guests. Please contact our friendly Conference Manager who will be delighted to assist you.

310 Princes Street, Dunedin 9016 Phone: 64 3 474 7104 Email: 38 | Term 4 2010

Conference Venues

Willow Park Christian Camp n

and Conven tio Camping comes in all shapes, forms and styles; from braving it under the stars, to staying dry and warm in a cosy cabin. Camping became very popular starting in the early 20th century when people realised it was a great but 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 wouldn’t want to drop everything and go ‘wild’ 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? It’s in our blood to enjoy life, to


explore, to discover! Many might argue that technology has turned us into ‘house potatoes,’ 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? 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.

year round camp sites, motor home camps, and even a good neighbour’s backyard for the taking!

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 you’re lucky enough to stumble upon a camp ground that sets up family or kids’ camps, consider yourself a lucky duck. New Zealand soil is practically begging its inhabitants to get out of the house.

We need to ditch the GPS and get out an old fashioned paper map and see where the little lines will take us!

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?

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

Let’s say “YES,” call the boss man, and take off this next weekend! Call the kids’ soccer coaches and notify them that your kids won’t be at practice this week.

If we can brave the moaning and groaning from our teenagers as we put 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. And, better still, choose Willow Park for conferences. Groups will love the innovative flotex floor in the multipurpose recreation which is ideal for large conferences. Teachers will also love the highly trained and helpful staff that will help make the stay a memorable one.

Willow Park 1 Hostel Access Road Eastern Beach T (09) 534 9640 E

1 Hostel Access Road Eastern Beach, Auckland PO Box 54098, The Marina

Phone: 09 543 9640 Fax:09 537 0930

Email: Web:    Term 4 2010 | 39


Softening the blow

Knees tightly wrapped around the parallel bars, your dress tucked into your underwear and your hair fanning out below you - it’s the stuff memories are made of. You’d dream of whipping around once, twice, before somersaulting to the ground. Only the bravest would do it, squealing with delight. Someone would almost inevitably fall, scraping or breaking something and the fun would be over. Playgrounds bring joy and fun to many children, but they unfortunately come with the risk of injury and playground accidents continue to be a concern in New Zealand. Care must be taken by those responsible for playgrounds to identify and eliminate potential playground hazards. Designing and maintaining a playground in accordance with the standard NZS 5828:2004 playground equipment and surfacing, will help prevent the risk of injury. The standard promotes playgrounds

40 | Term 4 2010

that are safe, innovative, well designed and well maintained. A proper playground surface is one of the most important factors in reducing injuries - and the severity of injuries - that occur when children fall from equipment. The surface under the playground equipment should be soft enough and thick enough to soften the impact of a child’s fall. Play Matta playground safety surfacing options represent the new generation of high performing soft fall surfaces, designed to enhance the creative and inviting playgrounds of today. Play Matta playground surfaces deliver functionality as well as aesthetics, durability, ease of maintenance, full compliance with playground safety codes and environmental responsibility. Made in New Zealand and exported around the world, the Play Matta range of playground safety surfacing was pioneered in 1992 by Matta Products. With strong roots in recycling, the company perfected the technique of turning waste rubber and PVC into a two-layered playground surfacing system, consisting of impact absorbing rubber shock pads overlaid by durable and attractive PVC modular tiles - earning Matta Products environmental choice certification from the New Zealand Ecolabelling Trust. There are many reasons to choose Play Matta Original and they add up to lasting performance and cost effectiveness. The real cost of playground surfacing is not just

the initial outlay, but the cost of ongoing maintenance, the cost of repairs and the cost of replacement when the surfacing reaches the end of its life. Play Matta can be installed over prepared or most existing hard surfaces, including gentle contours, and is immediately compliant and ready for use, providing children with the safest playing surface and best impact protection available. Play Matta Original systems have a choice of shock pads and achieve superior results for impact reduction when tested for latest safety standards. Independently certified national and international test results for the full Play Matta range are available on request. Self draining Play Matta Original tiles have a non slip surface for superior traction levels in wet and dry conditions and comply with disabled accessibility requirements. Little maintenance is required - sweeping, hosing or vacuuming to prevent debris build up is all that’s needed - to ensure many years of trouble free service.

Matta Products 6 Canon Place Pakuranga T 0800 MATTAS E


Burgess Matting and Surfacing Burgess Matting and Surfacing Limited specialises in the unique Wetpour system, which enables playground surfaces to be installed predominantly in one piece, limiting the number of joints. The continuous installation moulds around equipment poles, leaving no gaps, can form mounds and follow contoured surfaces. There are various colour options available which can be used in conjunction with a range of bright coloured patterns, or a design of your choice can be created. Burgess Matting and Surfacing’s products are manufactured from 100 percent recycled rubber, which enables the company and its clients to do their share for the environment with unwanted waste.

Base preparation prior to the matting installation is of the upmost importance and can add years to your playground surface when done correctly. A competent contractor is essential and we recommend Burgess Matting’s trained personnel, who can advise the correct procedure for your situation. Burgess Matting’s installation teams are highly trained with many years of experience and knowledge in the fundamentals of the Wetpour system and work to provide a quality finish which will last for many years. This experience and knowledge is invaluable when clients are outlaying significant sums of money on a project everyone has worked hard to achieve.

The surface is virtually maintenance free as you will no longer need to top up bark or fill up scuffed-out areas which become wet, muddy and unpleasant to play in.

On completion and final payment of your installation, a Compliance Certificate of NZS5828:2004, along with a five year warranty statement, will be issued knowing we will still be around for many years to satisfy any future requirements.

Excessive tile joins can work apart and gaps can lodge unwanted materials, which can be hard to remove and compromise safety and the aesthetic appearance of the surface. These issues can be avoided using the Burgess Matting and Surfacing Wetpour system.

A sales representative can be in your area within days to discuss which matting system is most suited to your situation. A free, no obligation measure and quote and a list of potential funding organisations will be sent to you to assist in making your final decision.    Term 4 2010 | 41

42 | Term 4 2010

300 schools can’t be wrong!

More than 300 schools in the UK have chosen a wireless solution from Extricom and can attest to the viability of this equipment over any other, including Great Barr School in Birmingham, whose 3800 students make it the largest secondary schools in the UK, and second largest in Europe. Extricom is



Do you want to know more? Call us and we’ll show you why so many schools are choosing Extricom for their new wireless solutions, as well as replacing existing networks provided by Cisco,Trapeze and others.

Guaranteed three times the bandwidth of other vendors! Contact or phone 04 566 4438

Connecting The IP World c

2009 Allied Telesis Inc. All rights reserved. EMEA2001



Hereâ&#x20AC;&#x2122;s a way to save the planet, save your health and raise money - easily. Have you ever asked yourself...

Plastic and our planet The following are some startling facts that I guarantee will change your way of thinking and hopefully your actions.


in food packaging can migrate into the food product and vice versa, depending on the nature of the packaging and the food contained within.â&#x20AC;? Food Standards Australia

The following are quotes relating to BPA and chemicals found in plastic water bottles. Taylor suggests that when pregnant women are exposed to the oestrogen mimicking properties found in BPA, it can impact the reproductive tract development and the future fertility of female foetuses. In essence this research shows that BPA may prevent the embryo from attaching to the uterus for further development.

New Zealand â&#x20AC;&#x153;the most toxic chemical known to man.â&#x20AC;? Dr Frederick Vom Saal - Professor of Biological Sciences

In men the oestrogen mimicking effects of BPA have been known to block some of the more important effects that testosterone has on sexual functioning. Those who were exposed to BPA were four times more likely than those who were not exposed to report some sort of sexual dysfunction. Associate Professor of Department of Reproductive Sciences - Yale


$1,000 + A TRIP FOR 2 TO THE GOLD COAST + A LAPTOP When all orders are received we will determine the winning school which has raised the most money, per head of student. For each bottle sold you get $8 or $9 The winning school will receive  UIFTUVEFOUXIPSBJTFT the most in the winning school wins a laptop and the teacher of the winning student wins a trip for two to the Gold Coast, including accommodation to the WBMVFPG

Like BPA, these chemicals leach into the water more quickly when the plastic is heated, so donâ&#x20AC;&#x2122;t leave these water bottles in a hot car or out in the sun. A potentially deadly toxin is being absorbed into bottled mineral water from their plastic containers. And the longer the water is stored, the levels of poison increase, research reveals. Jo Knowsley There are over 200 independent scientists, not in conflict financially with this chemical (BPA), saying we find it relating to obesity, prostate cancer, breast cancer, diabetes, brain disorders such as attention deficit hyperactivity disorder, liver disease, ovarian disease, disease of the uterus, low sperm count for men and the list goes on. David Gutierrez Natural News

Environmental Health Perspectives found that detectable levels of BPA leached into liquids at room temperature. This means just having your plastic water bottle sitting on your desk can be potentially harmful. The best thing to do is to avoid plastic altogether. C W Randolph, MD The latest study showed that women with a history of miscarriages were found to have higher levels of BPA in their bodies. The women who had miscarriages were found to have BPA levels on average about three times higher than women who had successfully given birth. David Steinman There are enough warning signs to show the need to act sooner rather than later. There are growing concerns about bottled water in particular in plastic bottles. The safest option is stainless steel. The National Toxicology Program of the National Institutes of Health concluded that there is â&#x20AC;&#x153;some concernâ&#x20AC;? that BPA may cause problems in foetuses, babies and children, including breast or prostate cancer early onset of female puberty, attention deficit disorder and other problems of the reproductive and neurological systems. David Gutierrez Bisphenol A is such a dangerous chemical that I have no doubt it will one day be banned from all food and beverage products. Frederick vom Saal High concentrations of antimony can cause nausea, vomiting and diarrhoea. Evidenced by the recent study which was also highlighted here at Natural News where 90% of cord blood from babies was found to contain BPA.2. Aaron Turpen

Bottled water costs more than $3.50 per litre. Petrol costs approx $1.70 per litre.

Tap water is FREE It takes approximately 4 litres of water to make just 1 plastic bottle. Worldwide thatâ&#x20AC;&#x2122;s 272 BILLION

On average we each spend over

They also estimate more than 1 MILLION birds and 100,000 mammals die every year from plastics - by poisoning, entanglement and choking. 40% of Albatross chicks die from their mothers feeding them plastic. And ironically weâ&#x20AC;&#x2122;re poisoning ourselves, as when fish ingest it, the plastic goes through the complete cycle of the food chain.

$580 every year on bottled water. Your health can be damaged by toxic chemicals such as Bisphenol-A (BPA) and other chemicals which can be leached from bottled water. BPA intake can also cause Cancerous

Cells in your body.

The environment is tainted by the Production, Transportation, Packaging and Disposal of plastic water bottles.

Do you keep bottled water in your car? You thought it was convenient, didnâ&#x20AC;&#x2122;t you?

But consider this...

The heat in your car on the plastic bottle can cause it to leach out chemicals that can lead to BREAST and other types of CANCERS. And even though you might not keep it in the car, do you know what extreme temperatures it has been though BEFORE you bought it?

100 MILLION plastic water bottles are used each day. 86% of those bottles ARENâ&#x20AC;&#x2122;T recycled.

In New Zealand itâ&#x20AC;&#x2122;s 78%. The United Nations Environment Programme estimates there are 46,000 pieces of FLOATING plastic in every square mile of the ocean. However 70% of all plastic actually sits on the ocean floor!

Stored in warehouses where temperatures vary from -3C to 29C Transported in trucks where temperatures vary from 37C to 65C Loaded and unloaded where temperatures vary from 7C to 37C Distributed to stores where temperatures vary from 12C to 37C Finally to you.

Call 0800 777 444, text SAFE to 244 or go to our website to order your SafeBottle today P.S. Thereâ&#x20AC;&#x2122;s an iron-clad, lifetime money-back guarantee on all bottles.

18/8 food grade quality stainless steel

BPA-free, toxin-free and eco-friendly

Gary Collins Managing Director

I Fits most cup holders I FDA approved I Fits ice cubes I Doesnâ&#x20AC;&#x2122;t retain or leach flavours I Dishwasher safe

I Various sizes and colours available I Designed to last I 100% recyclable I No plastic liner I Free sports lid

Principals Today magazine Issue 88  
Principals Today magazine Issue 88  

Issue 88 (Term 4 2010) of Principals Today magazine