Issue 102 Term 2 | 2014
LEADERS IN EDUCATION NEWS SINCE 1989
HOW YOUNG IS TOO YOUNG
At what age do we start teaching children about sexuality?
Are teenagers getting the right messages regarding sexual behaviour?
WHAT YOUTH REALLY THINK
If you think kids are obsessed with social media and just want to be rich and famous – think again
BEYOND THE CLASSROOM Taking education outside
PLAYING BY THE NUMBERS Top teacher Asha Kumar from Birkenhead College
THE BENEFIT OF RESPECT Dr Louise Porter’s guide to classroom management
ISSN 1170-4071 HAVE THE FOLLOWING PEOPLE SEEN THIS?
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Issue 102 Term 2 | 2014
LEADERS IN EDUCATION NEWS SINCE 1989
Contents 7 HOW YOUNG IS TOO YOUNG
HOW YOUNG IS TOO YOUNG
At what age do we start teaching children about sexuality?
At what age do we start teaching children about sexuality?
Are teenagers getting the right messages regarding sexual behaviour?
WHAT YOUTH REALLY THINK
If you think kids are obsessed with social media and just want to be rich and famous – think again
BEYOND THE CLASSROOM Taking education outside
PLAYING BY THE NUMBERS Top teacher Asha Kumar from Birkenhead College
THE BENEFIT OF RESPECT
Is 10 years old the right age… how about eight or five years old?
Dr Louise Porter’s guide to classroom management
ISSN 1170-4071 HAVE THE FOLLOWING PEOPLE SEEN THIS?
Principal Administration Dept Board of Trustees Property Manager Outdoor Ed Dept Teachers
Issue 102 / Term 2, 2014
INNER SPACE 6 ATHLETIC DEVELOPMENT Changing the way stars train 12 PRINCIPAL Q&A Otumoetai College’s Dave Randell 14 HEALTHY CHOICES Encouraging sustainability, ethics and healthy choices 14 THE BENEFIT OF RESPECT Child psychologist Dr Louise Porter’s guide to classroom management
ABC circulation as at 30/06/13
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Battling digital desensitisation
Are teenagers getting the right messages regarding sexual behaviour?
OPERATIONS MANAGER Di Barclay
Kylie Palermo ADMIN MANAGER Kelly Allen Jade Haylett Shannen Johnson
SALES & ADVERTISING Bill Thew Verne Williams Evaon Watkins Clive Greenwood
BEYOND THE CLASSROOM
10 blurred lines
12 WHAT YOUTH REALLY THINK
If you think youth are all obsessed with social media, want to be rich and famous – then think again
Jonathon Taylor EDITOR Laura Hall Davina Richards Phone: 03 961 5098 Fax: 0800 555 054 Email: firstname.lastname@example.org
20 playing by the numbers Birkenhead College’s Asha Kumar A frank conversation with one of the country’s most inspiring teachers
Phone: 03 961 5077 Fax: 0800 555 054 Email: email@example.com
21 GETTING VALUE FROM INVESTMENTS When investing in equipment you need value for money 24 CUTTING POWER COSTS A collaborative approach delivers some serious savings
LEARNING SPACE 26 VIRTUAL SPACES How SchoolWeb can help you 26 NUMICON’S INTERVENTION Giving kids a numerical head start 27 NUMBER WORKS N WORDS The tutoring system with teaching in mind
Caroline Duke PRODUCTION MANAGER Carolynne Brown CO-ORDINATOR Jenna Day DESIGNERS Janelle Pike Sarah Betman Olivia O’Callaghan Luke Wattchow DESIGN & ONLINE Jarred Shakespeare
ISSN 1170-4071 (Print) ISSN 2230-6358 (Online)
Bucking the trend
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15 TAKING EDUCATION OUTSIDE A comprehensive guide to some of the great places to take education out and about
27 FINANCIAL LITERACY New financial education toolbox rolled out to schools 28 THE VOTE Schools play an important role in encouraging students to have a say on decisions that affect their lives now and in the future 29 SUPER STUDENTS A pair of seriously high achievers 30 FUNDRAISING The 40 Hour Famine turns 40
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News | Viewpoint
Changing the way our future stars train Dr Craig Harrison is passionate about helping athletes become the best that they can be. He has lead Athlete Development since 2010 and has extensive experience as a strength and conditioning coach. In 2014, 28 percent of young New Zealand youths aged between 15-19 years of age will suffer a sporting related injury. This remarkably high statistic highlights the growing issues facing young athletes today. They are over training and over committed in the sport they love. AUT Millennium’s Athlete Development (AD) is changing the way these young New Zealand athletes train, develop and learn to become the best. The programme is based out of AUT Millennium, New Zealand’s home of high performance sport, and aims to give all aspiring young athletes the opportunity to be the best that they can be. AD works closely with schools, physical education teachers, sports co-ordinators and coaches to develop athletes, reduce the risk of injury and help educate the programme’s mission. As well as a schools programme, AD also operates a successful academy which operates in the mornings before school. Athlete Development believes that it can reduce injuries and burnout, increase enjoyment and motivation and produce better athletes. AD focusses on improving the four corners of athletic development
(physical, mental, technical and selfmanagement), which ultimately creates well-rounded athletes equipped with the skills to meet the demands of making it to the top. As the development of young talent becomes an increasingly fast paced industry the need to stay at the very forefront of athlete development research is vital. AD is grounded in the best coaching practices and latest research to ensure that young athletes are training smarter and not necessarily increasing their workloads. Programme director, Dr Craig Harrison focussed his doctorate on improving the aerobic fitness (ability to work for long periods of time) of young athletes. Fitness training doesn’t normally arouse excitement, even in the most hardened of athletes. Dr Harrison recognised this and throughout his PhD he aimed to engage athletes whilst also reducing the risk of injury. “The days of running ‘suicides’, ‘bigbears’ and running till exhaustion engulfs athletes are over - especially at AD. There are better, smarter and more enjoyable ways to train athletes,” he says. Dr Harrison’s study found that playing small sided games allowed athletes to enhance their physical conditioning, technical skills and be more engaged during trainings.
WORK WITH THE BEST TO BE THE BEST Call us on 09 477 2004 or visit www.athletedevelopment.org.nz
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Strength and power training in young athletes has always been a contentious issue. There is a common belief that athletes should not start heavy resistance training until they are over 16 years of age. A former PhD student at Athlete Development, Cesar Meylan, researched how to develop strength and power in young athletes and developed safe, smart and effective ways to train athletes under the age of 16. Dr Harrison recognises the dangers of allowing young athletes to participate in heavy resistance training without the proper training and expert supervision. “All of our athletes focus on perfecting fundamental movement skills such as body weight squats and lunges before they develop strength with heavy load resistance training,” he says. “Our research has shown us the benefits of practicing technique first and developing strength second. This is how we reduce injury in the long term.” Most coaches recognise the benefits of having athletes who are quick and agile. However, injuries are all too common, caused by incorrect sprint training and a lack of understanding around the delicate nature of developing a young athlete’s speed and agility. Michael Rumf, a PhD student from Germany, focussed on training young athletes at a pre-pubescent and adolescence stage to be faster and more agile whilst at the same time reducing injury. Rumf’s research during his time at AD now helps the programme develop specific training methods depending
on the stage of development of the athlete. Younger athletes participate in speed training and adolescents incorporate more heavy resistance training to develop muscle. Athlete Development currently has 14 dedicated, passionate and experienced coaches on-board. Some are completing post-graduate studies in exercise science; most notably Rebecca Dowse who is completing her masters in the strength and conditioning of dancers and improving performance. Athlete Development and Dowse believe that opinions around the negative implications of dancers partaking in strength training are wrong. “Speed, landing, movement off the mark and performing incredibly technical movements during competitions all involve a large amount of strength to complete”, Dr Harrison says. “Improving a dancer’s strength using resistance training will actually help their performance.” Athlete Development believes in making the industry that they operate in a better place. They believe that by being at the edge of athletic development they can deliver expert advice to young athletes and give them the guidance to achieve their best. It is this desire and commitment to young athletes that is allowing Athlete Development to change the way our future stars train. For more information about AD and its programmes please contact Dr Craig Harrison. Call (09) 477 2012 or email: firstname.lastname@example.org
Cover Story What is the appropriate age to start teaching children about sexuality? Is 10 years old the right age? How about eight or five years old? There isn’t one age or one answer that is correct because, as we know, every child’s mental, emotional and physical development is individual. Not to mention there is a massive amount of outside influences weighing in on children’s development including family, culture, religion, media and peer pressure. So deciding when to start teaching children about sexuality education and how much information to give them must be taken into careful consideration. Thought and time should be given to their needs and careful judgements must be made on what is the appropriate information to give them and how to present it in an easy to understand format. Two different organisations have recently released sexuality education resources available to primary school children aged from five to eight years old. The lessons teach everything from how to brush your teeth, naming body parts – including sexual ones, and the mechanics of menstruation and wet dreams. The New Zealand Curriculum requires all children from Years 1-10 in the public sector to receive health and physical education. The curriculum outlines a number of achievement objectives which need to be met, but the means to achieve these objectives is largely left up to each school’s discretion and the achievement criteria is very loose. Schools are required to consult with their community every two years about the content of their sexuality education lessons. These consultations can have a big influence on what information is included or excluded in class.
How young is
too young? By Laura Hall
Teachers have held an important responsibility to teach children about sexual education since it became compulsory in the Health and Physical Education section of the New Zealand Curriculum in 1989. In Years 5 to 8 children are taught about puberty, including the physical and emotional changes that accompany puberty and how relationships can change with those around them. There are a range of resources including DVDs, books and even props available to help teachers broach the topic with their students.
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Cover Story But if this isn’t sufficient, or if a teacher doesn’t have the qualifications or confidence to carry out this discussion solo, then employing a qualified sexual health educator to teach the subject can be easily organised. Teaching puberty and sexual health to older primary school children has become the norm in our education system and as a result teachers are well equipped to handle the task. But the same can’t be said for younger children in the Years 1 to 4 bracket. Health and Physical Education in the New Zealand Curriculum for children in Years 1 to 4 covers a much broader range of generalised topics. These topics include describing feelings, growth patterns from birth onwards, the importance of exercise, rest, food, shelter, love, care and respect. The two organisations who have created the new resources for five to eight year olds are Every Body Education and Family Planning. For their own individual and varied reasons they thought there was a gap in the education system and took it upon themselves to address the need.
Every Body Education Every Body Education, founded by Kathryn Heape at the end of 2012, is a sexuality education programme that operates under the motto “the earlier we start talking the better”. The programme offers lessons for Years 1 to 8, but it is Years 1 to 4 which offers a new take on the traditional health and physical education classes which have not been seen in New Zealand to date. The programme for Years 1 to 4, taught in a story telling format, include lessons on the correct names for sexual and reproductive body parts, that babies grow in the womb and are usually born through the vagina, families have different values and beliefs towards sexual activity and the basics on menstruation and nocturnal emissions (wet dreams). But Kathryn stresses she is not teaching 5 to 8 year olds how to have sex. “Our strategy for framing the conversation around sexual health is to talk about body science and present information in a scientific way.” Kathryn Heape is a qualified sexual health educator and school teacher with more than eight years’ experience teaching health and sexuality education in both primary and secondary schools in New Zealand and Vancouver.
She taught health education at Whangarei Boys High School and served as head of department for health education at Massey High School. She then spent 12 months in Vancouver training and working with Saleema Noon sexual health educators. On her return home in 2012 she began operating Every Body Education, but it wasn’t until October 2013 that she started promoting the programme. Kathryn explains the reason she began the programme was because her experience teaching in high schools highlighted for her “a gap between the learning that was taking place in the classroom and the quality of relationships and lifestyle choices that were being made outside of it”. This realisation sparked her to begin a conversation with her students. The message she received from the teenagers was it would have been helpful to have sexual health and relationship information 5 to 6 years prior, while they were still in primary school. “For many students the information presented at high school was too late… by the time they had got to high school they had learned from friends or family that it (sex) is a rude, dirty or shameful topic, but had no tools to discus sexuality in an open, respectful, positive way. “As a result they were mortified to think
of the words penis or vagina, let alone say them. This made it much more difficult for them to take onboard the information they needed and wanted,” Kathryn says. Vancouver teaches children about sexuality education at a younger age in a more open, candid atmosphere compared with New Zealand. The idea behind the programme is to raise sexually healthy children who grow into sexually healthy, happy, confident adults. Her experience working as a sexual health educator for primary school aged children in Vancouver inspired her to launch a similar programme of her own in New Zealand. “I founded Every Body Education upon my return to New Zealand in order to increase the awareness and competence of parents, caregivers and schools in understanding and responding effectively to the sexual development, behaviour and questions of their children.” Some Kiwi parents have voiced concerns about the content in Kathryn’s lessons, saying the programme is giving children too much information too soon, but Kathryn is certain this is not the case. “The content in the Years 1 to 4 programmes are aligned with scientifically recognised stages of normal child cognitive, emotional,
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She says is it important New Zealand schools embrace the new concept of sexuality health education for Years 1 to 4 because “we are, as a society, dangerously falling behind the times in regards to mature, respectful, discussion about sexuality”. Since opening in October last year she has visited two primary schools in the North Island to teach Every Body Education and so far five primary schools have booked her services for 2014. However, some of these schools are opting to introduce the programme to their older children in Years 5, 6, 7 and 8, before considering offering sexual health education to Years 1 to 4. Kathryn says people are still coming to terms with the idea even though countries such as Sweden, the Netherlands, Germany and some parts of Canada and America have been teaching sexuality at primary school for decades. Before Kathryn visits the classroom for her one-off lesson, which are 30 and 45 minutes long for Years 1 to 4, a parents’ night is held to fully inform and prepare them.
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“All of the content is in line with the United Nations Education Scientific and Cultural Organisation’s international technical guidance on sexuality education.”
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recognises children are beginning to develop at a younger age and many are exposed to sexualised material through the media that needs to be put into context.
something really weird and different about them,” Francis says.
Family Planning responded to this need by creating the sexuality education resource for Years 1 to 4, which was released on November 28 last year.
Looking at ways to care for your body is also a part of the lessons. This includes learning how to hold a toothbrush and how to use soap. “These are basic lessons in health development but are important all the same,” Francis says.
Two specialists from the University of Canterbury, education lecturer Tracy Clelland and health education lecturer Pennie Cushman, were contracted to create the resources. Between the two of them they drew on their experience and research to create a “wonderful, robust resource”. Family Planning required the resource to undergo real life testing in classrooms before it was released Francis explains. “We had an overwhelmingly positive response with the classrooms we tested it in, teachers were asking when is it coming out and how could they get a copy; we already had a number of sales before it was out,” she says. She says once parents see we are not trying to replace their role as primary sexuality educators and have a clear understanding of the programme, most of them are supportive and feel more confident about talking to their children about the subject.
She says children begin their sex education as soon as they start school; receiving information from friends, media, playground gossip, television, movies, magazines, advertising, song lyrics, music videos and the Internet.
Family Planning has helped lead the way in New Zealand’s sexual health awareness and growth, and have been quick to respond to the needs and services of Kiwis for 78 years.
Year 1 & 2 - Every Body Basics (30 minutes, parent attendance encouraged) Children will learn: • Bodies are special and their body belongs to them • Scientific terms for genitals and reproductive parts and processes
Family Planning is the largest producer of sexual and reproductive health resources, making it a reputable, trusted provider. It develops learning resources for health professionals, teachers, young people, adults, parents and carers, and people with learning disabilities.
• Appropriate people to talk to when they have questions. Year 3 & 4 - Every Body Basics Plus (45 minutes, parent attendance encouraged)
Because of Family Planning’s extensive experience of responding to the public’s sexual health developments, Frances Bird, director of health promotion at Family Planning, explains that they were well equipped to produce the updated resource.
• Basic facts about menstruation and nocturnal emissions (wet dreams)
She says Family Planning was approached by an unprecedented number of teachers early last year asking if they had a resource on sexuality health education for their younger students, or if they could go into the classroom and run a programme.
• Optional: Personal safety (e.g. what condoms look like and not to pick them up).
Francis believes the need arose because the resources currently available are outdated. She also
Children will learn everything in Every Body Basics, plus:
Every year starts with how to create a safe, supportive classroom environment, how to behave nicely in class, how to respect yourself
“We want parents to understand the difference between sex and sexuality. Our resources teach sexuality which is about relationships, communication, sense of self-worth and understanding one’s place in their family and in the world. The resource is fresh, modern and easy for teachers to use but at the same time it hasn’t introduced any new or unusual lessons that aren’t appropriate for the age group. It’s simply the traditional lessons with updated language and style to suit the new generation, with interactive classes, movement, singing, books and exploring. “We’re proud of our programme it’s a fantastic resource which I believe will help to develop our children into positive, healthy young adults, comfortable with their sexuality.” While these two resources by Every Body Education and Family Planning have been released at a similar time, Francis asserts they bear no other similarities. Family Planning doesn’t agree with the approach the Every Body Education programme has taken she says Family Planning thoroughly pilots and tests their resources in New Zealand before they are released and they are based on international best practise. “While we are similar to Canada you cannot just pick up a programme and use it here, everything has its own cultural context. We take our education and resource work very seriously and are concerned for our good reputation,” Francis says.
We’re proud of our programme it’s a fantastic resource which I believe will help to develop our children into positive, healthy young adults, comfortable with their sexuality.
• A baby is made when a sperm cell and an egg cell (ovum) join together • Babies grow in the uterus/womb and are usually born through the vagina
The resource offers 8 to 10 lessons per year slowly building on the children’s understanding. The lessons teach the very basic, fundamental knowledge on body health, safety and sexuality, creating a solid foundation for more in-depth information to be given to the children when they are older.
Teachers can order the resource, on a CD with PDF files, from the Family Planning resource unit.
“If we (teachers and parents) don’t teach them someone else will, we need to stay one step ahead of the game by providing accurate information about sexuality, before they get their questions answered in the playground.”
Family Planning has expanded its services since opening 1936, originally its aim was to help women choose the size of their family and how to space their children.
“We’ve linked our lessons and activities to the New Zealand Curriculum to ensure it meets the requirements and develops key competencies in young people. It sits alongside the curriculum, but can be easily tinkered with to meet your schools particular needs.”
But no more detail on the sexual body parts are given until puberty.
and others and how to be a good classmate.
Children in Year 1 will learn how to describe themselves in relation to their gender, develop listening skills and learn how to express their feelings. In the following years the lessons move into body changes and the stages of growth so children can identify babies, toddlers, children teenagers and adults and the different things people can do at these stages. They also learn to name body parts including sexual ones. “This is about giving children the proper names to use and normalising them, so children aren’t frightened or think there is
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blurred lines OK, we get it. Sex sells. We see it glamorised in the media, used as a substitute for good plot writing in Game of Thrones, become the staple diet of music videos and even sprinkled over Nigella’s spaghetti. By Davina Richards
Be it a rush of dancing pixels on the Internet, or the latest smart phone’s interconnected screen, no matter how we see it, there’s a relentless stream of sexualisation staring back at us.
Sex is everywhere. But there’s a bigger elephant in the room - and that’s rape.
A survey, ‘Let’s Talk About Sex’, carried out by the Australian Youth Affairs Coalition and Youth Empowerment Against HIV/AIDs in 2012, asked young people to identify where they received sexual health information and found 64 percent source it from pornography.
Educated opinions seem to agree that we need to guide teenagers in the right direction so they are capable of recognising what’s acceptable and what isn’t, and in turn, understand how to respect themselves as well as others. Last year the NZherald.co.nz reported that Prime Minister John Key said the Government is looking into introducing rape prevention education, but that we’ll have to tread carefully when it comes to sex education in schools. Statistics taken from the Rape Prevention Education website state: Young people are statistically at the highest risk of sexual assault; the age group 16-24 years being at the highest risk of sexual assault in any age group. In opposition to widespread myths about stranger rape, it is estimated that 90 percent of sexual violence is committed by someone known to the victim/survivor. In the United Nations Report on the Status of Women published in 2011, Aotearoa New Zealand was ranked worst of all OECD countries in rates of sexual violence.
Some could argue that pornography desensitises people to rape and that explicit, unadulterated pornography can plant ideas into young people’s minds about the behaviours and attitudes towards sex, which can be potentially physically and emotionally harmful to those involved. And experts claim pornography creates unhealthy expectations because young people associate what they see on TV, online or in the media as normal behaviour. But surely the ideas and fantasises addressed in pornography existed well before the time of pornography on the Internet; it’s just that these ideas are widely accessible for everyone to share? It’s an issue receiving widespread debate. Last year British Prime Minister David Cameron entered the fray, with www.gov.uk citing him as saying, “… the fact that many children are viewing online pornography and other damaging material at a very early age, and that the nature of that pornography is so extreme, is distorting their view of sex and relationships. “My argument is that the Internet is not a side line to real life or an escape from real life, it is real life. It has an impact on the children who view things that harm
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A chilling number of reported rape cases are arriving from all directions around the world and it’s far from pretty. With the recent case of the Roast Busters – the young men who bragged online about group sex with drunk and underage females, you could be inclined to say that ‘lock up your daughters’ has reached a whole new level.
Pornography has been around for decades and it’s no longer a dirty little secret.
In many cases, the word ‘rape’ is thrown around like a joke without understanding the impact on the person.
them, on the vile images of abuse that pollute minds and cause crime, on the very values that underpin our society. “So we’ve got to be more active, more aware, more responsible about what happens online. And when I say we I mean we collectively: governments, parents, Internet providers and platforms, educators and charities,” he concludes. What’s for sure is that sex education needs to be deconstructed and tailored so the shades of grey can be evened out, no pun intended. If we guide young people in the right direction they will have a better understanding of what a healthy relationship looks
like, what sex means to the other person and what it means to them personally, as well as recognising consent and what isn’t.
We need to get down to the nitty gritty, not just in terms of the mechanics or biology of sex, but in terms of helping teenagers become aware of emotions, consent, respect, boundaries and safety. And if we do this from both sides of the fence – parents and educators – maybe the next generation will have a better chance of maintaining respectful relationships and the world will rid of heinous and barbaric sexual violence.
Key features of GET A GRIP teenz:
2. GET A GRIP teenz takes the guesswork out for teachers. The Facilitator Manual is incredibly comprehensive, offering them clear guidance and appropriate language to frame the conversations. 3. Teachers are invited to participate in online training for
And this is why Liz Walker, founder and national director of Youth Wellbeing has made it her mission to do just that. Sexologist, educator, mum, teen life coach and presenter, Liz Walker has been actively involved in Youth Sexuality Education since 2008. She has a special interest in healthy sexuality resulting from her personal journey – she saw pornography at the age of six. She has a passion for helping young people by equipping them with real strategies and breaking down communication barriers. She believes that to ensure children have a good understanding of their body and how to respect others when they are older comes from providing them with the right knowledge when they are younger.
each of the lessons. At no point are teachers left in the dark about how to get the most out of the GET A GRIP teenz programme. 4. Students are asked to selfreflect on sexuality related to their own personal journey through the participant workbooks. 5. Parents are invited into their teens learning journey through the Teen Sexuality Parents and Carers Handbook. This lets parents know the type of content covered in class, offering reassurance and guidance to engage their teen in conversation.
was developed for use in small groups however, demand from schools requesting a classroom resource meant we refined it to the 10 week versatile programme it is now. “By investing in GET A GRIP teenz, schools receive classroom resources, comprehensive online training and strategies to include parents in the conversation,” Liz says. She agrees that parents are vital in framing the values they want for their teens. “Schools delivering sexuality and relationships education need to be respectful that a broad range of beliefs and values exist within the classroom, whilst still delivering essential content.
Liz admits she is shocked that authentic human connection, love and intimacy appear to have vanished in a generation.
“Parents are in a wonderful position to compliment the school’s delivery of content, as well as focus on keeping communication channels open and framing values.
“Young people are absorbing incredibly degrading messages from pornography. In the absence of healthy sexuality and relationships education, young people don’t have a compass to frame their expectations,” Liz says.
“When we hear the argument that sex education is the parent’s responsibility, we absolutely agree. However, it gets complicated when so many kids miss out because parents don’t have these conversations.
“In many cases, the word ‘rape’ is thrown around like a joke without understanding the impact on the person. Culture and pornography perpetuates rape myths such as “women secretly enjoy being raped,” or “women ‘ask for it’ by their dress or actions,” or “if a person doesn’t ‘fight back’ they weren’t really raped.
“Relationships and sexuality education within schools levels the field and ensures all young people have access to essential life skills.”
“One of the focusses of GET A GRIP teenz is to create awareness and empathy to dispel some of these myths. Empathy seems to be the missing ingredient and agent for change.” So in light of the Roast Busters case, Liz is bringing her programme GET A GRIP teenz to New Zealand, which will officially launch in August 2014. “I created the GET A GRIP teenz programme in 2010, officially launching in August 2011. Initially it
bringing up a hormonal teenager, but it’s important for parents to be a voice of support and do their best to try and understand the culture in which teenagers live. Something that Liz says is more likely to enable schools, families and communities to support teenagers towards better decision making and positive relationships. Of course, for some parents it’s difficult to approach their teenagers to engage in ‘the talk’ which can be uncomfortable and invariably uses a lot of colloquialisms instead of calling it a spade of spade. “There comes a time in every child’s life when they are naturally inquisitive about sexuality. If parents shut them down and tell them that they’re not willing to go there, kids will find information from someone or somewhere else.
“It’s no longer a case of ‘if’ a child will see porn – it’s a case of ‘when’. With average age of exposure 11 years of age and reports surfacing of much younger than that, children need to know that parents are a safe haven to answer tough questions. “Parents, remember to breathe. If you don’t know the answer to a tough question or are flustered at the thought, suggest to your child that you’ll talk with them at another set time. “Ensure you follow up with it. Phone a friend, call an expert or search Google to find the words to frame your response. “The bottom line is that if parents and proactive schools aren’t educating kids, the porn industry will.”
There comes a time in every child’s life when they are naturally inquisitive about sexuality. If parents shut them down and tell them that they’re not willing to go there, kids will find information from someone or somewhere else.
1. GET A GRIP teenz incorporates interactive activities. There’s not just a teacher standing up at the front downloading content, but its hands-on for teens, engaging them to critically reflect on deeper concepts.
Stranger danger When asked how teenagers can recognise when they’re in a bad situation, she says it all comes down to awareness of surroundings, potential outcomes and picking up on internal warning signs. “In GET A GRIP teenz we give young people the opportunity to think about different risk situations and the best ways to respond. This assists them to define their personal integrity, be prepared for the unknown, and to think about who their support networks are within family and community.” Many, if not all parents, are familiar with the turbulence and strife of
www.principalstoday.co.nz Term 2, 2014 | 11
News | Mind Matters
What youth Several stereotypes about young people, held by adults have been busted in the second annual Youthtown Voice of New Zealand Survey. More than 1,100 teenagers completed the survey commissioned by Youthtown and conducted by Point Research, which aims to give young people aged 13-18 a voice on the things that matter most to them. Surprisingly just one third of young people believe social networking is important to them, debunking the adult view that social media rules young lives. “They may spend a lot of time on sites like Facebook and Snapchat, but ultimately young people want to hang out with their friends in person,” head researcher of the Youthtown Voice of New Zealand Survey, Alex Woodley says. Despite 86 percent of young people holding a Facebook account, and 23 percent belonging to Twitter, only one third say social networking is important to them, and one third say it’s not important at all. Most respondents said they prefer to socialise at a friend’s house (82 percent) or at home (68 percent). “There is also a clear message from this survey, that young people would like more physical places to hang out,” Alex says.
The adult misconception that young people are most influenced by peer pressure has also been set straight, with 73 percent of young people indicating that their parents have the most influence over their lives, and only 43 percent noting their friends.
Young New Zealander’s are obsessed with social media, want to be rich and famous and cave to peer pressure – if this is what you think, then think again.
Survey respondents also revealed that they don’t look up to celebrities or personalities because of their fame. Of the people they look up to, intelligence with ability (27 percent), determination (11 percent) and self belief and confidence (10 percent) were the strongest qualities young people admire. Youthtown CEO, Paula Kearns says these are extremely positive messages spoken, straight from the mouths of young New Zealanders. “The future really is in great hands,” she comments. PERCEPTION: Social media is very important to youth and where they ‘prefer’ to hang out with friends What youth actually think: Only one third of young people believe social networking is important to them, and one third say it’s not important at all. Most prefer to socialise at home or at a friend’s house. PERCEPTION: Young people desire fame and fortune What youth actually think: Young people don’t look up to celebrities or
12 | Term 2, 2014 www.principalstoday.co.nz
personalities because of their fame. They admire famous or well-known people because of the personality traits that got them there; intelligence with ability and talent, determination, confidence and self-belief. PERCEPTION: Young people want to ‘fit in’ and feel uncomfortable standing out from the pack What youth actually think: Most young people feel ‘good’ or ‘great’ about their culture and ethnicity (82 percent), their sexuality (79 percent) and about things that make them different from other people (77 percent).
PERCEPTION: Young people are most influenced by peer pressure What youth actually think: 73 percent of respondents say that parents have the most influence over their lives and 43 percent said friends have the most influence over their lives. PERCEPTION: Teenagers are full of angst and unhappy with the world What youth actually think: Young people are HAPPY! Over three-quarters of respondents rate their happiness as ‘6’ or more on a 10 point scale .
News | Mind Matters
What youth really think - other key 1. Young people believe that their parents have the most influence over their life. 2. The most protective factors for youth are related to positive relationships; feeling cared about by their family, having caring adults to turn to; having supportive friends with positive social values. 3. Three quarters of young people agree there is a purpose to their life and they have a lot to offer the world. 4. Approximately one in six of respondents do not really have
anyone they can talk to when they are having a hard time. 5. Most young people feel good about things that make them different from other people. 6. Young people are happy. More than three quarters of respondents rate their happiness as ‘6’ or more on a 10 point scale. 7. Young people identify with, and respect people, who are unaffected by the opinions of others. 8. Young people strongly believe in equality and acceptance of one another.
9. One quarter of young New Zealander’s currently volunteer or do community work of some sort. 10. Most young people who volunteer do so in youth centres or camps. 11. Young people would like more opportunities to contribute to their community. 12. Time and information are the greatest barriers preventing young people from volunteering. 13. Adventure, travel, better work opportunities and higher salaries are attracting our young people off-shore
14. More job opportunities and higher wages would make New Zealand an even better place to live. 15. Job opportunities, events or activities and affordable accommodation or housing are the main reasons young people would want to live in and spend their future in New Zealand cities. 16. Sixty eight percent of young people said they are ‘worried’ or ‘moderately concerned’ about getting a job or career they want.
Inner Space | Principal Q&A What have your students taught you? From the students I learn that there is always an optimistic future – the world is always changing. This generation looks to see what they can do better.
Principal at Otumoetai College Dave Randell has been the principal of Otumoetai College, Tauranga since September 2000. It is his third tenure as a principal, having spent the last 12 years in two other schools. He is currently a member of the Western Bay of Plenty Principals’ Association (12 years), Principal Representative on Priority One, Secondary Principal Representative ANZELA and coordinator for the local Secondary Principals group. What is the role Otumoetai College plays in the life of its students? Otumoetai College is a very large school of over 2000 students. For a very large majority of our students, it plays a central role in their lives. Our large scale commitment to sport, cultural and community activities means that alongside the student’s academic programmes they are fully committed for the great majority of their day. They continue to aspire when they leave our care. What are the main objectives of the school? The main objective is to provide an inclusive supported learning environment that extends all students, builds resilience and grows a set of values which focus on service to others. This is a “great place to be”.
What socio/economic background do students come from? The college encompassed a wide range of social-economic backgrounds from very high to very low. The college is a decile 8, but part of our zone is decile 10 and small parts decile 1. What has been the biggest challenges facing teachers at the moment and how are you dealing with it at your school? The biggest challenge is leading and provisioning a 21st Century learning pedagogy and environment. We are aiming to address this by a strong focus on teaching as inquiry, believing that only by reviewing their own practice will teachers come to understand how they can best meet the learning needs of our students. What, in your opinion, are the most compelling challenges within today’s education system? There are three: •
Level of resourcing
Ensuring staff are supported and that they in turn are the best that they can be
Addressing the ever changing needs and challenges of our young people.
What new initiatives are you looking to implement at the school this year? The key initiatives are around a stronger literacy programme and a considerable emphasis on the Behaviour for Learning programme. Continuing raising achievement and seeking parity with Maori and non-Maori.
What would you change if you were Minister of Education? Levels of resourcing for schools of more than 1,400 students. Schools like ours of 2,000 are considerably disadvantaged. Look at reducing class sizes to a maximum 26. Financial incentives for “inspirational teachers” to support others - especially those in rural and struggling schools. Publically acknowledge the teaching profession as professional and ensuring their wellbeing is paramount so that our young people received the best education possible.
Who or what influenced you to become an educator? A passion to see young people succeed in whatever they choose to do. Who has most influenced you throughout your career? Mr Des Price, the principal of my first school, where I stayed for 17 years. He believed in me and I believed in him. He was a great task master, but a man of vision. What are the most rewarding aspects of your job? Regularly viewing the progress being made by our young people and being able to acknowledge their success, and being supported by a great team of staff.
www.principalstoday.co.nz Term 2, 2014 | 13
Inner Space | Healthy Choices
Inner Space | In The Classroom
Encouraging sustainability, ethics and
HEALTHY CHOICES Secondary school is a time when many young Kiwis are defining their beliefs, morals and values. It’s a common time for students to begin questioning their lifestyle choices, which can often mean their diet also. This year, in time for World Vegetarian Day, the New Zealand Vegetarian Society is running an exciting new video competition for secondary school students. The competition is open to any currently enrolled secondary school students and consists of four video categories: animal advocacy, nutrition and health, protecting the environment and vegetarian living. Sponsored by New Way, Fromnature. biz, E.L.E., Hell Pizza and Quorn, there’s more than $5,000 of prizes up for grabs. Prizes will be awarded for the best video in each category. Of the four category winners, there will be a vote on one video as the overall winner, and that participant’s school will be awarded the overall prize. “Secondary school is a time for making decisions about what’s important,” says Julia Clements, New Zealand Vegetarian Society national treasurer. “We want to encourage students to be confident in their choices, and offer them support in making the transition to a vegetarian lifestyle.” The New Zealand Vegetarian Society has been supporting and encouraging vegetarians and vegans since 1943. It aims to create a kinder, healthier world through reducing cruelty to animals, improving human health, protecting the environment and preserving world food resources.
The society is also behind the Trademark Approval Programme, which imposes strict criteria on products to find those that are free from GMOs, animal cruelty and testing and any form of cross contamination. Colonial influences and a large agricultural sector have led to many New Zealanders typically consuming a lot of meat. The New Zealand Vegetarian Society is encouraging Kiwis to choose vegetarian options, and aim to reduce the amount of animal products consumed by non-vegetarians. It is widely noted that a vegetarian diet has many health benefits, including being lower in fat and high in complex carbohydrates. All nutrients found in meat can be easily substituted with vegetarian options. Vegetarian diets are also often cheaper than those that include meat and have a substantially lower environmental impact, something which will be explored in the competition. The video competition is a great chance for students to learn about healthy and ethical food choices and investigate the realities behind their diets. It’s time for young Kiwis to showcase their passion and creative talent. Entries are open now, so contact the New Zealand Vegetarian Society for your entry pack. About the New Zealand Vegetarian Society: The New Zealand Vegetarian Society provides long term support to individuals and families, and encourages plant-based choices through education, information, support, campaigning and research. Its goals include: •
Supporting vegetarians and those making the transition to vegetarianism
The benefit of
Respect Child psychologist and author Dr Louise Porter has launched a comprehensive, and potentially controversial, handbook on how to proactively manage primary and secondary students’ behaviour in the classroom.
“Instead of attempting to persuade children to repeat the success, we need to give them information that helps them to appreciate for themselves what they have achieved and what their next goal might be,” Dr Porter advises.
In the textbook, called A Comprehensive Guide to Classroom Management, Dr Porter’s key message is that understanding and providing for children’s needs means there is no need to try and control or ‘manage’ children’s behaviour in the classroom.
She notes that the guide will provide vital evidence and understanding into the psychology behind youth behaviour, vital for teachers and teaching students.
The text convincingly demonstrates that using a guidance approach to managing student behaviour, rather than one of reward and punishment, is the key to the long term success of the pupil, the teacher and the school. “Children don’t behave well because of rules - they behave well because they can,” Dr Porter says. “Having a system of rules and consequences does not make young people any more capable of managing their emotions and impulses, but simply punishes them for not being able to. “Instead, children need our compassion most when they appear to deserve it the least,” she says. Due on shelves in early June, A Comprehensive Guide to Classroom Management is being promoted as a toll to provide teachers and teaching students “with a robust and effective approach to managing behaviour and helping students to develop into happier, more confident and successful individuals in the community”.
Supporting vegans and those making the transition to veganism
Decreasing consumption of animal products
“Supporting students so that it is easier for them to do as expected, and so that they are more willing to do so, is an easier task for teachers than compelling students,” Dr Porter says.
Get your year 9-13 students to show their passion and talent – it’s time for them to grab a camera and start filming!
Reducing animal suffering (through decreased animal product consumption)
“This means no more rewards (praise, stickers, or student-of-the-day awards) for achievement or behaviour.
Four categories: Protecting the Environment, Nutrition & Health, Animal Advocacy, Vegetarian Living, with prizes for the best video in each category.
Improving health through nutrition (through decreased animal product consumption)
Protecting the environment (through decreased animal product consumption).
Nationwide Secondary School Video Competition is open now.
of cash and + pri up for gra zes The overall bs. will be awar winner ded for their sc a prize so get your hool, st on board fo udents r chance to wyour in!
The New Zealand Vegetarian Society national office is in Auckland, and has branches in both Christchurch and Wellington. They offer support services to people all around New Zealand.
Visit www.vegetarian.org.nz for information & entry packs
14 | Term 2, 2014 www.principalstoday.co.nz
“By delivering information instead of a judgement, we ensure that we do not shame children, which is vital because as Brené Brown says ‘believing that you made a mistake is very different from believing that you are a mistake,’” Dr Porter says.
“Every behaviour is an attempt to meet a need. “Therefore when, by their actions, students are saying ‘no’ to something their teacher is asking we should listen for the ‘yes’ behind it. “If they don’t want to sit and listen, then perhaps the need is to be active – and that need is what the students are saying ‘yes’ to. When we honour the need, we will have solved the disruption,” Dr Porter says. The handbook is being heralded among the education industry and child psychology experts as ‘highly readable, encyclopaedic and compelling’. Dr Ted Cole, lead editor of the Routledge International Companion to Emotional and Behavioural Difficulties, says there is so much to absorb in this impressive blend of research, idealism and sound sense. “I highly recommend it for principals, aspiring school leaders and teaching students,” Dr Cole says. Born and educated in New Zealand Dr Louise Porter is a renowned child and clinical psychologist with over 30 years of practical experience. She is the author of a number of titles including Children Are People Too, Young Children’s Behaviour, Gifted Young Children, and Teacher-parent collaboration. Dr Louise will be in New Zealand to promote the launch of A Comprehensive Guide to Classroom Management in August.
Staff room notice board pull out NORTHLAND 1. Orongo Bay Holiday Park (Bay of Islands) www.russellaccommodation.co.nz
AUCKLAND 2. Kelly Tarlton’s Sea Life Aquarium www.kellytarltons.co.nz
4 2 3
3. Willow Park Christian Camp and Convention Centre
4. Auckland YMCA
E firstname.lastname@example.org E email@example.com HIBISCUS COAST 5. Hibiscus Coast YMCA E firstname.lastname@example.org WHANGANUI 6. Whanganui YMCA E email@example.com
ROTORUA 7. Lakes Ranch www.lakesranch.org.nz
MATAMATA 8. Hobbiton www.hobbitontours.com WELLINGTON – UPPER HUTT 9. Upper Hutt YMCA E firstname.lastname@example.org COOK STRAIGHT 10. Interislander and Kiwirail E email@example.com or firstname.lastname@example.org CANTERBURY 11. Living Springs (Governors Bay, Lyttelton Harbour) www.livingsprings.co.nz
12. Christchurch YMCA
www.principalstoday.co.nz Term 2, 2014 | 15
Beyond The Classroom | Orongo Bay
Experiences that make a difference Camping can change lives and this is something a YMCA camp in the greater Wellington region has found. Greater Wellington YMCA chief executive Simon Jackson says it’s the camp spirit that makes the difference. “We call it mind, body and spirit. We operate on honesty, respect, caring and responsibility. They take this in at camp and they take it home with them. “Camp gives their days structure, something that is much needed for kids, especially boys, who need to know where they belong and who need an outlet for their energy. “They learn self confidence through outdoor activities that stretch them. They don’t have to be anybody but themselves. They’re asked to take care of their camp buddies or anyone else who needs help – and they rise to the occasion.” YMCA outdoor camps From Auckland to Wellington to Christchurch, the YMCA takes great pride in its six fully equipped camps, each with its own special focus. Camps vary in size, facilities and activities, but the one constant is the commitment to quality.
As a trusted supplier of youth and outdoor education programmes, the YMCA works hard to ensure the teaching at any of our camps is of the highest standard. The staff at YMCA Camps is dedicated to the growth and development of participants through fun and interactive opportunities. Each staff member is trained to lead the activities to a high safety standard and with educational value in mind. They are skilled at relating to students of all ages and encouraging their personal development. Your group will come home raving about the experience provided by our talented people.
YMCA Wainui Park Wainui Valley Rd, Akaroa Christchurch T (03) 304 8460 E email@example.com
YMCA Camp Adair 2487 Hunua Rd Hunua, Auckland T (09) 292 4886 E firstname.lastname@example.org
YMCA Camp Kaitoke Marchant Rd, Kaitoke Upper Hutt T (04) 526 7338 E email@example.com
YMCA Shakespear Lodge Shakespear Regional Park, Whangaparaoa, Auckland T (09) 424 7111 E firstname.lastname@example.org
YMCA Camp Raukawa Parapara Rd, Wanganui T (06) 349 0197 E email@example.com
YMCA Waiwera Lodge 14 Waiwera Rd, Waiwera Hibiscus Coast T (09) 427 9219 E firstname.lastname@example.org
Auckland Kelly Tarlton's SEA LIFE Aquarium is Auckland's leading school excursion venue, with thousands of students visiting each year! The Massive Ocean 71% of the Earth’s surface is Water 97% of the Planet’s Water is in the Oceans • The Oceans have a HUGE effect on our planet! • We have a HUGE effect on our Oceans! More at www.kellytarltons.co.nz/schools New topics for 2014: • So-o-o-o Misunderstood – shark conservation • Ocean Soup – the problem of plastics in the ocean • Sustainable Oceans – depleting a valuable resource • Recruitment Process and Tourism – including NCEA Sleepovers For a magical night at Kelly Tarlton's SEA LIFE Aquarium - find out if sharks snore! These exciting nights run from 7:00pm to approximately 9:00am the next morning and include supper and breakfast, stingray encounters, fish feeding, sleeping with the sharks and much more! Book before June 15th using code PT102 and receive a 25% discount.
16 | Term 2, 2014 www.principalstoday.co.nz
the classroom Activities There is a huge range of activities for school groups to get involved with at the camp. For a boost of confidence and for something a bit more challenging, have a go on the Mud Run and get covered head to toe in mud. The Mud Run course is also used for the Tough Guy and Girl Challenge which is held annually. The bush swing is also a lot of fun and will give an adrenaline buzz to your students. After that relax in the hot thermal pool or take a dive into the swimming pool. Kayaks are also available and great for checking out the sites.
lakesidERetreat For a fantastic summer holiday programme, or a mid-term school camp, Lakes Ranch in the lovely lakeside town of Rotorua is the place to be. The camp is the perfect spot for school groups, outdoor education, tenting and church groups, as well as families looking to get away for a break. The camp also hosts horse camps and horse trekking for those who enjoy a bit of adventure.
Sports facilities and fields are also available to kick a rugby ball or have a game of competitive volleyball. Tennis and badminton are also great games for kids to get involved with and sports gear is available at the camp. Archery and air rifles are also available for the students to try something different and of course all these activities are supervised. For getting out and enjoying the great outdoors head on a day hike or check out the glow worms at night, your students will love the way the glow worms sparkle in the dark bush. The camp also offers abseiling, orienteering, swoop, rock climbing, a water slide and watching movies in the pool – something to keep everyone entertained. And don’t forget the camp is a hop, skip and jump to the local attractions
Rotorua has to offer. From zorbing to luging, the options are endless. Maybe try a spot of fishing on one of the lakes or check out the cultural sites around the region.
School holiday programmes Lakes Ranch offers extensive holiday programmes. For those who love to get out into the great outdoors on horse back. From trekking to trotting, the camp offers amazing opportunities to harness your skills on horse back. And you don’t even have to know how to ride a horse. The talented team at the camp can teach you. This camp is designed for 12 year olds and above. Kids Camp is also a holiday programme offered by Lakes Ranch. 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. This is the perfect holiday escape for children aged nine to 12 and there is also a leadership training programme for secondary school aged students.
Why choose Lakes Ranch? Lakes Ranch aims to equip children with tools for the future and create lasting memories. Camp provides a challenging but safe environment for this to take place.
LOOKING FOR SOMETHING DIFFERENT? Contact us to plan your next unforgettable camp experience.
WWW.LAKESRANCH.ORG.NZ PH: 07 350 3010
www.principalstoday.co.nz Term 2, 2014 | 17
Hobbiton Movie Set comes to life Nestled in the rolling green hills of the Waikato is Hobbiton™ Movie Set, the picturesque setting of The Shire that featured in the Peter Jackson trilogies The Lord of the Rings and The Hobbit. Immerse yourself in Middle-earth with a visit to the Hobbiton Movie Set; just 15 minutes drive from Matamata in the heart of the Waikato. The set has been completely rebuilt from permanent materials in 2009 for The Hobbit trilogy and is now a permanent attraction. The tour starts with a drive through the picturesque 1,250 acre sheep and beef farm with spectacular views across to the Kaimai Ranges. Your guide escorts the group through the twelve-acre site, recounting fascinating details of how the Hobbiton Movie Set was created. In December last year, Hobbiton Movie Set was ‘Switched On’. The guests walking the trails of Hobbiton during the day will reap the benefits of the ‘Hobbiton coming to life’ developments. The chimneys of Hobbit holes scattered throughout the set are now bellowing smoke into the sky,
creating the illusion of fully operational fireplaces burning inside. The set has been completely redecorated with many barrels, carts and new props that make The Shire feel alive and lived in. Additionally the Oak tree above Bag End, the home of Bilbo and Frodo Baggins has been re-leafed with some 376,000 leaves, giving Bilbo a shady spot to relax in over the summer months. For the evening function and incentive groups, the Hobbit holes throughout Hobbiton are now wired with power, giving Hobbiton™ Movie Set the ability to offer twilight tours with the trails spectacularly lit up. This new development of Hobbiton includes the illumination of other key landmarks around the set such as the Mill, Bridge, the Party Tree and The Green Dragon™. Southfarthing™, Hobbiton Movie Set exclusive beer, cider and ginger beer (usually only available from the barrels of The Green Dragon Inn onsite on the set) have now been bottled and available for purchase - with more than 35,000 litres poured since the opening of The Green Dragon Inn in December 2012. The Southfarthing range is traditionally brewed for Hobbiton Movie Set, right here in Middle-earth, New Zealand. The thirst quenching Southfarthing range captures the taste of The Shire, home of
18 | Term 2, 2014 www.principalstoday.co.nz
the Hobbits and is traditional enough to put hair on anyone’s feet. Hobbiton Movie Set general manager, Russell Alexander says the developments were a great addition to an already impressive tour. Hobbiton has seen visitation double again for the fourth successive year, with in excess of 200,000 visitors expected this year. “These are exciting times for us to be bringing Hobbiton in The Shire to life and embrace the release of the second movie ‘The Hobbit: The Desolation of Smaug’. “We have a wonderful relationship with Warner Brothers and their major NZ partner, and we are looking forward to working with them in promoting the movies and New Zealand”.
To book a tour of Hobbiton Movie Set: T 0508 4 HOBBITON E email@example.com www.hobbitontours.com
TO EACH SCHOOL
Student Diary 2014
CONFIRM YOUR 2015 ORDER TODAY!
e Bateman by contacting Janic on (03) 961 5152 or cademy.net.nz janicebateman@a
Nelson College for Girls
NELSON COLLEGE FOR GIRLS HIGH SCHOOL
Artwork by Laya Mutton-Rogers
Artwork by Mina
S T U D E N T
Kim - Year 10
D I A R Y
Artwork by Morgaine Halligan
H I G H S C H O O L R O T O H O K A H O K A
Student diary 2014
Winners of the 2014 Cover Competition. Nelson College for Girls received a notebook and cover artist Laya Mutton-Rogers won an Apple iPad 2. (Actual prize may differ from that shown)
Name: Year: Name:
A R T W O R K
T I R I A
D I T T M E R ,
SECONDARY & TERTIARY DIARIES There are many ways you can personalise your student diaries, such as by providing artwork for the cover and including rules and regulations specific to your school at the front of your diaries. Other ways to personalise your diaries are being able to choose the type of binding and also the layout of your internal January-December diary pages. • Starting from as a little as $1.00 per diary • FREE delivery prior to Term one 2015 • Personalised front cover
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47B Birmingham Drive, Middleton, Christchurch 8024 • PO Box 1879, Christchurch 8140 T: 03 961 5050 • F: 0800 555 054 • E: firstname.lastname@example.org • W: www.targetmedia.co.nz Academy Diaries is a division of Target Media
Artwork by Becky
Moon - Year
Working Space | Inspired Teachers
Playing by the numbers We live to inspire and be inspired because we want to achieve great things in our life and influence others in a positive way. Inspiration can be a powerful tool and at some point in our lives we seek it out in books, photographs, leaders or family and friends. By Davina Richards Many people provide inspiration to others by doing what they love the most and Asha Kumar is one of them. HOD of maths at Birkenhead College in Auckland, she is one of the recipients of last year’s Stationary Warehouse NZ’s Most Inspiring Teachers award. Nominated by Kaitlyn Collins, Asha’s unwavering dedication to her students means that many students turn to her for inspiration because of her enthusiasm and drive, and love of helping others succeed. Congratulations!
No two students are alike and each experience their teen years uniquely. This makes my job very exciting! In teaching every day is different and we face different challenges and have to come up with new techniques to find solutions to students’ problems (both inside and outside of the classroom). What have your students taught you? I have learned some fantastic qualities and skills from my students (and I’m still learning).
What or who inspired you to be an educator? Teaching has always been a dream for me since I was in school, I have always looked upon teaching as a noble profession and was always inspired by my own teachers and valued the difference that they made in my life.
For example, have fun in whatever you do, be willing to take on a challenge without hesitating, don’t be judgemental, do not bear a grudge, don’t be afraid to make mistakes and above all live for today and try not stress or worry too much about tomorrow.
What are the most rewarding aspects of your job? Being with teenagers and making a difference in their lives. Being a teacher is what I love doing the most and hence I give my heart and soul to this work. It’s a great feeling to know that you are making a difference in your students’ life.
You implemented peer tutoring at the college – how have your students responded and why do you think it is a good way of learning? Since my motive every year is for my students to excel in their maths, I am more than happy to use my free time in helping out my students.
You won the Stationary Warehouse NZ’s Most Inspiring Teachers 2013 award – how does it feel to be recognised? This award means a lot to me because it means a lot to my school (Birkenhead College) and my students, and it acknowledges the teaching profession. I think awards like this inspires teachers to work even harder. I always try to put my school and especially my students ahead of myself. My school and all the students that I have taught have given me opportunities to grow which I really appreciate. Hence I will come up with more innovative techniques to assist my students’ progress and to ensure that they achieve results of the highest possible calibre. What do you love most about working with students? Students are filled with energy, excitement and new experiences.
I am determined that no student will get left behind and not achieve. Having said this, there are only so many hours in a day so I thought that using our senior students as peer tutors would allow us to reach more students. It also gives these senior students a leadership opportunity, a chance to give something back to their school and allows them to brush up on their own maths skills - what is better than learning through teaching? How important is it to you to provide your students with feedback? It is very important for students to get constant feedback as they learn. This is because the knowledge that they are doing well and continually improving gives students a sense of achievement which motivates them to learn even more and set higher and higher goals and standards for themselves. Similarly, it is also important to let students know when they have made
20 | Term 2, 2014 www.principalstoday.co.nz
a mistake so that they will learn from it and take corrective measures. Hence, it is absolutely essential for teachers to monitor students’ learning and give them feedback. Feedback can be given to individual students, to a group of them, or to the whole class. I try to use all of these methods but I personally believe it is of the utmost importance to give individual feedback as each student has different learning needs.
they get excited, and they begin requesting harder challenges. Students love success and they love getting to higher levels, like in a video game. Math is like a ladder. If you miss a step, sometimes you can’t go on and then you start losing your confidence. I also try and make my lessons more interesting by making it more meaningful rather than just method based learning.
Many students find maths complicated – in what ways do you try to engage students and make learning fun? I try to create a quiet learning environment where students are able to learn and feel confident in seeking assistance.
What drives you to go the extra mile? I go the extra mile purely because of my love and concern for my students. Many students struggle in maths and I try and give them as much help as I can whether it is at lunchtime, after school or any of my free time.
During teaching time I endeavour to break things down into simple concepts and then have the students practise this until their confidence and skills improve. I find that students really respond well to this which means they are engaged with their mathematics learning well.
Also, there are so many outstanding teachers at Birkenhead College who inspire me to work hard. It is in my nature and my upbringing to give myself one hundred percent to everything that I attempt to do.
To be honest, I sometimes do fun and interesting things but the majority of the time I feel that structure, practise, setting high standards and building students’ confidence are my strengths. My number one aim is to build confidence. Confidence begets attention, which begets rich learning. I always reduce things to tiny steps, gauge the size of each step to the student and raise the bar incrementally. Therefore as they grow more confident,
What can other educators take away from your story? Do you have any advice for other teachers? I hope my story inspires other teachers to be passionate about teaching and working with children. My only advice to teachers would be not to consider teaching as a job but enjoy what they do and do their job with genuine passion. We should all be excited about having the opportunity to influence students’ lives and understand the impact that we can have on their lives.
Working Space | Propery
Greater value from your investment Matting and surfacing products made to your specifications
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Limited school resources mean you want your money to be well spent. When investing in ground care equipment, your caretakers want quality machinery that keeps on delivering for years and allows them to do their job better, faster and with greater reliability. The Billy Goat outdoor vacuum makes short work of clearing up leaves, debris and litter. Billy Goat machines are built so rugged, some machines have been in service more than 20 years! How’s that for value for money? Available in Push and Self-propelled models, with a range of optional attachments, cleaning up after events or just everyday outdoor mess is a breeze. Highly manoeuvrable Zero-turn mowers allow your caretakers to mow around 50 percent faster, with less additional trimming - saving them time and you money. Highly stable, with a low centre of gravity, they are much
safer on hills and sloping terrain, easily going were other ride-ons can’t. A small operating footprint allows these machines into and under tight spaces where others simply won’t fit. Durable, American-made mowers from Walker and Hustler last longer, and with both offering interchangeable mowing decks, and Walker’s offering modular attachments, these mowers return greater value for your money than the competition. Superior engineering means regular maintenance is just that, with fewer unexpected repairs and reduced downtime. Stevens Products – a third generation New Zealand business – imports, distributes and services the Walker, Hustler and Billy Goat range of zeroturn mowers, outdoor vacuums and grounds care equipment through a nationwide dealer network of more than 100 outlets. Steven’s can even customise machines to your school’s specific needs. For more information on the Walker Mower, Hustler Mower, and Billy Goat product ranges, contact Stevens Products on 0508 36 77 83 and ask for sales, or visit their respective websites at www.walkermowers.co.nz, www.hustlermowers.co.nz and www.billygoat.com
www.principalstoday.co.nz Term 2, 2014 | 21
Working Space | Learning Tools
Learning history online The worldwide success of Language Perfect, an online language learning tool which tests reading, writing and listening abilities, just isn’t enough for 25 year old CEO Craig Smith. So with no intentions of slowing down, Craig and his team are taking it up a notch once again and announced the release of the 2014 World History Championships on Anzac Day.
Coinciding with the 100 year anniversary of WWI and the 99th anniversary of the ANZAC landings at Gallipoli, the 2014 World History Championships is an online history course which will see students from around the globe competing against each other on the topic of the First World War. The Education Perfect software is the spin-off of Language Perfect, the company’s highly successful first venture which allows schools to have access to all learning data for their students across Maths, Science, English, History and other key subjects. Education Perfect’s history content is a response to a substantial demand from secondary schools to expand the languages product into other subject areas.
It makes you wonder if the Dunedinbased software company Language Perfect team require a smoke screen when it comes to churning out new learning tools and an absence of a rent a crowd strategy, because with more than 200,000 students answering one million questions a day, it’s safe to say Language Perfect is kind of a big deal.
Education Perfect CEO Craig Smith says many schools have found Language Perfect as one of their most successful online tools and were keen to try out the same concept in various subjects. “Since launching the other subject areas at the start of last year we have had a very positive response with users answering millions of questions”, Craig says.
The championships, in which the content has been compiled by a dedicated history team made up of experienced teachers and university undergraduates studying history, will focus on learning about the events that led up to the First World War and the strategy, battles and alliances which resulted. The line of questioning is based on content requested by teachers at the Education Perfect pilot schools. Competing students will be set-up with a login by their teacher. They then use their unique login details to answer questions which will be based around key facts, dates, people and places from WWI. Questions will include short answer, multi-choice, images and multi-media. The line of questioning is matched to support the NCEA curriculum.
Although the 2014 World History Championships will be held on May 7-8, there’s no surprise Language Perfect has a range of competitions up its sleeve which are due out later in the year.
The Anzac spirit was born at Gallipoli and the gallantry and sacrifices by New Zealand and Australian troops are commemorated every year on Anzac Day, April 25.
Royal New Zealand RSA national president, Don McIver says forces from both countries were training in Egypt on their way to the western front, when Lord of the Admiralty, Winston Churchill, saw the need to secure the Dardanelles, the narrow strait between Europe and the mainland of Asia. When allied ships were turned back by Turkish mining and bombardment in the Straits, Allied forces were then sent to capture the Gallipoli peninsula in April 1915. “Churchill needed troops and we were on the spot in Egypt,” Don McIver says.
This year is the 99th anniversary of the Gallipoli campaign and Don McIver notes that despite the importance of the major events of 2015, it is a significant year in its own right. “This year we commemorate the centenary of the declaration of the First World War, a dramatic series of events which had long lasting influence on that and later generations of New Zealanders.” RSAs and local authorities around New Zealand lead Anzac Day commemorations and, this year, up to 40 of them included a field of remembrance. This involves planting a field of white crosses in the community to represent the individual servicemen and women who served in World War One.
Education Perfect World Series: Join 1000+ schools from around the world! History Championships 7-9th May 2014 Language Perfect World Championships 19-29th May 2014 English Championships 28th July-6th August 2014 Maths Championships 28th July-6th August 2014 Science Championships 18-26th August 2014 Register at www.worldseries.educationperfect.com and quote “Principals Today” to receive 50 free entries (valued at $1000 per competition) Phone 03 669 0311
22 | Term 2, 2014 www.principalstoday.co.nz
Education Perfect marketing manager Scott Cardwell and CEO Craig Smith
“It’s incredible to be orchestrating an effort to remember and commemorate WWI to a generation of students who have no direct relatives alive during this period,” Craig says.
Anzacs were simply on the spot New Zealand and Australian troops were deployed to attack the Turkish mainland at Gallipoli because they were on the spot.
History Championship team, Marc Matsas, Joel Labes, Scott Cardwell, Lydia Findlay
“The white cross is a symbol of sacrifice and serves as a poignant visual representation of the sacrifices New Zealand made,” Don says. The Royal NZ RSA sits alongside the Auckland RSA and the Passchendaele Society as a trustee of the Fields of Remembrance Trust, the organisation formed to promote the planting of white crosses to local communities over the World War One centenary period. The Trust foresees that 18,000 white crosses will be planted on Armistice Day 2018 to symbolise all New Zealanders who died in World War One.
The team from Education Perfect
Working Space | Energy Efficiency
Boiler maintenance Solid fuel heating represents the least expensive form of heating for school properties and many years of dependable service in over a thousand locations bear out the reliability of this form of heating. Like all equipment, regular and timely maintenance and cleaning will reward schools with high reliability, lowest running costs, efficient heat generation and assured safety. As the manufacturer of most solid fuel appliances in use in schools in New Zealand, we recommend a regular maintenance and cleaning regime based around the seasonal and weekday availability that schools require. Most of this can be attended to by school maintenance staff, supported by an annual inspection and maintenance carried out by a suitably qualified mechanical contractor.
On a daily basis, ash should be removed from the firebox. This will allow for more efficient combustion and removal of the ash will reduce the carry over of ash into the heat exchanger, hence assisting with maintaining boiler efficiency. Weekly during the heating season the heatexchanger should be cleaned with the brushes provided with the boiler. If brushes are worn, replacements should be purchased. Annually, the boiler should be cleaned completely at the end of the heating season. This will minimise corrosion during the summer and allow the annual inspection to be more effective. Cleaning should include the air chamber under the grate, the walls of the firebox, heat exchanger, flue ducting and the bottom of the chimney. At the end of the heating season, an inspection of the boiler and stoker should be carried out, looking at the condition of the boiler and all
mechanical parts. Any worn parts should be replaced. If the fuel on the grate appears to have been crushed, or contains a high percentage of fines, this can be an indicator the stoker augers require replacement. Fines will prevent correct combustion by smothering the fire. Likewise the grate components should be inspected; any wear or erosion will affect combustion through uneven air distribution. An annual inspection should also include re-certification of the boiler safety valve. With all maintenance and cleaning carried out over the summer, the start of the heating season is the ideal time to carry out a combustion analysis and adjustment, if required, to achieve ideal combustion and minimise emissions. This work is typically carried out by a mechanical contractor, boiler manufacturer or combustion engineer.
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19 Taurus Place, Bromley Christchurch Ph 03 389 7149 www.taymac.co.nz www.principalstoday.co.nz Term 2, 2014 | 23
Working Space | Power Costs
Collaborative approach reaps serious savings The task of managing utility bills is top of the list for some schools following the capping of government contributions to these costs, and one group of primary school chiefs is responding with assertive cost management. Late last year the Canterbury Primary Principals’ Association (CPPA) engaged energy solutions company Schneider Electric to source the best electricity rates in the market for its member schools, suspecting that en-masse, they could negotiate a better deal. That belief was borne out: Schneider Electric has since confirmed that of the 89 school electricity loads taken to market, a lower electricity tariff was obtained for 84. The average monthly saving for each of the 84 primary schools was $400 (a 17 percent reduction); the average annualised saving $4,800; the largest annualised saving for a single school
being $18,348 and the combined annualised saving for all 84 is a staggering $402,912. Through Schneider Electric taking the schools to market together, the schools took advantage of the company’s activity and experience in the electricity market – it placed contracts worth more than $20 million in 2013 – and the economies of scale achieved by a collective approach. The company acted as a project manager, assessing each school’s power usage and needs and securing the more favourable rates, and charging a minimal one-off cost to each participant. Schneider Electric New Zealand country president, Ray Dunn says that, particularly in South Island regions where school heating costs are highly variable depending on the severity of the winter months, it is essential to ensure that the best possible rate is obtained. “We were able to work collaboratively with the CPPA and its network of 209 schools, and take some of the burden off school administrators by using our experience and knowledge, as a company focussed on creating
24 | Term 2, 2014 www.principalstoday.co.nz
energy efficiencies, when approaching power suppliers. “The new deal has been in place since November 2013, and already a 17 percent average reduction has been recorded, which demonstrates the potential for other schools and organisations to make their power bill work smarter for their budgets. “The bottom line efficiencies created for this group of schools will have a long term, beneficial effect, and enable schools to re-allocate the savings to other important areas.” CPPA member and Belfast School principal, Peter Simpson says the process was very simple and seemed a no-brainer for the network of CPPA member schools. “Belfast School’s annual saving equates to approximately $9,000, which will go a long way towards helping us meet the actual cost of our heat, power and water bills. “Currently, we and all other schools receive an annual capped grant from the government towards this cost, but this falls short of the real cost by $10,000 to $15,000 each year – our actual bill last year was $37,500. “The saving has enabled us to take some of the pressure off and direct funding to other areas.”
Learning Space | Maths
Learning Space | IT
Intervention Programme The Numicon Intervention Programme brings all children up to Level 2 of the NZ Curriculum in 12-16 weeks with minimal expense.
gaining a measure of control over our environment. It is the detection of patterns in our everyday lives that makes life predictable. Farmers, market gardeners, fishermen, commuters, accountants and economists all love patterns and the ability to predict! We know when plant, harvest, catch a bus, and when to start work!
Numicon is now the first preferred programme of maths education in the UK and has been taken by teachers and parents worldwide because of its huge success rate. Research has shown that children who gain good foundations in Numicon in their early years are head and shoulders above students choosing maths and maths related subjects at high school. It’s like a building that will stand a long time; the foundations for learning about numbers, our number system and what numbers can do-they go deep!
If there is a pattern of bright and verbally communicative students failing maths, children with learning difficulties and others not seeming to retain their learning, then the Numicon Intervention Programme is for you! The Numicon Intervention Programme begins with an assessment that shows the gaps and misconceptions children have about number. The teaching programme is based on Closing the Gap and the Years 1 and 2 programmes taking children to the equivalent end of Stage 5 in the NP. It’s important to get the foundations right with the Numicon Intervention Programme.
These are the options for use: • RTLB, Teacher or SENCO to supervise teacher aides running the programme at Primary, Intermediate and Secondary School levels • Assigned teachers in the school running the programme as many times as possible in the school week.
Activities are based around children exploring, discussing and learning through conversations. They make predictions following the patterns that can be applied to problem-solving. Pattern and order is essential for children of all ages. Seeing patterns is what enables us to generalise and then to predict what comes next, therefore
26 | Term 2, 2014 www.principalstoday.co.nz
This programme is commensurate with the NZ Curriculum. It is only available through attending a training course by a Numicon consultant. Contact us today at www. numicon.co.nz where there is more information on this programme.
School Web Obviously, being able to access instant information has made the Internet a bit of a hit. But with continually evolving software and higher spec hardware to run it, keeping up with the pace of change can seem a little daunting. But it doesn’t need to be if you get the right people to advise and help.
Let’s say it’s been a few years since your website was given a facelift, then SchoolWeb may be the answer you’ve been looking for. The SchoolWeb Website Content Management System (CMS) is an easy and cost-effective way for schools of all sizes to implement a website. The system allows schools to log in to a password protected system and maintain their website. Unlike other competing systems, SchoolWeb allows full control over creating and amending webpages, and it’s almost as straightforward as using Microsoft Word! You do not need any knowledge of HTML, web programming or how to upload your site using complicated FTP software. You can update the site from wherever you have a web-browser and an Internet connection.
through the CMS system that’s easy enough for even the most technophobic classroom teachers and admin staff to use. As well as a general website media, 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 way moderated by the schools. Newsletters, calendars, homework downloads, classroom projects with visitor and parent comments, forums, rosters, resource bookings, calendars, blogs and surveys are among the many abilities of the SchoolWeb system. The schools are in control and anything is possible.
To begin with, your website is designed by a professional graphic designer, who goes to great lengths to ensure that the graphical design reflects the unique culture of the school. Then free training is provided to get you started and there are no expensive yearly licensing fees.
Another focus is the growing trend towards integrating content from external websites. School web allows content from Youtube, Teachertube, Slideshare, Twitter, Blogger, Google Apps and numerous other style sites to be easily embedded into the system.
Now of course you’ll want to update, improve and adapt your site as time goes on, so all the editing is done
Schools can obtain more information from either www.schoolweb.co.nz or by calling 0800 48 48 43
Learning Space | Money
New financial education toolbox rolled out to schools Teachers across New Zealand will now have access to a brand new suite of tools and resources to help them teach financial literacy in the classroom. The FCP toolkit (Financial Capability Progressions toolkit) has been launched to all schools after the Ministry of Education and the Commission identified a need to support schools and teachers with integrating financial capability across the school curriculum at all levels. Retirement Commissioner Diane Maxwell says financial literacy is an essential life skill and embedding it in the school curriculum makes absolute sense.
“We want young people to leave school equipped to make good decisions about money from an early age. “We want them to be on the winning side of their decisions because they know the fundamentals and they know what questions to ask. These tools for teachers will make a significant difference in achieving that goal,” she says.
The resources were developed collaboratively by the education sector and the Ministry of Education, with support from organisations such as the Commission, Young Enterprise Trust, and Massey Fin-Ed Centre.
The suite of materials is designed to help educators teach financial literacy across a range of learning areas. Aligned to curriculum levels 1-8, the toolkit will take students through all levels of financial literacy – from money basics, such as recognising coins and notes, to more complex financial knowledge, such as calculating exchange rates against New Zealand’s currency.
Learning Space | Tutoring
Number Works’n Words Is the never ending pile of paper work and reports getting you down and taking away from your love of teaching? If you want to actually focus on teaching why not consider a change?
Owning your own NumberWorks’nWords franchise is the refreshing change you have been looking for. It allows you to work independently and concentrate on teaching children, rather than being bogged down in the education systems bureaucracy. NumberWorks’nWords has been tutoring children for 30 years and is one of the world’s most experienced and successful after-school tuition providers. The successful franchise is deeply passionate about helping children and has more than 23 centres in New Zealand and 30 in Australia. Marketing manager Jan Gumbley says a NumberWorks’nWords franchise is the ideal answer for “teachers looking for a change and want to own their own business”.
“The marketing is vitally important to increase recognition, generate leads and get new students through the door,” Jan says. “One of the main benefits we offer is full training before opening your franchise, as well as assisting in the early days of the centre and at key times during the year.” The management training programme covers all aspects of starting up and running a NumberWorks’nWords centre. Regular in-centre assistance means you are well supported in running your own business, plus ongoing training is provided to maintain high teaching standards. Why own a Number Works’nWords centre: • Job satisfaction
She says there are opportunities for new franchisees throughout the country and the marketing team will work with you to ensure your territory can demographically support a successful centre.
• Great financial returns
The NumberWorks’nWords team will help guide you through every step of the process of setting up your own centre; from providing advice on the best type on building, décor, signage and ongoing strategic marketing.
If you are interested in finding out more about owning a NumberWorks’nWords franchise, please contact Maurice Smith (09) 522 0800 or visit: www.numberworksnwords/ franchiseopportunities.co.nz
• Join a team of energised teaching professionals • A proven product • Ongoing support and development.
www.principalstoday.co.nz Term 2, 2014 | 27
Learning Space | Election 2014
Learning Space | Snippets
News in brief
for the 2014 General Election This year is election year and schools play an important role in encouraging students to have a say on decisions that affect their lives now and in the future. Chief Electoral Officer Robert Peden says “Developing students understanding of the decision making process and knowledge about how they can participate is an essential step to ensure they become active citizens”. The Electoral Commission is seeking to build on the success of the Kids Voting programme and popular Your Voice, Your Choice teaching units that encourage students to have a say on the decisions that affect their communities. “Civic participation is a behaviour learnt from parents, whanau, teachers and communities from a young age. The Electoral Commission wants to support schools to deliver effective civics programmes to prepare students to become life-long voters,” he says. Free teaching units aligned to the New Zealand curriculum are available for
Ancient sex education
The Commission has also developed a Māori-medium resource, TūrangaMua, TūrangaTika, aligned to TeMarautanga o Aotearoa.
Ancient artefacts are being used in the UK to help broach the topic of sex education with high school students.
“We know that people who vote the first time they’re eligible are more likely to become life-long voters. It’s so important that our young people learn to value their vote from the outset,” Robert says.
The Sex and History teaching programme was developed by students from The University of Exeter to help prompt discussions about sex and sexual relationships.
primary schools (Years 7 and 8) and secondary schools (Years 9 and 10).
Kids Voting provides students with an authentic voting experience by holding a classroom voting activity using real candidates and real parties. Ballot papers will be available from the beginning of September. Students can compare their results with results of the real election. Feedback from the last election suggests that the curriculum-linked teaching units and Kids Voting activity were fun and easy for both students and teachers. Many teachers reported learning a lot themselves about New Zealand’s system of government and participating at elections. Find out more or register your school for Kids Voting at www.elections.org.nz
The artefacts from China, Rome, Greece and Africa include a chastity belt, Roman phallic amulets and an entwined ivory couple from China. The objects, normally kept in the vaults of the Science Museum in London, are now on display to help 14 – 19 year olds overcome their embarrassment. Coloured and disabled students more likely to be punished Coloured and disabled students in the state of Wyoming, in the United States, are more likely to be punished, suspended and expelled from school. Data recorded by the US Department of Education in 2011- 2012, released this year, shows students classed in these categories are systematically denied access to education. Black students were suspended and expelled at a rate three times greater than white students. Students with disabilities were twice as likely to receive an out-of-school suspension compared with non-disabled peers. At Laramie County School in Wyoming 78 percent of students arrested are Latino students with disabilities. The reason for the higher number of punishments is often a result of subjective offenses like disrespect rather than objective offenses like fighting, bullying or smoking. Pakistan receives $1 billion education boost The United Nations will donate $1 billion to Pakistan to help create universal education for all children. More than seven million children, including four million girls, in Pakistan aren’t at school. The country has the
second highest number of children out of school in the world. The UN’s donation will kick start the biggest education expansion in the country’s history over the next three years. It is hoped the Pakistan government will support the billion dollar pledge by raising their education budget.
Education at all costs East Asian families are putting themselves into debt and going to extreme lengths to give their children a higher education. In countries such as China and South Korea a mentality is developing in the lower and middle class which is seeing parents foregoing necessary healthcare, selling their homes and borrowing money from family members to pay their children’s tuition bills. In one extreme case an 18 year old son was accepted into a prestigious medical college in Hefei. However, the family was already struggling to pay medical bills after the father suffered a stroke two years earlier. The father feared the family would not be able to afford the son’s tuition fees as well as the medicines he needed, so he killed himself by swallowing pesticide. Herbal medicine offered as alternative flu vaccination Teachers at some Wellington schools can opt for a course herbal medicine and vitamins as an alternative to a flu vaccination to fight the flu. Some schools across the region have seen a decline in the number of teachers opting to have the jab due to personal reasons and are offering alternatives to the vaccination including multi-vitamins and echinacea. These options are not being offered to students. The Ministry of Health promotes immunisation as the best protection against the flu with 400 people dying from influenza in New Zealand each year. Scientific evidence to show that echinacea and vitamins ward off the flu is lacking.
MusaSchools are Kiwi made school musicals with superb stories, characters and catchy original music! Each musical has a central theme that can be used in conjunction with what you’re doing at school, or you can choose the one you like the look of. Save precious time as each MusaSchools musical is accompanied with ALL the resources needed to get your show on to the stage. You will receive all the letters to send home, suggested rehearsal schedules, handy tips, links to the NZ Curriculum and loads more...
If you order your 2014 MusaSchools musical by the end of May, you will get $100 off the original price!
Check out musaschools.com for more information and ordering. 28 | Term 2, 2014 www.principalstoday.co.nz
Learning Space | Super Students
Thomas Morgan Our bodies produce it whenever our skin is exposed to sunlight and not enough of it causes our bones to weaken. Often referred to as the “silent epidemic”, vitamin D deficiency is one of the causes of osteoporosis which affects more than half of New Zealand women and nearly a third of men over the age of 60 years, according to Osteoporosis New Zealand. We don’t generally tend to think too deeply about mushrooms – except to cut up and throw on a pizza or put in a quiche – but one Marlborough Boys’ College graduate took it upon himself to learn how to measure vitamin D2 content in mushrooms, and in doing so won one of New Zealand’s most valuable science awards – the Prime Minister’s Future Scientist Prize 2013 worth $50,000. Eighteen year old Tom Morgan, originally from Blenheim, learned about the growing worldwide problem with osteoporosis. He grew oyster mushrooms in the dark, and exposed them to ultraviolet light (UV) for varying periods of time before testing
By Davina Richards
their concentration of ergocalciferol or vitamin D. It revealed that the mushrooms contained a high concentration of vitamin D when exposed to UV light treatment. His project was completed with the use of basic laboratory equipment and chemicals, and thorough research in the field helped him to develop and apply his own testing method. “I came across a few major challenges along the course of the project. The first was trying to work through and produce my own method which would enable me to measure the level of vitamin D without using the sophisticated lab equipment usually required, and that I didn’t have access to in Blenheim. “This made up a major proportion of the time spent on the project as, according to all literature I read, the method I came up with to measure vitamin D hadn’t been done before and thus took a lot of research and trial/error to find a suitable method that would work with the equipment available to me,” Tom says. “Next was that the window for testing was very dependent on whether the oyster mushrooms had fully matured.
Of course this occurred over the school holidays, but luckily I was able to set up a makeshift lab in the back shed to do much of the sample processing.” Tom heard about the Realise the Dream science program after winning the top prize at the Marlborough Lines Science and Technology Fair. He was presented with the award last November at the Royal Society of New Zealand in Wellington.
school. However, not in a million years had I ever imagined winning an award as prestigious as the Prime Minister’s Future Scientist Prize and so it was a huge honour and privilege. “The Realise the Dream science program was such an awesome experience where I learnt so much and hopefully have made many lifelong friends.”
Tom, who is now in his first year at the University of Canterbury, spent more than three months working on his project and said winning the prestigious award was a massive shock.
The scientific achievement means a commercial opportunity may be on the horizon, as it can provide health benefits to those suffering from vitamin D deficiency, but more testing needs to be carried out.
“I had always had a goal right from an early age to win the local science fair so it was an absolute dream come true when I achieved that in my final year at
“I am really interested in biomedical engineering and at the moment I’m planning to enter this field through a mechanical engineering degree.”
By Laura Hall
At just 13 years old Amelia Garvey has played alongside, and competed against, some of the biggest names in the world’s golfing circuit - including Lydia Ko.
Golf coach Jason Tilley and Amelia Garvey The nerves went after the first couple of holes, once I got into it and I ended up making par so that was fine.” In February the Burnside High School student played in the New Zealand Women’s Open golf tournament at Clearwater Golf Club in Christchurch, making her the second youngest competitor to play in the tournament. Her passion for golf was sparked on her sixth birthday when her Dad bought her a set of plastic golf clubs. “He saw me swinging them out in the backyard one day and said, o yeah she’s got a good swing, so he took me out to a golf club and it all stared from there,” Amelia says. During her eight years of paying golf, Amelia says she has learnt to be patient and dedicated - two attributes she says any pro golfer needs to have mastered to succeed.
And it seems this 13 year old is certainly dedicated to her sport, putting in five full practise session each week. “I live right next to Russley Golf Course and I practise their three times during the week after school and on Saturday and Sunday I play several rounds at the Kaiapoi Golf Club.” Amelia confidently qualified for the New Zealand Women’s Open in January thanks to playing the course several times before the qualifying round. But her nerves briefly got the better of her when she walked up to the first tee at the New Zealand Women’s Open, the first professional tournament she has ever played in. “I felt nervous on the first tee and I actually put it (the ball) into the water on the first swing but I made up for it.
Playing at a professional, international golf tournament is a worthy accomplishment for any golfer. So when Amelia describes making par, an admirable result even for a pro, as “fine” you know she has her goals set high. She says she looks to Lydia Ko for inspiration “because she shows that it is possible to be one of the best in the world so young, it’s good to know that’s possible and have it as a goal,” she says.
Amelia says she is starting to go to a lot more tournaments around the country thanks to the recognition she received at the New Zealand Women’s Open. In March she competed in the South Island Secondary Schools Golf Tournament held in Oamaru and in April she played in the New Zealand Amateur Championship in Nelson. At such a young age Amelia is definitely one to watch with her goals set high for the future. Her current aim is to make it into the National Development programme, which supports and drives emerging young talent. Next year she wants to qualify for the New Zealand Women’s Open again, saying “It might be easier going into it next year knowing what it’s like and hopefully I’ll do better”.
Balancing school work with golf practise and competing in tournaments is no easy feat but Amelia Eventually Amelia wants to go pro and pulls it off. “Burnside is really good compete in tournaments overseas. cause they let me have a lot of time off With her raw determination there’s no for golf tournaments and they help me doubt she wont achieve anything she catch up with my work,” she says. puts her mind to. www.principalstoday.co.nz Term 2, 2014 | 29
Learning Space | Fundraising
Learning Space |Events Diary
40 HOUR FAMINE More than 2.5 million Kiwis have participated in what is arguably New Zealand’s most successful and iconic fundraising drive during the past four decades. Through their generosity, $72 million has been raised for World Vision’s emergency and sustainable development work around the world. “We are extraordinarily appreciative to the millions of Kiwis who’ve helped us improve and save lives over the past 40 years. For a little country, we have managed to make a huge difference in the fight against poverty,” says World Vision CEO Chris Clarke. This year’s 40 Hour Famine will begin at 8pm on Friday, May 23 and end at midday Sunday, May 25. The money raised will go to Malawi in south-east Africa which is in the midst of a severe food crisis brought on by extreme weather conditions. Further, one in eight children there don’t make it to their fifth birthday. The funds will be used to address issues of food insecurity and nutrition, as well as long-term sustainable agriculture projects and community health initiatives. “We really encourage any Kiwi who has ever participated to help Malawi this year. You can do the Famine yourself, sponsor someone who is, or make a one-off donation via our website”. World Vision has also announced the four celebrity teams participants can align themselves with when they signup online. They are:
• Team Yellow: The Edge Night Show hosts Marty Hehewerth and Steph Monks • Team Blue: The Blues rugby players Francis Saili and Lolagi Visinia • Team Red: The Crusaders rugby players Codie Taylor and Jordan Taufua • Team Green: The 4.30 Show’s Massad Barakat-Devine, Eve Palmer and Michael Lee Team Yellow’s Marty, who travelled to Malawi with World Vision late last year says, “I feel hugely passionate about raising awareness and money for Malawi because I’ve seen first-hand how much they need our help. I think we should feel lucky that we’re in a situation where we can help others.” Team Blue’s Francis recalls doing the 40 Hour Famine at school and says it’s great to now be an ambassador. “Hopefully we’ll see lots of people signup to do the Famine with Team Blue!”
Funds raised enable school kids to go on a Zoo-fari Students from low decile Auckland primary schools will get to experience Auckland Zoo free of charge in the ‘Zoo-fari’ programme after $57,000 was raised by The Warehouse Group (TW Group) at The Bob Tindall Classic Golf Tournament, held at Muriwai during March. A cheque for $57,000 was presented by Sir Stephen Tindall and Paul Walsh, The Warehouse Community & Environment Executive GM, to Auckland Zoo for the ‘Zoofari’ programme, which aims to see more than 3,000 children through the gates this year. The first intake of school children on the Zoo-fari programme will be at the commencement of Term Two in May.
EVENTSDiary MAY - JULY Science Roadshow The Science Roadshow is travelling around Auckland during the months of May, June and July and coming to a school near you. The Roadshow gives children, teachers and the wider community the chance to explore science through touch and feel. The show provides real life contextual elements and exemplars, encourages co-operative learning and adds to teachers’ knowledge. Every year the Science Roadshow is experienced by around 47,000 students, 6,000 teachers and accompanying adults from more than 600 schools nationwide. For more information or to register, visit: www.scienceroadshow.co.nz
MONDAY, MAY 19 – JUNE 16 National Young Leaders’ Day National Young Leaders’ Day (NYLD) is back once again and geared up to inspire the young people of Aotearoa. The roadshow for primary and secondary students, is touring the country bringing the event to Auckland down to Dunedin. NYLD is inspirational, challenging and practical, aiming to develop student’s leadership skills. Speakers from different industries, backgrounds and walks of life share their stories and leadership journeys. The speakers are positive role models such as sporting heroes, TV personalities and top business people. To register, visit: www.nyldnz.org
TUESDAY, MAY 20 – ASHBURTON THURSDAY, MAY 22 – DUNDEDIN Learning @ School Roadshow The Learning @ School Roadshow brings you a jam packed day of speakers, workshops and collaborative discussion sessions focussed on technology in the classroom. Join the Learning @ School Roadshow conference in Dunedin and Ashburton to discover even more ways to make the most of ICT opportunities in your school or early childhood centre. Topics cover digital storytelling in early education, modern learning environments, designing curriculum for modern learning environments and connecting your professional learning. To register, visit: events.core-ed.org 30 | Term 2, 2014 www.principalstoday.co.nz
THURSDAY - SATURDAY, MAY 22-24 CHRISTCHURCH SUNDAY - MONDAY, JUNE 8-9 - HAMILTON Careers Expo The Careers Expo is a great opportunity for your students to get first hand careers advice, meet recruiters, tertiary and training providers to help plan their pathway. Whether they’re about to leave school or trying to decide what subjects they need to take in secondary school for future careers, this expo will answer all of their questions. There will also be presentations by experts, to help students make the most of the expo. Exhibitors at the 2014 Careers Expo include universities, polytechnics and tertiary institutes, trade and industry, employers and government agencies. For more information, visit: http: www.careersexpo.org.nz
TUESDAY JUNE 10 Teachers’ Art Development The Teachers’ Art Development is an intensive two hour long workshops designed to up skill primary school teachers in art. The workshop will help you engage with your students more confidently and give you new inspiration to explore and teach the subject. The class will give you a plan to take back to your classroom and all information is aligned with the current key competencies and curriculum guidelines. These workshops can be delivered in your school part of a teachers only day professional development or as an after school class. To register, visit: www.lopdell.org.nz
WEDNESDAY, JUNE 11 NBS Academic Quiz: Intermediates The Intermediates Academic Quiz is the greatest quiz event for students at the top of the South Island. So get involved and get a team of the six most amazing brains you know then create a fantastic name and register to enter. To register, visit: www.ministryofinspiration.org
Issue 102 of Principals Today magazine