School News NZ - Term 2 - 2016

Tarawera High School: Maori focus key to success Essential Reading for Principals • Department Heads • Property Managers • Professionals

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SUBSCRIPTION ENQUIRIES $42 for 12 Months $72 for 24 Months Phone (03) 365 5575 subscriptions@schoolnews.co.nz www.schoolnews.co.nz ADVERTISING Pip Casey (03) 974 1037 p.casey@schoolnews.co.nz EDITORIAL Anna Clements editorial@schoolnews.co.nz PRODUCTION Richard McGill r.mcgill@schoolnews.co.nz CONTRIBUTORS Anna Clements, Bill Walmsley, Brent Leslie, Caroline Page, Chris Jarnet, Elaine Shuck, Gordon MacDonald, Heart Foundation, Ian Vickers, Jamie Cashmore, Jenny Barrett, Lucy Prestidge and the New Zealand Blood Service.

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news 04 Ministry News 06 News Round-up

profile 08 Tarawera High School: Maori focus key to success

what's hot 10 What's Hot

education 12 Special Report: Irish author John Boyne on nurturing the creative writer – and the importance of celebrating uniqueness 14 Principal Speaks: Tihei Mauri Ora: Breathing new life into a community school 16 Bullying: Make bullying a thing of the past 18 Professional Development: What skills do our students need to succeed at work?

administration 20 Student Management Systems: Which SMS is right for your school?

28 Websites & Apps: Using websites and apps to market your school

30 Student Transport: It’s a school’s responsibility to provide safe and efficient student transport

teaching resources 32 STEM: Time to get serious about STEM education 34 Interactive Teaching: Digital tools for interactive teaching 38 Technology: 3D printers becoming increasingly user-friendly for schools 40 Book Reviews 53 Online Review Writing Tool: New website extends teenage readers

food & beverage 54 Canteens & Tuckshops: Why it’s time to review your canteen or tuckshop

58 Cooking Club: Exploring diversity during cooking

external learning 59 Physical Challenges: Breaking down barriers through physical challenge

PO Box 5104, Papanui Christchurch, 8543, New Zealand Phone: (03) 365 5575 Fax: (03) 365 1655 Email: mail@multimediapublishing.co.nz www.multimediapublishing.co.nz

62 EOTC: Connecting with the wider world 64 School Camps: Planning your school camp

health & safety 70 HSWA 2015: Forget stories about being sued, everything’s going to be fine

72 Teacher Wellbeing: He Tangata! He Tangata! He Tangata!

SCHOOLNEWS WELCOMES EDITORIAL CONTRIBUTIONS AND IMAGES ON RELEVANT TOPICS FOR FEATURES, NEW PRODUCT PROFILES AND NEWS ITEMS. Please email to editorial@ schoolnews.co.nz. Images should be in high resolution (300dpi) JPEG or TIFF format. Editorial queries should be directed to the editorial department on (03) 365 5575.

property 73 74 78 82 84

PA Systems: Fixing and adapting your school’s paging system Solar Energy: Larger solar arrays on latest Schoolgen schools Access Control: New sophistication in access control Mowers & Tractors: Choosing the correct mower will save time Shade Sails & Canopies: Which shade sail or canopy for your school?

86 Sports Fields Maintenance: Restore worn sports fields with spring seeding 88 Acoustics: Why acoustics are so important in multi-use spaces

sports & recreation 90 Fitness: Skipping for heart health

Kia ora and welcome to School News for term two.

There are so many extraordinary things happening in New Zealand education that it’s difficult to know where to begin. Everywhere we look, we find teachers and students doing exceptional work and making remarkable achievements.

It is great timing for our new website and Facebook page as we can now share their inspirational stories with you more easily. Our new website – www.schoolnews.co.nz – is mobile friendly and very easy to navigate.

We celebrate the success of David Aston from Glenfield College who won Teacher of the Year from a field of 44,000 at the VEX Robotics Competition in Louisville, Kentucky last month.

And that of the Lynfield College robotics team who took out the Supreme Excellence Award at the same competition, making them the international champions out of 1072 competitors.

We meet principal Helen Tuhoro who is leading phenomenal change at Tarawera High School in Kawerau, Bay of Plenty.

The school’s NCEA 1 results are up from a worrying 36.3 per cent in 2013 to 85 per cent in 2015 – and that’s just the start of the story.

At Ngaruawahia High School in the Waikato, it’s a similar tale with principal Chris Jarnet at the helm. Chris called on the wider community to support the decile two school and the response has been tremendous – attendance, engagement and achievement are all on the up. Enrolments for 2016 climbed by 40 per cent, vandalism to school property has ceased, and 2000 locals attended the most recent school production.

We look at ways your school can stamp out bullying, and are excited to share the story of KiVa, an anti-bullying programme that has recently been introduced to 12 New Zealand schools. KiVa was developed in Finland and after one year of being used in 234 schools there, bullying had ended in 86 per cent of cases.

Now that the reforms to health and safety regulations are in effect, we hear from Gordon MacDonald, chief executive of WorkSafe, New Zealand, about the impact on schools and educators. Mr MacDonald’s overriding message to schools is, that contrary to some news reports, it’s okay to continue to let kids be kids by allowing them to take low-level risks. And our resident wellbeing expert, Ian Vickers, explains how the new Act supports educators by spelling out ways teacher wellbeing can be improved.

In fact, we find out that taking risks, particularly through physical challenge, is actually key to personal growth. “Rising to physical challenge allows kids to explore beyond what they thought were their limits,” explains Graham Seatter of Hillary Outdoors education centres. It boosts their confidence, self-esteem and interpersonal skills.

Wishing you all a happy, healthy and successful term two.

Noho ora mai.

Term 2 - 2016

school news

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News | Ministry News

Oxana is New Zealand’s top scholar New Zealand’s top student has been officially recognised - it is Oxana Repina, 18, who graduated from west Auckland’s decile five Rutherford High School last year.

Ms Repina has been awarded the Top Scholar award by prime minister John Key at a special ceremony in Wellington.

“The award recognises achievement at the highest overall level of academic excellence,” says Ms Parata. “Oxana’s success is something she and her school can be incredibly proud of.”

Oxana received seven New Zealand scholarships. Six of these were at an outstanding level and in two of these she got top marks in the country.

“Her success is a demonstration of what can be achieved with hard work, application, and the support of schools and whanau,” says Ms Parata.

will continue to be a wonderful example for all our young people as they create their own pathways in the future,” says Ms Parata.

Students passing driving tests can gain NCEA credits Students passing driver licence tests are now eligible for a limited number of NCEA credits.

A government interagency group has made this possible after employers asked the Ministry of Education to look at increasing young people’s chances of employment. One way to do this is to provide an extra incentive for them to gain their licence.

The NCEA credits are not awarded in specific areas like literacy, but acknowledge the significant levels of varied knowledge and skill needed to pass driver licence tests.

Students can obtain up to eight NCEA credits by passing tests for the Class 1 driver licence

In addition to her success in the scholarship examinations, Oxana was a gold medal winner in the International Geography Olympiad and was recently part of the Young Blake Expedition to the Sub-Antarctic.

Class 1 licences apply to cars, as opposed to heavier vehicles or motorcycles.

“I congratulate Oxana on her success and wish her the very best for the future. I’m sure she

• A Restricted Class 1 driver licence counts towards NCEA Level 2 (4 credits).

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• A Learner’s Class 1 driver licence counts towards NCEA Level 1 (2 credits).

Having a driver's licence improves students’ future prospects People aged 16-24 are the biggest age group without driver licences, and yet certain industries, such as construction, are difficult to enter without one.

Having a licence can also enable people to engage safely in everyday tasks like travelling to job interviews, travelling to and from a job or training course, and providing safe transport for family.

• A Full Class 1 driver licence counts towards NCEA Level 2 (2 credits)

a roll of 634 students in years seven to ten, and is built on land that was formerly swamp.

Obtaining a graduated driver licence takes a minimum of 18 months. It involves a significant level of literacy, skill development, problem solving, and the ability to quickly make decisions that contribute to safe driving.

“The size of the opening day roll is testament to the vision and hard work of the Establishment Board of Trustees and principal Fraser Hill,” says education minister Hekia Parata, who was due to attend the official opening, but was unable to get to Hamilton because of fog.

Students must be at least 16 years old to take the first step and sit the learner licence theory test.

The process and cost of sitting a test through the Transport Agency’s network of agents remains the same.

After passing a test, a student can show their licence (learner, restricted or full) to their school or tertiary organisation, who in turn reports the credits to NZQA. The credits will then be part of the student’s NZQA Record of Achievement.

school news

Term 2 - 2016

“I’d also like to pay tribute to my colleague (MP for Hamilton East) David Bennett for his advocacy on behalf of the fastest growing area of the city.”

Construction is ongoing and includes specialist learning spaces for food technology, performing arts, music suites and a recording studio.

New junior high school officially opens in Hamilton

The school uses the latest environmental technology, such as collecting rainwater for nondrinking purposes, and using intelligent controllers for lighting and heating.

The doors of another school have been officially opened, this time in Hamilton’s fast-growing northeast.

Rototuna Junior High School has

From the first term of next year, it will be joined by Rototuna Senior High School, which will share the site and some facilities.

Ministry News | News

$9 million upgrade for Halswell Residential College A soil-turning ceremony has marked the start of a $9 million upgrade of Halswell Residential College in Christchurch.

Halswell Residential College provides round-the-clock special education for children and young people with complex needs.

Students at the school are supported by specialist resources, individualised programmes and highly-trained staff in a stable and nurturing environment.

Four new family-style villas will be built to accommodate up to 32 students. These will replace the institutional-style accommodation blocks and help enhance the school’s education programme.

A multi-purpose learning environment will also be built,

allowing students and staff to be together in a welcoming and multi-functional space. The redevelopment also includes earthquake strengthening of the main school buildings and an upgrade of the carers’ accommodation.

This redevelopment will strengthen the school’s ability to deliver quality education and support to children and young people with some of the highest needs. It will also improve transitions for students and their families back into their home community.

The upgrade is expected to be completed in January, 2017.

Free online maths tools for secondary students Education minister Hekia Parata says thousands of secondary school students will have free

access to new online tools to help them with maths and literacy.

will also be able to view students’ progress online.”

E-Ako Maths is an interactive online resource currently used every year in primary schools. Since 2012, tens of thousands of students have solved maths problems and answered questions at their own pace to enhance their class work.

Ms Parata says that secondary students will also now have access to the Tertiary Education Commission’s Pathways Awarua literacy and numeracy modules.

“This is one of many innovative ways we are building kids’ confidence in maths, and we’re now extending it to secondary students in both numeracy and literacy,” says Ms Parata. “From today, it will be available to every one of the country’s state and state-integrated schools.

“Students struggling to obtain NCEA Level 2 will particularly benefit from the literacy and numeracy modules, especially as they’ll be able to use them anytime.

Teachers, parents and families

“TEC is helping us to make Pathways Awarua freely available to all secondary students.

“This resource has been designed for those needing help with literacy and numeracy and includes relevant, real-life examples. With over 390 interactive learning modules, secondary students will be able to access support for their numeracy, reading, writing and listening.

“These tools will support young people to obtain NCEA Level 2 and set themselves up for a brighter future,” says Ms Parata.

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News | News Round-up

Stress levels high amongst New Zealand teachers Stress levels are high amongst New Zealand teachers with results of a new survey revealing that seven per cent “always” feeling stressed and anxious at work.

The survey, conducted by Dr Ursula Edgington, an independent researcher, attracted more than 500 respondents within 24 hours of being released. Some added lengthy comments providing “fascinating insight into the lived experiences of teachers in New Zealand schools,” says Dr Edgington.

Most of the 100 respondents reported themselves as working in the primary sector (82 per cent) with ten per cent from the intermediate and eight per cent from the secondary sector.

“The disproportionate numbers of participants from primary schools may have skewed the results slightly, however this adds interesting context to the outcomes.

For instance, we welcome comments from those who have worked in both sectors - what was your experience of stress at each school?”

The questionnaire asked: ‘In a typical week, how often do you feel stressed or anxious at work?’ and 72 per cent responded either that ‘most of the time’ or ‘about half the time’ they felt stressed or anxious (about 35 per cent for each category), 20 per cent commented that ‘once in a while’ they felt these symptoms, whilst only one respondent commented that they ‘never’ felt stressed or anxious.”

Another question focused on some of the possible causes of this stress and anxiety with 73 per cent of respondents citing “own workload”. Half cited “pressures from management”, “student needs” and “student behaviour”, with teachers not feeling they had adequate support from their school for students with complex needs.

The lowest-ranking answer of all the choices provided was ‘audit and inspection’ which often ranks very highly for teachers in the UK

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school news

Term 2 - 2016

under pressure from accountability measures, says Ms Edgington. This potentially indicates a stark contrast between the negative impact of Ofsted on UK teachers’ lives and the more sensitive approach from New Zealand’s Education Review Office (ERO).

This question also had an ‘other’ comments box which revealed a series of other relevant issues: 10 per cent commented that bullying – either from management or parents or both – was a major cause of their stress and anxiety.

Now secondary schools have access to an online “toolkit” designed to help turn these patterns of underachievement around.

Building company partners with college for industry-focused programme

Autism book offers strategies for teachers A book offering practical approaches for teaching those with autism spectrum disorder (ASD) is aimed at building the confidence of classroom teachers who can make a big difference to the learning of young people.

Dr Jill Bevan-Brown, an adjunct professor at Massey’s Institute of Education and respected for her expertise in the field of autism, and her colleague Dr Vijaya Dharan, hope their book will inform and inspire teachers of children with ASD. Approximately one in every 100 children in New Zealand is diagnosed with ASD, and the number is expected to inrease. But few teachers have training in the area.

The book, Autism Spectrum Disorder in Aotearoa New Zealand: Promising practices and interesting issues, (NZCER Press), is a “smorgasbord” of 16 chapters of evidence-based approaches that have been trialled and written by special education teachers and psychologists.

“A great deal of research and time has been put into developing this Toolkit from both the Starpath team and its partner schools.

We are pleased and excited that our strategies can now be made available to all secondary schools in New Zealand.”

Starpath director Cindy Kiro

The Starpath Project is based at Auckland University and works with low-to-mid decile schools to improve student outcomes. Since the project began in 2005, a total of 39 secondary schools in Auckland and Northland have adopted Starpath practices. The Toolkit is a proven set of strategies developed within these schools to raise achievement.

“In the past ten years we have learned a great deal about data utilisation within schools, about literacy and leadership practices and the opportunities available to Maori and Pasifika students, particularly in low decile schools, to learn and achieve,” says Starpath director, professor Cindy Kiro.

A building company is partnering with Tauranga Boys’ College to help deliver a new industry-related programme for year 13 students keen to embark on a career within the construction industry.

Mr Mangan, Tauranga Boys’ College principal, says the school identified a gap between finishing education and entering the building industry.

“We found our students were finishing school but finding it challenging to start careers in building, electrical, plumbing and so on. This new programme is not an apprenticeship but a pathway into the industry,” he says.

Classic Builders co-director Matthew Lagerberg says while the school is providing the teaching and building environment for the programme, Classic Builders is acting in a strong support role.

Autism Spectrum Disorder (ASD) is a complex and increasingly prevalent condition which most educators will encounter during their career,” the editors say.

New online toolkit to help lift secondary achievement In 2013, just over one in two Maori and one in three Pasifika students left school without a formal qualification.

Building lessons at Tauranga Boys' College

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Profiles | Tarawera High School

Maori focus key to success at Tarawera High School For anyone following the progress of Maori achievement in schools, Tarawera High School is not so much a beacon of hope as a leading light.

It’s a decile one school in which 85 per cent of the students are Maori, and if you are up to date with statistics around deciles and Maori achievement, you could be forgiven for expecting its academic results to be poor.

But Tarawera High School is bucking the trend – its 2015 pass rate for NCEA 1, 85 per cent, is above the national average, across all deciles and ethnicities, and 12 points above the average for Maori students.

It hasn’t always been this way. The school opened in January, 2013, on the grounds of the old Kawerau College, catering to students who would previously have attended the college or Kawerau Intermediate. The closures had not gone down well with locals, and media reports described “noisy opposition” from the community.

To top it off, one of the town’s major employers, Norske Skog, laid off 110 workers at the same time. Things were not too rosy in

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Kawerau, a town of 6,400, in the eastern Bay of Plenty.

Helen Tuhoro was appointed principal. She was well-versed in community life having previously served four years as deputy principal at Kawerau College before going to Trident High School in Whakatane. However, she had a lot to tackle during her first year at Tarawera. The school’s buildings were rundown, attendance rates were low and behaviour problems were rife. At the end of its first year, the school recorded an NCEA 1 pass rate of only 36.3 per cent.

The transformation began in earnest at the start of the following year with a new approach to attendance and behaviour management. “We introduced new behaviour expectations of MANA (manaakitanga, ako, ngakau-pono and awhina) and a new slogan, Where MANA flows,” says Mrs Tuhoro. “We allocated funding for MANA posters, postcards, banners, awards and certificates with the aim being to reward positive behaviour and reduce the undesirable. This has definitely had a positive impact on the school climate and in 2014 there was a significant reduction in stand-downs, suspensions and exclusions.”

Tarawera High School has had a $15.6m refit

Staff were trained to use restorative practices when, for example, a student had not shown MANA. “Teachers will get senior students in to talk with students and look at the impact on the victim. This goes right through to a full Monty which is parents, police, staff, students all involved in hearing about the impact of the behaviour on the victim. A very powerful tool.”

Attendance was another key focus. “We knew that to raise achievement we had to have students in school every day. We introduced an early notification system, improved teacher

Celebrations at the formal opening of the school’s new facilities

school news

Term 2 - 2016

procedures and with the support of the attendance officer, our attendance rate rose to 78 per cent.”

The impact on the school’s academic performance was nothing short of phenomenal – the NCEA 1 pass rate for 2014 doubled to 71.6 per cent, triggering a letter of congratulations from education minister Hekia Parata. “These results speak volumes about the hard work being done by your school, its teachers, the board and the students and their families and whanau,” she wrote to board chairman Aaron Rangihika.

Tarawera High School? | Profiles

There are no classrooms as such, but “teaching spaces”

“It is very encouraging indeed to see Tarawera High School’s 2014 NCEA results, given the struggles of the former school network.”

Mrs Tuhoro concedes that the board has been “amazingly” supportive. “We were lucky that three of the existing board members were ministerial appointments on the Establishment Board that began the process in 2012 so we had great continuity as we moved from EBOT to BOT.” At Tarawera, there is a strong focus on Maori achieving as Maori. “We analysed our literacy, numeracy and attendance data focusing on Level 1 and found that there was a group of students who were at risk of not fulfilling their potential. This led to some in-depth korero that focused on what we knew about these students and what worked for them. We now have pathways that lead to achievement in te ao Maori, te reo Maori, literacy and tikanga specifically at NCEA Level 1 where a new course has been introduced called Te Raukura.”

The school also signed up for a new MOE initiative called Building on Success (Kia Eke Panuku).

“Initially it was introduced as a strategy to engage with iwi, however it has turned out to be

Snorkelling: the school's outdoor education programme is robust

far more than that and during the past two years it has helped us to focus on raising Maori student achievement through developing teacher pedagogical change with a focus on culturally responsive and relational pedagogy.”

Results for 2015 are impressive, attendance up to 81 per cent and the NCEA 1 pass rate up 14 points on the previous year.

The school has also undergone a physical transformation with a $15.6 m rebuild now complete.

The new buildings house 33 teaching spaces, a hospitality suite and a performing arts centre with a theatre, music centre and a whare tapere for kapa haka and hip hop. Students even have the opportunity to develop their music writing skills with singersongwriters from reggae band, Katchafire.

Facilities for sport are top notch and include a full-size astroturf hockey field, inclusive of a running track and four netball courts, and a new indoor rock climbing wall in the existing gym. The school’s outdoor education programme is robust with kayaking, rafting and snorkelling well subscribed, and students have a wide choice of extra-curricular programmes such as defence academy, Catering for the Community, citizenship and

Students perform in Seussical the Musical

a number of sports teams. The school has just staged the show, Seussical the Musical. There is also a teen parent unit (TPEC) that can accommodate up to 20 students. All the 2014 TPEC students who completed the year gained at least one NCEA level with some gaining level 1,2 and 3 all in the same year.

“The whanau of our students believed in us and gave the school the chance to show that you can get quality education right here in Kawerau. Staff are inspirational for our students and town, and the Ministry has given us the freedom to try things differently.”

a town where two thirds of the population identify as Maori, the high school has become a symbol of hope and change. “The role of the school in its community is pivotal,” says Mrs Tuhoro. ““Every child deserves to experience success, have hope and ability to achieve their dreams and aspirations. The youth of Kawerau are becoming more resilient and showing leadership potential as a result of the many opportunities at school. We are seeing huge changes in behaviour and academic success, community buy in is far greater and people are starting to see what is happening in Kawerau as a whole.”

Change is also evident in the school’s wider community. In

By Anna Clements, Industry Reporter

Students can join a Catering for the Community programme

Term 2 - 2016

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PETROL POWER, BATTERY INNOVATION – USE IT INDOORS OR OUTSIDE Can a battery blower really be as effective as a powerful petrol driven machine? The short answer is yes. Our battery blowers are driven by innovative battery technology that not only delivers high performance, but also has a low noise level, class leading ergonomics and usability. A Husqvarna battery blower can be used both outside and for indoor tasks, such as clearing litter. It has perfect balance, an instant start, cruise control and boost power mode that gives a little extra power when its needed most.

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THE NEW UNIQUE Z MOBILE UNIT

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Presenting the newest member of our innovative series line - the unique Z mobile unit. Cleverly incorporating both a doublesided magnetic porcelain whiteboard and handy pinboard the unit offers multiple solutions to a modern space. The robust steel frame is welded to eliminate the annoying rattle typically associated with mobile furniture and can be powdercoated to any colour of your choice. The large industrial locking castors allow an increased ease of movement within a modern evolving space and ensure the unit is built to last. Gone are the days of the tired mobile whiteboard that takes up precious space, is hard to manoeuvre and isn’t durable to the innovative learning environment. The new Z mobile unit has been innovatively designed to be both sturdy and stylish. Potter Interior Systems whiteboards take pride in being New Zealand manufactured this allows our systems to be fully customised to fit your needs - the possibilities are endless.

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Designed with making software and robotics education fun the VEX IQ robotics system is creating a surge of enthusiasm in students and teachers alike. VEX IQ robots can be built from easy to follow instructions however the real strength of the system is the robotics competition associated with them.

Students love competing and it is the excitement of competing that drives them to develop their robots beyond the out of the box designs. VEX IQ robots are not a one-day wonder, assemble and forget system they become part of a student’s educational journey. On that journey, through the VEX competition, students learn academic and life skills that will serve them well into the future. They will learn the value of working in a team and sharing ideas. Designed and built to a standard that you would expect from any top of the line equipment the VEX IQ platform is here to stay.

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Education | Special Report

Irish author John Boyne on nurturing the creative writer – and the importance of celebrating uniqueness Irish author John Boyne has written five books for children including the global bestseller, The Boy in the Striped Pyjamas, and is in New Zealand to inspire young talent at the Auckland Writers Festival.

a young age that I knew I wanted to be just like them. Also, when I was a teenager and in my early 20s, Irish writing was becoming very successful around the world.

Writers such as Roddy Doyle, John Banville, Colm Toibin, Colum McCann, Joseph O’Connor and so on were writing great books and bringing them to a wide international audience. This was incredibly encouraging to me as it said that my dream was not as crazy as it might have appeared. One of the great joys of my life has been becoming friends with writers such as these and my all-time favourite, the American novelist John Irving, who has been a great friend and mentor to me over the years.

Boyne, 45, recalls how his writing career was both nurtured and hindered during his boyhood in Dublin.

Q: Tell us about your earliest memories of reading and writing.

A: I grew up on the south side of Dublin and there was a wonderful library down the road from my house. (It’s still there.) I got a halfday from school every Wednesday and my mum would bring me there.

I remember I was allowed take out three books each week and I was obsessed with choosing the right ones! Like every kid, there were books I liked to read over and over and books that I wanted to try for the first time. Reading and writing were always connected to me, even at that young age. I stole characters from other books and wrote new stories for them all the time. I try not to do that anymore.

Q: Is story telling in your family?

A: Writing isn’t, I’m the only writer in my family, but reading certainly is.

My parents were both great readers, and are still. Of course I grew up in the 70s and 80s when we didn’t have as many distractions as young people have today. There were no computers or PlayStations or social media and so reading was simply a normal part of life. Our house was always full of books.

Q: Was creativity encouraged at school?

A: No. I think it was looked upon with suspicion. I went to a Catholic all-boys school that was completely rugby-oriented and I don’t recall ever being encouraged towards creativity at all. In fact, I remember my English teacher growing increasingly angry with me for turning essay assignments into opportunities to write fiction.

(He also refused to study Pride

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school news

Term 2 - 2016

Q: As a child, who were your favourite authors and/or what were your favourite books?

Irish author John Boyne is speaking at the Auckland Writers Festival

& Prejudice, which was on the syllabus, because he considered it “a woman’s book”. Which will pretty much tell you everything you need to know about him.)

However, whenever I’m promoting a book for young readers and find myself in schools I’m continually impressed with how much teaching has changed in this way and how teachers go out of their way to encourage and promote both creativity and individuality. It’s definitely a change for the good.

Q: When did you know that you wanted to be a writer?

A: From the time I was about seven years old I always said that I wanted to be a writer. I don’t feel it’s something that I chose, it was just always there in my mind. I would write my stories and bind them up like little books with my name on the spine and put them on my bookshelves. Had it not worked out, I would have still liked to be involved with books, either as an editor or perhaps to run my own bookshop.

Q: What encouragement do you recall?

A: My parents were always very encouraging. Despite being quite traditional types, expecting their kids to go into good jobs with decent pensions, they could see how committed I was to writing and how hard I worked at. And because of this they were willing to support me, both emotionally and financially.

I think there are often a lot of young people who say they want to be writers but they simply like the idea of it and they’re not actually sitting down every day and putting in the time to make their dream a reality.

Had I not been clearly doing that, my parents might have been less supportive but I think they were impressed by my commitment. I certainly owe them a lot.

A: I’ve never been a fantasy guy but I loved CS Lewis’ Narnia books.

I also loved classic adventure stories, such as Treasure Island, Kidnapped, and The Man in the Iron Mask. Books like that. Books that transcended both genre and agerange and the narrow definitions we sometimes have of ‘adult’ literature and ‘children’s’ literature. I became a Dickens obsessive around the age of 12, particularly loving his books about orphans, and the 19th century novel in general was something that I fell in love with and still love to this day.

Q: Did you have a school library?

A: We did. But it was pretty basic and not very exciting. Also, it smelled bad.

Q: Have you done any formal writing training?

Q: What and who have inspired you to write?

A: Yes. I studied for a MA in Creative Writing at the University of East Anglia, Norwich, under Malcolm Bradbury during the mid-90s. It was a difficult and emotionally turbulent year but I learned a lot, mostly about finding my own voice and not simply imitating the styles of those writers I admired.

A: Other writers and the wonderful books they wrote. I was so captivated with story-telling from

One of the misunderstandings of these courses is that they ‘teach’ you something.

Special Report | Education

a subject I will certainly return to time and again in my life.

They don’t; they simply provide a forum where a group of aspiring writers can share work over the course of a year and discuss it with each other, helping each other with what should hopefully be sensible advice. Some of those friendships have lasted ever since and in fact I’ve returned to UEA over the years, both as Writing Fellow and teaching on the MA Writing course itself.

Although I don’t teach very often, I always enjoy it when I do and feel that I learn as much from the students as they learn from me.

Q: And a question from a very big fan, age 9, regarding The Terrible Thing Happened to Barnaby Brocket – why did his parents let him go?

A: Because they were too dim to understand that the greatest thing about their son was the fact that he was different. They were embarrassed by this and felt that people would mock them but Barnaby ultimately learned that the thing that made him different, the thing that made him stand out and be a unique person, was something to be celebrated.

Q: What is your advice to teachers wanting to encourage young writers?

A: Set up writing groups.

Encourage the kids to give each other their work. And do what I did early on, steal published writers’ characters and write new stories for them.

John Boyne’s books for young readers: • The Terrible Thing That Happened to Barnaby Brocket • Noah Barleywater Runs Away

Q: If you had to choose only six items to keep, what would they be?

Q: What inspired you to write The Boy in the Striped Pyjamas?

A: My wedding ring. The photo album from my wedding day.

My MacBook Air (my entire life is on there.) A first edition of all my novels. (Can we call that one item?!)

A notebook. A fountain pen.

A: I had been fascinated by the Holocaust and Holocaust literature from my mid-teens. It was a subject that I returned to time and again in my reading, hoping to understand it better. I never expected that I would

The Boy in the Striped Pyjamas is a global bestseller

write about it – I didn’t think I would have a story to tell – but then one day the idea for the novel came to me. And since then, with both Stay Where You Are And Then Leave and The Boy at the Top of the Mountain, I find that I am fascinated by the role children play in war and the effect that war has on them. It’s

• Stay Where You Are And Then Leave • The Boy in the Striped Pyjamas • The Boy at the Top of the Mountain

By Anna Clements, Industry Reporter

Barnaby Brocket’s parents let him go “because they were too dim to appreciate his uniqueness”.

Term 2 - 2016

school news

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Education | Principal Speaks

Tihei Mauri Ora: Breathing new life into a community school Late in 2012, Ngaruawahia High School presented with a number of significant governance, management and operational issues. Of the 850 students who lived in the school’s bus zone, 670 elected to travel to Hamilton schools to attend their de facto school of choice.

From 2000, when the school roll was approximately 400 in number, through to 2012 the school experienced a 55 per cent roll decline. In 2012, the school roll was slightly less than 200. Contributing to the school’s problems were nonteaching employment levels and operational structures typical of a school twice its size.

Operating a budget with a deficit of approximately $45,000 per annum for the past 15 years had also compromised the school’s financial viability and challenged the amount of resource that could be apportioned to teaching and learning.

In 2012, ERO brought to the board’s attention a number of long-term teaching and learning issues which were further evidenced in the school’s attendance and student achievement data. The board recognised the school’s plight and approached local Ministry personnel for advice and assistance. The Ministry

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Principal Chris Jarnet joined Ngaruawahia High School in 2013

appointed Lex Hamill as a statutory interventionist with the vested powers of finance, personnel and curriculum.

Following the LSM’s appointment in February, 2013, I was employed as the acting principal.

For the previous three years no student had transitioned onto university and attendance rates across the school were in the order of 65 per cent. As a consequence, the interventionist consulted with the board and acting principal and recommended that the school revisit its vision and pedagogical thinking as the ‘industrial model’ usually aligned to supporting 15 per cent of the community’s population heading to university was not working.

Teachers train to teach cheese-making

school news

Term 2 - 2016

Rather than addressing the issues of finance and personnel in isolation it was decided to set up a new authentic pedagogical framework from which to reference all teaching and learning programmes to ensure that what was delivered in the classroom was authentic and contextualised to meet the needs of the students from the local community. As a result, it was decided that an inquiry-based program be offered as per the tenets of the 2007 NZC at years nine and ten with dual qualifications pathways offered at years 11 to 13 which enabled a student to head onto further tertiary training or employment through innovation possible within the vocational pathways initiative.

The interventionist was also

concurrently employed as a governance facilitator in a number of newly established schools and advised the board that change of this magnitude would be enhanced if there was a reconsideration of the property portfolio. As a consequence, 5YA funding was targeted towards altering the school’s Nelson Plan library and reconfiguring the interior layout to represent the tenets outlined in the modern learning environment checklist.

Mid-2014, the school library was recommissioned as an innovative learning environment with the expressed intent to support educational initiative and force pedagogical change.

The inquiry program established is based on a variety of pedagogies including the Fluency 21 project with constant consideration and reference to the five key competencies identified in the 2007 NZC. At Ngaruawahia High School the curriculum plan at years nine and ten contains three key elements; these include mastery, skills and knowledge contained within the three core learning areas of English, science and mathematics along with social inquiry and design thinking.

Social inquiry lends itself to large collaborative impact projects while design thinking utilises the areas of technology and the arts which allows students to pursue passion projects and individual endeavours.

The school is now keenly supported by the Ngaruawahia community

Principal Speaks | Education

During the fit out of the school library, the completion date was delayed by six months which required some deft footwork when setting up the years nine and ten program at the beginning of 2014. In the absence of a teaching space, because of the delay in commissioning the school library, the hall was converted into a teaching space for the 90 years nine and ten students. The start of the school year saw the students engaged in researching what is a modern learning environment, how is the teaching and learning different from the more traditional didactic model followed by what furniture is required to set up such a space.

Having researched this focus of inquiry, the students set about designing and building the furniture themselves to a standard such that it was used in the decommissioned hall for all of terms one and two.

Assessment of the students’ work included parents attending an evening where they gave feedback as seen on the reality television show, The Block, on the furniture.

Other inquiry foci include hosting a language festival, Te Tiriti o Waitangi expo, and the design and building of an eco-village.

During 2015, an inquiry was set up to understand the stories that have shaped the Ngaruawahia school community. This inquiry culminated by presenting the

story in the form of a production at the Koroneihana. On the final night of the performance, 2000 people from the local community were in attendance at Turangawaewae Marae to applaud the students’ efforts.

Other initiatives include making available Chromeboooks for every student, setting up a WINTEC outpost on site, opening the school up to the community, planning for making the school the digital hub of the community along with increasing the number of sports teams from three to 36 over the next three years.

What are the outcomes we have witnessed as a consequence of the changes implemented?

Student attendance has risen from 65 per cent in 2012 to 87 per cent in 2015. For the past two years, the school roll has increased year on year by 15 per cent. In 2016, the year nine roll grew to 70 which is an increase of 45 students when compared with the 2013 year nine intake.

Level 2 achievement sits at or slightly above national norms, 75 per cent of year nine students in 2014 recorded an increase in AsTTle scores, while at year ten there was a 51 per cent increase.

During 2013, the school had one of the highest rates for stand downs and exclusions in the country. Since 2014, there have been no exclusions.

One indicator that is not mentioned in league tables

The school now has a raft of extra curricular activities

is vandalism. Prior to the intervention there was significant damage to the school during the Christmas period resulting in the need to spend approximately $12,000 on repairs. Since embarking on these changes, the fence around the school has been taken down and vandalism of the sort previously report is nil. This is probably one of the strongest pieces of evidence confirming that the community has re-engaged with the school and is breathing new life. This re-

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By Chris Jarnet, principal, Ngaruawahia High School Ngaruawahia High School is a state-funded secondary school, decile two, with 222 enrolled students.

Education Outside the Classroom

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engagement with our community has resulted in a 40 per cent roll increase in 2016. So the school and the community’s journey continues, and we are looking forward to the rebuilding of our infrastructure and new ILE.

Large Dining Room Non-powered Sites Gymnasium Sports Field

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Term 2 - 2016

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Education | Bullying

Make bullying a thing of the past Bullying is an issue for all schools, and 94 per cent of teachers in New Zealand admit that they are unsure how to handle it. The facts are stark – rates of bullying in New Zealand are very high compared with other countries, and there is no evidence that things are getting any better. High numbers of students selfreport they are bullied on a regular basis and about a quarter do not feel safe enough to tell someone.

Bullying in primary schools has not reduced at all during the past 20 years.

Sadly, the impacts of bullying are all too familiar; students who report frequent bullying have significantly lower achievement in mathematics and science, and studies reveal that many victims suffer psychological distress long into adulthood. The outcomes for bullies are poor, too. According to research published in medical journal The Lancet, they are much more likely than others to wind up with drug addictions or a criminal record.

So how can we turn around our appalling record on bullying?

Experts say the solution entails buy-in from the whole school community – students, teachers and parents – to effect the change in the social attitudes that is required.

Deidre Vercauteren is education

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KiVa is an internationally proven anti-bullying programme for schools which has recently been introduced in New Zealand.

It was developed in Finland, and to date more than 90 per cent of schools in Finland are KiVa schools.

Bullying incidents in these schools are significantly reduced, and there is evidence of an increase in students enjoying school and achieving better.

Accent Learning, a team of professional

school news

Term 2 - 2016

manager of KiVa, an anti-bullying programme that was developed in Finland and recently introduced to 12 New Zealand schools. She says the first attitude that needs to change is the belief that we don’t have a problem. “It has to be accepted and said that all schools have bullying incidents, and it needs to be acknowledged that schools that put resources into prevention are forward-thinking schools.”

Secondly, there is the attitude that bullying is ‘just part of growing up’. “Our kids have the right to live in a safe environment and should not have to experience bullying.

Ever. And thirdly, that punishment or making the bully say they are

development providers based at Victoria University, is the exclusive New Zealand KiVa licence holder. All Accent staff have been trained by the Finnish researchers and programme developers and have to date completed training for 12 schools here. “We start by discussing the definition of bullying,” says education manager Deidre Vercauteren. “The universally accepted definition is behaviour designed to cause harm or discomfort, that is repeated, and is targeted at someone less powerful than you.

sorry is ever going to make a difference. We need a cultural change, a change of attitudes, more empathy, and heightened awareness.”

The first step is to define what constitutes bullying. According to the Ministry of Education, the definition of bullying is based on four characteristics: it is deliberate, harmful, involves a power imbalance, and has an element of repetition.

staring, doing nothing, whispering to other people about it and/or gossiping about it,” says Vicki Edwards-Brown from youth charity, Be The Change NZ. “They might play 'the messenger' between bully and victim, spread rumours they have heard or join in when a bully is ignoring/excluding someone. Or a bystander might 'like' a mean post on Facebook, Instagram or other social media sites.”

And there are three key players – the bully, the victim and the bystander. “A bystander is someone who sees bullying happening and chooses to react by laughing, giggling, pointing,

Programmes run by Be the Change NZ teach students how to move from bystander to “upstander” - a person who stands up for something, and take action in defence of others.

“It is never OK, and the impact is severe and long lasting; many adults say that bullying they suffered at school still impacts negatively on their lives now.”

There are three units to KiVa – junior primary, senior primary and junior secondary, and each is delivered in two parts. The first part is prevention which continues throughout the school year, the key being in changing the role of the bystander from passive to active.

The second part is in the hands of the school’s KiVa team who are trained to deal with any incidents of bullying

that arise in “short, sharp and frequent meetings”.

All programmes kick off with a parent evening where the principal explains what KiVa is and why the school is involved. Newsletters are sent home and students get a password to use to access online anti bullying tools which include interactive games they can share with the family. “We hope that children will involve their parents as much as possible so that everyone’s awareness of bullying behaviour is heightened.”

Bullying | Education

The bystander is also at the focus of KiVa’s programme. “KiVa is a whole-school strategy, and a key feature of the programme involves focusing on the role of the bystander,” says Ms Vercauteren.

“Studies show that the behaviour of bystanders is a significant factor in the prevalence of bullying, whereas a traditional zero-tolerance approach at a school level can often make things worse for the victim. KiVa offers bullies the chance to change their behaviour before things escalate.”

KiVa involves lessons, discussions, group work and online games to promote social skills, and, in cases where bullying is identified, has a set, solution-focused approach which can involve a bully’s peers, and all with a constant emphasis on positive behaviour.

An important aspect of the

programme involves developing empathy in students, thereby providing a foundation for developing friendships, resolving conflicts and behaving responsibly.

Results from a study carried out in Finland involving 28,000 pupils and 234 schools showed

a significant reduction in bullying after one year of implementing KiVa. This was demonstrated by a 98 per cent improvement in the victims’ situations and an end to bullying in 86 per cent of reported incidents.

Teachers can help by modelling

respectful behaviour, and not allowing personal beliefs to affect a duty to their students, says Toni Duder, from LGBTIQ charity Rainbow Youth. “It’s okay for teachers to believe whatever they want believe, but they have a duty of care to their students to provide unbiased learning.

‘We are all responsible not for the bullying, but to stop it’ - C. Salmivalli

Why tolerate bullying in our schools?

New Zealand’s statistics are appalling • Ranked 2nd worst out of 50 countries for year 5 students • 31% of 8-9 year olds report they had been bullied ‘about weekly’ (2011 TIMSS Report) • Highest male youth suicide numbers • Fifth highest female youth suicide numbers Research by Green, Harcourt, Mattoni, and Prior (2013) found: • 94% of teachers and principals agreed bullying occurred in their school and felt ill-equipped to deal with it.

Bullying is a reality for all New Zealand schools

Why KiVa and what is it?

KiVa is a proven bullying prevention approach, the first of its kind in New Zealand. Based on decades of research KiVa has been implemented in Finland, the Netherlands, Wales, Italy, Estonia, Delaware USA and Belgium where thousands of primary schools are involved.

The result is a sharp drop in bullying incidents.

KiVa will work in New Zealand schools too. It ties in with our Curriculum. It includes clear intervention guidelines, planned lessons and a wealth of web-based materials.

KiVa is a holistic approach specifically designed to create and maintain a school climate that encourages empathy and positive social behaviours while discouraging bullying.

Where is KiVa in NZ? The following schools have completed training.

• North Auckland: Kaurihohore School • Auckland: Baradene College • Hawkes Bay: Lindisfarne College and Te Awa School • Ngatea: Hauraki Plains College • Wellington: Koraunui, Wilford, Thorndon, Seatoun, Khandallah, Papakowhai and Samuel Marsden Collegiate

Contact Accent Learning deidre.vercauteren@accent.ac.nz | DD: 04 4639612 | www.kivaprogram.net/nz

Term 2 - 2016

school news

17

Education | Professional Development

What skills do our students need to succeed at work?

Elaine Shuck Director of Education, Polycom

When my kids ask me what I do for a living, I often tell them I spend a big part of my time thinking about the future, specifically what essential skills students of today will need to succeed in their future workplace.

It’s no secret, we are now living in the most interconnected time in human history. Currently 40 per cent of the world’s population – almost three billion people – are online . In fact, connected devices will outnumber humans six to one by 2020.

The widespread availability and rapid advances in digital technology are causing changes to work, not seen since the industrial revolution. A recent study by Chartered Accountants Australia and New Zealand suggests that 46 per cent of New Zealand jobs are at risk of automation in the next 20 years.

Today students set to enter the workforce in five, ten, even 15 years from now, are likely to have several different careers ahead of them compared with previous “job for life” generations. Many will also choose to be self-employed by choice, or seek roles that offer more flexible working options.

The way we use technology in the classroom is changing rapidly

economy. No surprise that education and technology have been identified as two of the key areas being assessed as part of this review.

The Future of Work Commission, established by the Labour Party, is undertaking a two-year programme to understand the changing nature and experience of work, and its impact on the

With jobs and even entire industries set to change or disappear, it’s clear that a more adaptable workforce will be needed. This will mean re-thinking what we teach students today to ensure they will succeed tomorrow. More responsive and personalised education pathways may be needed to meet the demands of a workforce that needs to be resilient and

“It takes a norm-busting approach.

Get students to look critically at everyday behaviour that may exclude or bully people. With (the expression) ‘that’s so gay’ - do a social experiment. Get people to start saying ‘that’s so straight’ turn the tables. And put up posters and signs to give visibility to LGBTIQ identities.”

one in five teenagers has been cyberbullied and more than half say they fear cyberbullying more than face-to-face bullying. More than 40 per cent of teens think cyberbullying is a bigger problem than drug abuse, and 41 per cent commented that cyberbullying has made them feel depressed or helpless.

Of course, bullying is not confined to real life interactions. A global survey by Vodafone and YouGov of 5,000 teenagers across eleven countries reveals that around

Cyber bullying can be carried out through social media, TXTs, websites or instant messaging, and can present itself in upsetting or threatening messages, rumours

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school news

Term 2 - 2016

more adaptable. I’m not saying that academic achievement will become irrelevant, but in a world where multiple vocations are expected to be the new normal, where computers will do jobs previously done by people, we will need a more rounded approach to learning. Teaching entrepreneurial and life skills like innovation, teamwork, collaboration, problemsolving and communication skills will be as important as academic qualifications.

At Polycom, where we can really add value is to ensure the technologies and tools we are

creating today will support the rapid pace of change taking place inside the classroom. To help us understand what Australia and New Zealand (AustNZ) educators need to succeed in the classroom of the future, we recently undertook a 2025 Education Technology Innovation Survey. More than 700 educators from Australia and New Zealand (AustNZ) responded with a diverse range of job roles – the majority being teachers and principals and 90 per cent were over the age of 30. Outlined below are some of the key findings:

or embarrassing photos or videos posted online. And with 24/7 access to digital channels, the target can often feel there is no escape.

has diminishing achievement, it is most certainly something the school must address. However, this doesn’t mean it is the schools ‘fault’.”

Students who are cyber-bullied are very likely to be bullied in other ways, too, says Ms Vercauten. “It is a proven fact that if a student is bullied over social media then they are likely to be bullied in other ways as well. The bully/bullies more than likely go to the same school.

If the victim is unhappy, anxious, does not want to go to school,

The MOE organises advice into four sections – understanding bullying, what constitutes a safe school environment, policies and processes around bullying, and tools and processes for responding to bullying. It advocates prevention as the way forward.

In addition to the MOE, there are

Professional Development | Education

1. Education accessibility: More investment needed For educators within AustNZ, a big concern was the accessibility of education, especially in remote areas with 40 per cent of educators believing parents and students alike are demanding more mobile and remote access to services. While respondents are confident of technology progressing to the point where online and interactive learning is possible, there is an expectation of more investment in education to ensure it is easily accessible to those who want or require it.

Currently 58 per cent feel that the government is not keeping up with education innovation.

Respondents also believed that future education models will likely come from educators themselves rather than the government or private sector. A majority also believe the education sector will be investing in Virtual Learning Environments (VLE).

2. Curriculum catch up required: Improving quality of teachers versus personalised and contextual learning

Technology will replace an estimated 46 per cent of today’s jobs by 2036

one quarter, 27 per cent, of those surveyed say that improving the quality of teacher-learning should be the primary focus. While 23 per cent said the priority should be on personalised and contextual learning, opting for a more student centric approach.

3. Technology in the classroom: laptop versus real time collaboration The majority, 51 per cent say that the potential of technology to support meaningful learning in the classroom is currently underutilised. Currently laptops and in-classroom learning are the ways in which students engage with material and content in 2015.

However, fast forward to 2025 and educators believe real-time video collaboration and mobile devices will the main ways students will be engaging with content and material.

Right now, the largest inhibitor for the future of education is seen as the curriculum not keeping pace with future workforce needs. However, when it comes to potential solutions, there was a difference of opinion.

With deregulation and revised compliance standards, more than

4. Delivery of education: teachers collaborating with industry experts

a number of resources available to schools to help tackle bullying:

• The Peace Foundation – teaches schools how to set up peer mediation programmes, and ways to teach conflict management skills.

• KiVa, an anti-bullying programme run by Accent Learning, Wellington.

• Pink Shirt Day – a one-day event organised by the Mental Health Foundation to promote bullying-free environments in schools, workplaces and communities. This initiative started in Canada in 2007 and has been running in New Zealand since 2009.

Respondents believe that teachers and lecturers are the best ways to deliver education in 2015 but they feel that by 2025 the industry experts and online learning

• Kia Kaha – a programme run

by New Zealand Police which includes resources for students in years 0 to 13, teachers and principals, Boards of Trustees, and parents.

• Rainbow Youth – a charity set up to conquer homophobia which delivers workshops to

consortiums will be the best way to deliver education. With the aid of technology, a greater collaboration between schools and corporations, as well as defined career pathways, will be the likely scenarios in 2025.

The future of education in 2025 It’s clear from these findings that while the future holds uncertainty, the next decade will be an exciting time to be involved in education.

As an industry we are set to go through our own workplace transformation. The way in which we learn, teach and collaborate as educational professionals is set to change significantly. It has to if we are to succeed in supporting the educational requirements of our future workforce who are expected to be more adaptable and resilient than ever before.

Both government and the private sector are expected to also play significant roles in driving this change.

While no one can predict the future with absolute accuracy, we can plan for likely outcomes. As the findings indicate, there’s no denying that the ability to deliver accessible education for all, that is meaningful and relevant to the modern workplace, will be vital.

From our perspective, having access to the right technology alone is not enough. It is vital that these technologies are fully integrated into teaching methodologies and learning environments, both physical and virtual, to unleash their true educational value. This will ensure our students are equipped with the skills and knowledge they will need to thrive in the workforce of the future.

1 Internet Users 2016, Internet Live Stats, accessed January 2016, <http://www. internetlivestats.com/internet-users/>; and Moscaritolo, A 2015, ‘Only 40 Percent of World’s Population Has Ever Gone Online’, 26 February 2015, accessed January 2016, http://www.pcmag.com/ article2/0,2817,2477430,00.asp 2 Curtis, S 2012, ‘Connected devices to outnumber humans six to one by 2020’, TechWorld, 25 September 2012, accessed January 2016 <http://www.techworld.com/news/mobile/ connected-devices-outnumber-humans-sixone-by-2020-3400353/> 3 http://www.stuff.co.nz/business/73178690/ NZ-jobs-at-risk-from-automation-and-digitaltechnologies-accounting-body-warns

Elaine Shuck, with a background in technology, curriculum, and integration, is the global director of education for Polycom. She is a leader in collaborative learning and interactive videoconferencing. For close to two decades she has brought stimulating and engaging learning opportunities to K-20 classrooms.

Elaine works with a host of educational groups and is currently the President of the United States Distance Learning Association (USDLA).

teachers and students.

• Be The Change NZ - a charity to empower young people set up to make positive changes in their school and communities.

Delivers programmes, workshops and assembly talks.

“It can be hard to confront the fact that attitudes and beliefs that we are taught from birth to be natural are actually man-made,” says Ms Duder.

“It can be hard to realise that a

system and a society that you benefit in may not work for others, and that if we put those most vulnerable at the centre of reform and change, everyone benefits.

“Teachers don’t need to have all the answers when it comes to bullying, they just need to take them seriously and guide the students involved towards people, places or resources that can help them.”

By Anna Clements, Industry Reporter

Term 2 - 2016

school news

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Administration | Student Management Systems

Which SMS is right for your school?

Every school is different, and each requires an efficient Student Management System (SMS) to ensure the smooth running of every day school life, and to keep students, teachers and parents in the loop.

But which SMS is right for your school? The systems have come a long way since they first appeared in the ’80s; there are a lot more of them, and they are continually upgrading. It’s not easy to keep up! School News takes a look at what’s on offer, and exciting new developments in SMS. Student Management Systems include software that schools use for registration, enrolment, ministry returns, attendance tracking, lesson planning, health and pastoral, incidents and events, calendar, extra-curricular, awards and achievements, recording marks, trends analysis, management and parent

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school news

Term 2 - 2016

reporting, parent portal, staff details, and NCEA entries and returns.

Secondary schools can choose between MUSAC, KAMAR, IES, PCSchool and Synergetic.

Currently there are seven SMS vendors available to schools in New Zealand: KAMAR, MUSAC, IES, PC School, Synergetic, eTAP and Assembly. While they offer broadly the same products, each system is designed differently so some will suit your school better than others. Some are designed for primary and intermediate schools, while others have been developed specifically for secondary schools. You can choose between Windows, Mac, HTML5, and cloud-based environments, and some can follow the student between schools.

Student Record Transfer

All seven systems cater to primary schools, and all are suitable for Windows. KAMAR, eTAP, MUSAC and Assembly are also suitable for Mac. MUSAC, which offers MUSAC Classic and MUSAC Edge, is designed specifically for cloud-based environments. Assembly also caters to Linux, and PCSchool is available for use on HTML5.

Most SMS providers now include a student record transfer (SRT), an electronic transfer of student data between schools.

The data includes the student's name, data of birth, gender, and national student number, demographics (for example ethnicity, year level, etc), caregiver details, medical professionals, dental professionals, summary

According to the MOE, approximately 80,000 students transfer schools at the end of each year and 40,000 or so during the year. In most cases the schools receiving the students rekey data that already exists on the previous schools’ databases. The Student Record Transfer (SRT) facility reduces the administrative tasks that schools face when students transfer from one school to another, provides information in a timely manner, and makes more data available than is collected via enrolment forms.

attendance information, and assessment data.

The SRT system involves temporary storage of encrypted student data on a ministry server.

The actual transfer and retrieving of any student data can only be carried out by the source and destination schools with the MOE acting as a type of Post Office.

Reporting to parents All teachers know the workload involved in providing written reports to parents and caregivers twice a year; it's difficult to believe it was ever done without technology and comment banks.

An SMS can be used to capture achievement data and then create reports using the stored information. Some schools even commission reports directly from their SMS vendor.

National Standards Assessments, national standards – the very words strike dread into heart of the busy teacher. But your SMS vendor should be on top of it all.

Development

SYNERGETIC M an ag e me n t

S y s t e ms

Administration | Student Management Systems

Ask how the software enables schools to report more easily in relation to National Standards (NS). Does it provide for plain language reporting, and has its systems for gathering, storing and analysing been improved since NS were introduced?

SMS providers range from small, locally-grown businesses to international market players.

Integrated Education Software (IES) has its roots firmly in New Zealand. It started out as a database and library system for four high schools in Rotorua in 1986, and has since evolved as a provider of sophisticated student and financial management systems for schools and colleges both here and overseas. “IES is written in the development tool OpenInsight, a development tool chosen for its versatility and flexibility,” says director Robin

22

Tinker. “It means that the IES system can be readily adapted to user requirements. In the case of our international schools, we are able to add individual pages in the student database to record “Local Information” for reporting purposes.” The system is also able to print in various languages, including Asian/Chinese characters making it a choice of many private language schools.

KAMAR was developed by New Zealand teachers specifically for New Zealand schools. With 360 schools on its database, it is one of the main SMS providers here. Most of its clients, 80 per cent, are secondary schools, and KAMAR caters to 60 per cent of composite schools. Recently KAMAR has added new functions including a dashboard of student statistics (numbers, attendance and pastoral), and interfaces with

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school news

Term 2 - 2016

third party solutions including PaCT and Xero. More functions for home communication and Cloud are in development.

Two of the MOE-accredited SMS vendors are Australiandeveloped systems, Synergetic Management Systems and PCSchool. Both are modular systems which can be adjusted to provide flexibility to small and large schools alike. PCSchool connects all facets of school management - attendance, curriculum, timetable, finance and shop seamlessly through one common database, providing efficient access to its platform.

It also offers a fully-hosted solution which suits many smaller schools.

Synergetic has a client list of 270 schools across the world, and features a system that “tracks people, not just families”,

meaning any family structure can be stored and accurately defined.

Its system features 2-way text messaging and an information hub which allows the school to stay connects with parents and the wider community at the touch of a button.

Back in New Zealand and based at Massey University, MUSAC is supported by a senior development team.

MUSAC Classic is the complete school administrative and assessment management suite, with solutions to support the needs of all New Zealand schools – from small country schools to large and complex secondary schools, and MUSAC Edge was added last year, a system packed with practical tools to enable teaching staff to track and record student achievement, at any time and on any device.

Student Management Systems | Administration

About 40 per cent of primary and intermediate schools in New Zealand use eTAP. This was originally developed as a web-based teacher assessment and planning tool and extended to a full-featured SMS in 2005.

It is MOE-accredited, uses eAR (paperless attendance, approved, ENROL integration, SMS-LMS integration, EN (truancy early notification, National Standards assessment and reporting, and is enabled for Student Record Transfer (SRT).

All aspects of a schoolâ&#x20AC;&#x2122;s operation, including attendance, assessment, and reports to parents and caregivers, are part of the Assembly SMS. All data can be displayed in real time and can be combined, collated and integrated across all sectors of the school community.

Synergetic Synergetic is a fully integrated SMS, developed and maintained in Australia, and in use at more than 270 schools throughout the Asia Pacific region and beyond. A scalable and fully modular approach allows schools to choose from more than 40 modules depending on individual needs and specific requirements.

New record details are validated by the system to minimise the chance of duplication of core identity.

Synergetic strongly leverages the core community record. The system tracks people not just families, therefore any complex family structure can be stored and defined accurately.

The school can also define its own â&#x20AC;&#x2DC;contactâ&#x20AC;&#x2122; record links as well as all the natural family

structure to meet the needs of notifications to multiple addresses (even for cases such as when the grandparents are paying the fees and want a copy of the report) through to very difficult cases.

Synergetic has developed 2 Way Text Messaging, notifications

Action Centre, Advanced Excursion Management, Advanced Activities & Sports Team Management and My Details information hub, to allow schools to stay connected with teachers, students, parents and the broader school community.

Term 2 - 2016

school news

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Administration | Student Management Systems

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Supplier Profile | PCSchool

A remarkable turnaround through better attendance and participation – The Selwyn Way JOHN HATTIE, internationally recognised expert in education, said of Selwyn College recently, “The most remarkable turnaround of any school I’ve see in the last five years.”

Since 2008, Selwyn College has undergone a significant transformation in student attendance, co-curricular involvement, leadership development and, most crucially, academic achievement. Throughout the past eight years, PCSchool has been a critical partner in enabling that change. During this time, Selwyn’s NCEA Level 2 pass rate lifted from 73 per cent to 95 per cent recapturing the confidence of the local community.

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At first it was people-intensive work that utilised PCSchool reports both readily available and custom written by PCSchool. Key staff including the attendance officer, mentor teachers and heads of houses all used data generated from marked electronic rolls to help students get to class on time and stay there! As PCSchool developed the new browser Spider interface, the tracking of student data became easier. Parents could also check their students live attendance data via the parental portal. The interactive interface also enabled staff to contact parents through SMS messaging, emails and form letters.

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Clare Linzey, Assistant Principal, says, “At Selwyn College we make full use of the PCSchool database to ensure all the stakeholders in our students’ education have timely and accurate access to student data.

Students, staff and parents use the Spider (PCSchool’s web interface) to track student achievement, attendance and participation in the wider life of the college. Our SILver award system (tracking Service, Involvement and Leadership) provides evidence of students developing their key competencies. This evidence is vital beyond the college when students apply for employment and scholarship opportunities.’

Andrew Saunders, deputy principal, tells the story: “Back in 2008, we re-established an agreed set of values, including a focus on student attendance, which in the following years reaped incremental change in both student involvement and academic achievement.

The impact of the partnership between the Selwyn and PCSchool staff team was obvious. There was a significant improvement in attendance for the whole school including high priority learners. Student absence during the day was markedly decreased and overall attendance rose to well over 90 per cent.

Furthermore, collaboration with PCSchool staff enabled a multi-layered approach to improving both co-curricular involvement and leadership development. Selwyn College’s drive for all round excellence gave PCSchool staff opportunity to develop specific reports and awards for whatever new idea we had. For example, the SILver award designed as an incentive to foster students’ involvement in the wider life of the school led to increased student 100 involvement in both cocurricular opportunities and leadership 80 development.”

“PCSchool was also able to provide support and advice to develop tracking systems to fuel the competitive interhouse competition. With house points generated from the comparison of co-curricular involvement, academic excellence and daily attendance, staff were able to drill down on an individual student’s participation and

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achievement and identify trends within each year group and ethnic group. Check and connect mentoring enabled mentors to monitor and encourage student focus on cocurricular goals, school awards and appropriate course selection. This further enhanced student learning.

“The November 2014 ERO report concluded Selwyn College was a high performing school, saying, ‘Students experience personalised learning in a caring, respectful and vibrant learning environment. Students have a strong sense of school pride and belonging to their culturally inclusive school. The innovative and individualised curriculum and highly effective teaching practices are resulting in students achieving academic success and becoming confident lifelong learners.’

“PCSchool provided the SMS platform and was an active partner in this significant transformation.”

By Andrew Saunders, Deputy Principal, Selwyn College For more information please contact PCSchool: Email: info@pcschool.net, Phone: 09 974 9624 or visit www.pcschool.net

Student Management Systems | Administration

GATEKEEPER APP

WORKS WITH ANY SMS

Know exactly who is at your school

The Action Centre is a notification hub which allows administrators to “subscribe” staff to notification events such as parent detail and medical update notifications, debtors overdue more than 60 days, staff registration checks expired or expiring and medical alerts.

The sports management tool is designed to provide a mechanism to manage schools’ sports information and notification.

Key capabilities include the easy assignment of students to sports and the teams within those sports, management of the schedule of the sport, attendance at games, and linking of sports teams to medical conditions and incidents.

Flexible training options are available including face to face training, local and national roadshows, individual remote training using web technology, and online self-paced training courses.

MUSAC MUSAC has provided school management systems since the late ’80s with software covering administration, assessment and reporting; finance and library.

They continue to work with schools to deliver tools which help raise student achievement with a particular focus on using the power of the web with cloudbased systems.

MUSAC Edge is designed for the entire school community.

As well as giving staff the SMS functionality they need on a daily basis, their students and caregivers can interact with the software with minimal technical input required by the school.

The Edge portals enable student progress to be shared on an ongoing basis, thus giving students more ownership of their own learning - and bringing the school and its community closer together via seamless cloud computing.

Solutions advisor Phil Simms says as part of the growing functionality in Edge, and recognising that each school has its own specific assessment needs, functionality is available to create customised caregiver reports.

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“These will be able to link to our very new markbook functionality which will enable all school types to create and effectively track their own assessments.”

MUSAC continues to enhance its Edge Cloud Library management software.

“Again the premise for developing this software based on our very successful Classic Library Manager, was our recognition that the ‘Cloud’ is the software environment New Zealand schools need to be using as much as possible.

Visitors

Sign in/out Image capture

Regular visitor No fuss entry

Staff

Relief sign in/out Stepping out/back

Classroom entry

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Boarders Sign in/out

VISITOR

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STUDENT

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Contact: www.pcschool.net Ph 09 9749 624 Term 2 - 2016

school news

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Administration | Student Management Systems

The availability and familiarity of the web together with lower technical overhead, are some of the reasons MUSAC is very focused on enriching and integrating our software with, for example, student borrower details transferring to Edge library from Edge.

Future enhancements will allow correlation between Edge assessment data and the books a student is choosing to read from the library.”

Mr Simms says MUSAC’s approach is very different to other systems as it serves “all levels of the educational eco-system from primary through secondary”, data stays with students when moving between Edge schools, and it provides financial and library management software that integrates with Edge for easy data transfer.”

IES Integrated Education Software (IES) is a New Zealand designed, developed and supported school management system, processing student and financial aspects of school life.

It had its beginnings in the ’80s, and is used in many schools and tertiary institutions throughout New Zealand and Asia.

There are more than 30 IES modules making it probably the most comprehensive system in the world.

From the beginning it was obvious that schools wanted a fully integrated system rather than just a student system, so that

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school news

Term 2 - 2016

everyone in the school, especially teachers and office staff, had access to all the data they required to run the school, both on students and finances.

An example of how schools can use IES for a sports trip illustrates the system’s all-encompassing reach:

but limited access to financial modules. Office staff may have full access to financial modules, but limited access to student modules. The nurse may enter confidential data which no one else can see.”

• A sports team is created by the coach with the students entered - only the student name is required • The fees system charges all students in the team for the trip and updates the general ledger • The fees system handles the trip payments by students and updates the general ledger • The fees system updates the general ledger accounts showing what has been charged and paid for the trip • The general ledger records income and expenses for the trip e.g. flight costs, fundraising • The coach gets a list of students with the student’s personal, family and medical details • The student reports system prints details from the trip in the student’s report •

The email system is used to send emails to parents and students in the team.

IES director Robin Tinker says security is critical to the system.

“Teachers may have full access to relevant student modules,

KAMAR As of March 2016, over 360 schools throughout New Zealand use the KAMAR Student Management System (SMS).

Initially KAMAR was designed for secondary schools in New Zealand, but in recent years has added composite, primary and intermediate schools to its database.

KAMAR has been ministry approved since 2005.

KAMAR continues to be actively developed and in the past year a number of new functions have been added including a dashboard of student statistics (numbers, attendance and pastoral), tracking graph, class efforts and recognitions, and interfaces with third party solutions including PaCT and Xero.

Developments for 2016 include Cloud and home communication.

KAMAR offers a couple of key tools for emergency alerts; for

example, a quick option which will print a school register of all students, sorted by tutor group with the current attendance for the day – useful for lockdowns or fire alarms.

There is also an easy tool to quickly send a text message, generic or customised, to all or selected students and/or their caregivers.

The Absence Manager allows the school’s attendance officer to quickly and easily identify students who aren’t at school then an automated notification can be sent to parents (txt and/or e-mail) notifying of the student’s absence. Schools that have introduced this have reported a reduction in student truancy and also more timely notification by caregivers of student absences.

Teachers enter attendance in real time using their laptop, tablet or mobile device.

“Schools report that since changing to KAMAR, staff who previously spent all day entering attendance can now spend time following up instead as entry is done by staff directly,” says company spokesman Kent Lendrum.

Training for new schools is customised, and generally key staff are trained then teach their colleagues. However, whole staff training is an option. Support is available via phone, online chat, email - plus remote or on-site training. There are workshops and an annual conference which attracts more than 450 registrations each year.

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www.hydestor.co.nz info@hydestor.co.nz 0800 493 378

Administration | Websites & Apps

Using websites and apps to market your school You know all the wonderful work that goes on in your school, but does your school’s website reflect this? And is it time for your school to connect with its community via app?

School News looks at key considerations in using websites and apps to market your school.

Websites can be wonderful things – when they work well. A school website is the virtual front door to the school, a place to welcome all visitors, and to convey that all important first impression. It needs to be highly professional, and it should also function as a tool for students, teachers, family and visitors to access information about all aspects of school life.

An important consideration is how your website displays on a mobile device as this is what most of your school’s community will be using. The smartphone is the tool of choice for most parents of school age children, and it is estimated that 90 per cent of New Zealanders will be using smartphones by 2019.

Your school website must to be easy to navigate. A visitor to the homepage should not require the tenacity of a private investigator to locate the absence reporting tool or the teachers’ contact information, they should be able to spot them on the homepage within seconds.

Content When reviewing content, it is helpful to consider the messages you want to communicate.

Ask yourself how you can communicate the school’s vision, how parents can support their children’s learning, and how your school promotes Maori and Pasifika achievement.

The school’s values should be clearly outlined, along with information about what sets it apart from other schools. This could be its faith, multicultural community or rural location, for example.

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Term 2 - 2016

Design come in. Inbox Design, a web design company that works with many schools, uses your schools KAMAR Student Management System (SMS) to allow seamless updates to the school website.

“We are one of the few companies to offer the calendar and notice integration, with our easy-to-use pages and content manager,” says director Sheldon Lendrum. “And our designs are all ‘responsive’ which means that they will work great regardless of the device/screen size the visitor is using.”

Inbox Design works with many schools in New Zealand

Ensure that the gallery is well maintained as this will promote parent engagement. What parent doesn’t want to see a photo of their child looking happy at school? Regular updates to classroom blogs and photo galleries will keep parents and caregivers coming back, thus maintaining the home-school connection.

Most school websites have the following basic information: • Calendars for school activities, school timetables and term dates • Policy statements relating to attendance, uniform and internet use • School news on individual and group achievements • Information about academic and co-curricular activities And if your school is not yet hooked up to social media, consider the move. Closed Facebook groups make it easy for school communities to connect, and Twitter is a great vehicle for disseminating daily notices.

It doesn’t end there. Apps are slowly but surely becoming a communication vehicle of choice for schools. Given that today’s new entrants were born into a world awash with apps, it makes perfect sense that their

parents expect to use apps to communicate. And with the average person checking their smartphone 85 times a day, an app is a savvy way for a school to engage with students, teachers and parents.

“It’s important to understand the role of each medium,” advises Laura Hunt, managing partner of tiqbiz, a school communication app. “The website is a public branding tool that presents your school to prospective parents, whereas the app is a communication tool for the school to message current parents.”

The Tauranga-based company can get school websites off the ground as quickly as three weeks after the initial consulation, depending on the time taken by the school to upload content.

The process includes discussion, provision of a mock up design for staff to try, page building then content upload.

Content can include but is not limited to school information, events and calendar, daily notices, news, prospectuses, contact and absence forms, job vacancies, and sports registrations.

Inbox Design

Prices start at around $6000 +GST which includes the design, hosting and content management, as well as support, training and backups.

It’s not easy keeping the school website up-to-date on top of the myriad other tasks required of administration staff - and that’s where companies such as Inbox

Inbox Design also offers a native iOS and Android app for the school to work in tandem with the website, allowing for push notifications to go to caregivers.

Websites & Apps | Administration

The school app that manages parent communications.

Tiqbiz Tiqbiz is a comprehensive school communication app system used by more than 1000 schools internationally, preschool through to secondary. It provides integration options for schools wanting to give parents a choice between a website and a school communication app. These allow content to be published between the website and the app, reducing double handing of information.

Tiqbiz consults with schools needing a website with prices starting at $500 for set up and $650/year annual fee. It’s a three-part process comprising consultation, design and build, and support. Schools have access to technical support for as long as the website is live. There are no set up fees for the tiqbiz app and annual fees are between $450 $650/per. It provides three levels

M OBILE

of communication: whole school, year level and individual parents.

The whole school includes notices and events that are published to everyone, the year level targets a particular group of parents with information such as a bus being late, for example, and the private message system can be used to organise meetings or follow up on permission slips.

The tiqbiz school app makes it easy to manage all your school’s messaging and calendar events: ijŦ Ò ~Ý Ŧ ò ¨Ý¨½ Ŧ ü¼á½¨ ~ݨýÖĺ ijŦW Ŧí¥ÃŦ¥~ÖŦÒ ~ ŦóÃáÒŦ¼ ÖÖ~ Öĺ ijŦS ¨ì Ŧ~ Ö ½ Ŧ ÃÒ¼Öĺ ijŦS ¨ì ŦÖ¨ ½ ŦÏ Ò¼¨Ö֨ýŦ ÃÒ¼Öĺ ijŦ ·¨ì ÒŦݨ¼ œÖ ½Ö¨Ý¨ì Ŧ~½½Ãá½ ¼ ½ÝÖĺ ijŦ]Ò~½Ö·~ݨýŦÝÃŦĥĞŦ ¨ď Ò ½ÝŦ·~½ á~ Öĺ ijŦW ¥ á· ŦÝ¥ ŦÖ ½ ¨½ Ŧà Ŧ¼ ÖÖ~ ĺ ijŦ=~½~ Ŧ ~· ½ ~ÒŦ ì ½ÝÖŦ~½ ŦÒ ¼¨½ ÒÖĺ

Teachers can be given ‘publishing rights’ to their class which schools say works well to keep parents engaged in their child’s learning. “Schools are getting great feedback from parents. With shared responsibility amongst school staff, your school app will feed the most up-to-date, relevant and exciting content to parents and really boost your school’s feeling of community.”

ann@tiqbiz.com Phone: 0274 707 112 www.tiqbiz.co.nz Ask us about Passtab, our visitor registration system.

By Anna Clements, Industry Reporter

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Term 2 - 2016

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29

Administration | Student Transport

It’s a school’s responsibility to provide safe and efficient student transport

It should hardly need saying that school managers setting out to provide a school’s own transport for its students must take any decision very seriously.

Any such transaction is almost certain to have a major impact on school budgets, and aspects such as purchase cost of the vehicle, fuel economy, durability, reliability and passenger safety will all need to be considered.

Perhaps most important of all is the credentials of the driver. If

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Term 2 - 2016

any type of accident is to happen that leads to injury or worse, the actions of the driver are most likely to be the cause.

While accidents causing serious injury can certainly happen within school grounds, it is a rare event in the security of a teacher-supervised zone, and in a building constructed to meet sound safety standards.

However, out on the open road, such safeguards are largely absent. When it comes to vehicle standards, driver experience and responsibility, student behaviour and adult supervision, it might

well be the school under the blow-torch if anything goes wrong.

For the vast majority of schools, when it comes to transport to and from classes, the Ministry of Education contracts Cognition Education to manage its transportation services.

Cognition’s transport division designs, contracts, monitors, and manages these services to ensure their viability and the safety of the students.

Directly resourced schools or schools that are part of a DR school network do not need to

follow an established bus route design. They can arrange their own bus service and run buses along whatever bus route they choose – so long as they comply with their funding agreement.

Whether it is purely for daily transport of their pupils to school and back, or whether it is for some other form of transport such as sports teams, the school orchestra or various other groups, a lot of groundwork will need to be carried out to ensure the most appropriate purchasing decision is made.

Student Transport | Administration

Professional advice

bus brand on the roads in New Zealand, being one of the leading players in the bus industry for many years.

Although in some cases there might be someone with reasonable commercial vehicle knowledge within the school community, it will always be necessary to seek specialist knowledge from a vehicle provider used to dealing with school transport requirements.

A school purchasing team will want to feel comfortable that they are not only dealing with a company that has specialist vehicle knowledge but is also experienced in advising nonspecialist clients, such as schools.

“Some schools will come directly to us, often through word of mouth,” said Penske national bus sales manager, Paul Williams.

One example is the New Zealand importer /distributor for the highly regarded German-made MAN trucks and buses, Penske Commercial Vehicles. MAN is the world’s oldest diesel truck maker and the highest volume

“Direct resourced schools have the option of how they handle school transport and we’ve sold complete buses to some very small primary schools, generally rural. Such a vehicle might have a purpose as a community bus as well, perhaps used in the weekend by a sports group or something similar, but its primary purpose is to carry the children.

Some schools have found it more economical to run their own bus than to contract an operator to carry out those services.

“Because schools are different

from a bus operator, we’ll offer our services to work with them to develop a complete solution, as compared with just selling them a chassis which they would then have to take to a bodybuilder and consult with them with regard to building a body on that vehicle.

“We understand that schools are obviously not going to be as familiar with spec’ing out a bus, and for that reason, we make an exception for schools where we offer them our services as a prime contractor for a complete vehicle. We would find out from the school what their requirements are and then establish the best solution to meet those requirements. That means they don’t have to worry about what chassis they should choose or what body they’re going to put on it,” Mr Williams said.

“At Penske, we have a number of solutions. We’d look at the best scenario for each individual school. For example, a bus for an urban school where the roads are all sealed, will have totally different requirements from a rural school where a vehicle might be exposed to more severe driving conditions such as gravel roads.

“The complete bus solution also provides various body spec options such as passenger capacity, luggage compartments, air conditioning, seating and seat belts, colour schemes and chassis specifications. All MAN chassis comply with the latest safety and emission standards and do not require AdBlue fuel additive.”

By Brent Leslie, Industry Reporter

SCHOOLBUS or CHARTER Complete body solutions available to meet your requirements.

MAN TGL/TGM CHASSIS • 8 to 15 tonne GVM • 3.5m to 6.0m W/base • 190bhp to 290bhp Euro 5 Engines • Manual or Tipmatic Trans • Leaf or Air suspension • 4X2 or 6X2 • Front engine chassis • Light Tare weight • No Adblue required

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Penske Commercial Vehicles NZ Head Office Tel: 09 250 7800 4 Langley Road, Wiri, Auckland

Contact: Paul Williams Tel: 03 349 4777 Mob: 0275 681 105 Email: pwilliams@man.co.nz

Contact: Bobby Khan Tel: 09 250 7813 Mob: 0275 646 313 Email: bkhan@man.co.nz

Term 2 - 2016

school news

31

Teaching Resources | STEM

Time to get serious about STEM education A couple of weeks ago, a group of students from a decile six high school in New Zealand took out the supreme award at the biggest robotics competition on the planet.

The teenagers rose to the top of 1072 teams from 40 different countries, an achievement nothing short of phenomenal.

Even more astonishing is the fact that this is the second year running that a New Zealand high school has won the Supreme Excellence Award. Meanwhile, one of our teachers was named Teacher of the Year from a pool of 44,000 teachers – the first time the award had gone to a teacher outside of North America.

You could be forgiven for not knowing about this, however, as mainstream media in New Zealand did not consider it worthy of coverage. And it is this attitude, says robotics expert Chris Hamling, which is holding back New Zealand’s knowledge economy.

“I spoke to a major news outlet which I won’t name, and the response was, ‘Oh, we’ve done something on robotics before so we won’t do it again’,” says Mr Hamling, national manager of Kiwibots which supports and maintains VEX robotics competitions in New Zealand. “I asked whether they’d take the same stance to an All Blacks

32

game, for example, and of course they said ‘No’. But this is precisely the problem in New Zealand, people don’t understand the value of STEM education. We’re trying to get students to engage, but people want glory and currently there is no glory attached to STEM achievements.

“Sports people contribute next to nothing to society. There are a few jobs in sports training but that’s about it. STEM education, on the other hand, is the key to our future.”

Professor Lindsey Conner is the director of science and technology education research at Canterbury University. She says the development of STEM is more essential than it has ever been before, “for our prosperity, our security, our health, our

environment, and our quality of life. The vision is to inspire young people through engaging in science, technology, engineering, and mathematics education to develop their creativity, problemsolving and employability skills, to widen their choices and chances for future careers with potentially higher remuneration than unskilled work. A focus on STEM can also help people to be well informed about and be able to engage fully in debate, and make decisions about STEM-related social and ethical issues.”

The trouble for principals, however, is in finding quality STEM teachers.

Maths and science teachers are notoriously difficult to find, while there is an oversupply of PE teachers. Auckland University graduated just four physics teachers in 2014, and 39 maths teachers. AUT had no maths or physics teachers, and other universities also reported low numbers compared with physical education (PE) graduates.

“We need to have STEM learning recognised, and to say, ‘Look, we’re over sports, we have to have a knowledge economy. Because the rest of the world has overtaken us and we are playing catch up," says Mr Hamling. "It is very easy to have goods manufactured in other countries but let’s develop more product here and stop limiting our income to tourism or the byproducts of cows.”

school news

Term 2 - 2016

Mr Hamling is working to create a nationwide alliance to help schools access STEM resources.

“At the moment we’ve got 72 STEM initiatives which are pulling schools every which way, but no coordinated voice. So we’re pulling all these organisations and initiatives together to create a united voice. We’ll tell the government what we’re doing and invite them to join us if they dare.

We can’t afford to keep waiting for them to take action.”

Among the first STEM experts to sign up to the alliance is The Mind Lab by Unitec, a specialist education lab dedicated to enhancing digital literacy capability; KiwiSpace Foundation, a group of rocketeers and space advocates, and Evolocity, a Christchurchbased charity that promotes enrolments in STEM tertiary education.

PASCO Scientific is another organisation passionate about STEM education. They supply Ergopedia products to provide a unique, hands-on approach for physical science, physics and engineering at high school level. These modules comprise a comprehensive teacher’s guide along with student activities, lesson plans, simulations, and all the equipment needed to perform the activities.

“Typically we work with high school teachers, but we are keen to work with intermediate schools to get

STEM | Teaching Resources

How do we prepare students for STEM careers that do not exist yet? pupils prepared for high school science,â&#x20AC;? managing director for PASCO GSEP, Electrotest Ltd, New Zealand, Steve Williams. â&#x20AC;&#x153;If they can grasp the concept of basic data logging and for example, temperature logging, before leaving primary, they are more likely to engage in the sciences at high school.â&#x20AC;? Modules cover programming and robotics, motion and robotics, forces and motion, oscillations, waves and sound, and light, colour and optics.

Meanwhile, the robotics club at Lynfield College in central Auckland, continues to flourish quietly, quietly. Despite winning the top title at the VEX Robotics Competition in Louisville, Kentucky, they are an unassuming bunch.

Aged 15 to 18, they meet a couple of times a week under the guidance of teacher Craig Yearbury and team captains Steven Barker

and Conor Thomas. â&#x20AC;&#x153;I try to make robotics fun for the students and hopefully they learn without realising it too much," says Mr Yearbury.

Develop 21st century skills with science solutions from Electrotest Ltd. Free STEM poster at www.tinyurl.com/ETL2016

Phone: 09 4482600 or email: info@electrotest.co.nz

And on Aucklandâ&#x20AC;&#x2122;s North Shore, internationally-recognised Teacher of the Year, David Aston, continues to inspire students at Glenfield College.

The head of science says robotics is a â&#x20AC;&#x2DC;highly engaging and and effective context for learning in many areasâ&#x20AC;?.

He has also found that using robotics can provide many other benefits for students' learning, including facilitating the development of key competencies, demonstrating the value of co-operation, and providing opportunities to inspire others.

By Anna Clements, Industry Reporter

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Term 2 - 2016

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33

Teaching Resources | Interactive Teaching

Digital tools for interactive teaching

Interactive stations boot up quickly and can be used by several students at once

One of the phrases we hear a lot in education today is “interactive teaching”.

A bit like organic food, it is often bandied about as if new and fancy when of course it has been around from the beginning of time.

If you teach, ask questions and lead discussion, you are already teaching interactively; the difference today is that teachers can unleash the full power of multimedia in their classrooms.

Take a lesson about the Cook Islands, for example. In the past, the class may have trudged to the school library and spent half the lesson time looking for books about the Pacific Islands. A student or teacher may have been able to share traditional craft skills.

However, with today’s digital tools, students can hear language spoken by a native, sing along to traditional songs, peer into the virtual world of their contemporaries in the Islands, and even engage in conversation with them or follow a virtual lesson in weaving.

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Some of the most sought-after tools in schools today are interactive flat panels and interactive projectors.

“Ninety per cent of our sales are interactive flat panels,” says Murray Thoms of ACTIVboardNZ. “We’ve sold around 10,000 interactive devices, but schools who have had interactive whiteboards for a number of years and who are looking to upgrade, are now trading them up and putting panels in.”

A panel is self-contained and mounted on a wall. The resolution is high definition, there is no need for blinds to be down – “you just plug them in and go”. They are also available on mobile stands allowing full flexibility, a popular option in innovative learning spaces.

“In many respects, the interactive whiteboard is not too different to the product we were supplying in the ’90s when every classroom had a television,” says Mr Thoms.

“What we like and what many of our schools like is the ability to interact with that content and work with it, it’s much more engaging and of course the screen is a much more useable size.”

Global demand for high tech

product has driven down the cost to consumers. In Turkey, for example, the government is financing supply of 450,000, 65inch flat panels to schools, turning the local manufacturer - Vestel, into one of the world’s biggest manufacturer of flat panels. It’s a similar story in China where they have 6.1 million classrooms – almost 48 per cent of these are already equipped with interactive technology but there has been a big swing away from IWBs to interactive flat panel displays with almost half a million classrooms receiving flat panels last year.

At Takapuna Primary, the interactive journey stepped up a notch last year when the school bought its first ActivPanel. “These are amazing to use," says year six teacher, Jason Barnes. "They are more like a TV screen - they boot up quickly, they're very portable and there's no calibration issues or glare. They have four HDMI plugs built-in meaning we can plug in laptops, Apple TV, Chromebooks, Chromecast whatever we want, with ease. It works brilliantly within a BYOD environment and the fact you can have 10 touch screen user

at the same time is great. I had ten kids using a painting programme today, all at the same time. It was great!"

Schools are advised to complete a visioning process before spending any money on new ICT equipment.

“I would recommend that schools complete an audit of their existing ICT assets to gain a clear picture of what it is their school has and is wanting to achieve terms of learning technologies and methodologies for their students,” says Mr Thoms.

“The school leadership needs to be able to articulate how this vision translates to an investment that will better prepare their students for the world they encounter when they leave school.

“All staff need to have a clear understanding of how this vision is to be implemented and be provided with a supportive environment that values innovation, risk-taking and experimentation, and there are regular opportunities for teachers’ ongoing professional development, particularly attendance at conferences and expos that focus on the innovative use of ICT in the classroom.

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Teaching Resources | Interactive Teaching

Epson interactive projectors are installed in every classroom at Baradene College

At Baradene College in Auckland, classrooms are fitted with Epson interactive projectors. As deputy principal Theresa Bosch explains, “We chose the Epson EB-595Wi’s because they mirror what the teachers are able to do on their touch screen devices. The students all have touch screen devices and we want them to be able to go to the board and have the same experience. As users become used to using a touch screen device, they expect all devices to behave in the same manner. This functionality ensures the staff/students can remain at the board and not be bound by their device.

“Being able to project what a student has on their device and share this screen with the class, is also an attraction for the teachers.

We use OneNote extensively in the classroom and being able to do interactive work at the board makes the Epson EB-595Wi the obvious choice.

“The ultra-short-throw projection ensures the staff and student don’t have the projection shining in their face and makes the time at the board so much more pleasant.”

Epson supply projectors, visualisers/ document cameras (think a modern OHP), printers and scanners to schools throughout New Zealand.

“The teaching pedagogy of each individual school will determine what type of projector they will choose,” Epson’s Projector business manager, Mike Conza. “For schools that like to teach from the front of the classroom, the interactive models are generally selected. For

36

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science and maps, to name but a few.

“An interactive whiteboard adds value to many areas of the curriculum and certainly engages students more especially when the teacher is very inclusive and allow the students to work the whiteboard themselves,” says deputy principal Barbara Woods. “This encourages the students to play the role of the teacher and we all know that a really effective way of learning something is to teach it to someone else.

The way we use technology in the classroom is changing rapidly

those in which teaching isn’t done from the front, a standard throw projector is chosen, with more of an emphasis on the projector being able to be connected wirelessly.”

Many teachers are embracing the new technology, and those who are more hesitant are encouraged to give it a try. “Once teachers get over the initial learning curve and realise the potential to save time, distribute annotated notes digitally and make the lessons more engaging they provide a great return on investment.

“An interactive projector is the hardware that provides interactivity to the standard classroom whiteboard. Their use is no different to using a mouse with your computer except the mouse has been substituted for an interactive pen or finger touch, and you can control the computer from the whiteboard.”

The addition of finger touch makes the interactive projectors accessible to young children who can use their fingers instead of a pen, and makes its use more synonymous with the other touch devices such as smart phones and tablets.

“We know that we have an exciting journey ahead of us, making staff professional development a priority,” says Ms Bosch. “We are excited by the many features that the Epson projectors offer and want to support our staff as they use these projectors to support pedagogy.”

CASE STUDY Viscount School Viscount School in South Auckland has been using interactive whiteboards for about 12 years, adding three new boards each year.

They use the promethean software package which provides wide range of tools from maths activities to

“We do something we call Newsboard. This is about taking a piece of news and exploring the facts and thinking about our views on it. This area had much more impact when using an interactive whiteboard as it is so easy for the students to go onto sites like YouTube to hear other points of view or to read other articles about the topic or to watch a clip about it. This adds great value for the students and gives them to opportunity to think more widely and to explore global thinking and attitudes. “The interactive whiteboard enhances a good programme and offers some great activities. Of course all these activities can be done without the board but the board makes it much easier and allows all students to see it together. When you can just click into a YouTube video to explain the destruction of the rainforest after reading about it, it will surely enhance the students’ understanding.”

By Anna Clements, Industry Reporter

Finger touch interactive projector.

No pen required!

Now Includes SMART Notebook ÂŽ Software

Pen or finger, Epsonâ&#x20AC;&#x2122;s interactive projector just got simpler.

Learn more at epson.co.nz/interactive

Teaching Resources | Technology

3D printers becoming increasingly user-friendly for schools It is very early days in the 3D printing revolution but the potential it offers is being rapidly recognised.

The United States, the UK, Australia and other countries have integrated 3D technology into the education system for several years now.

For a small country, such as New Zealand, which cannot compete with the mass production capabilities of countries with far larger populations, 3D technology offers huge opportunities for innovators and entrepreneurs. It is now becoming easier to develop our own unique plastic products, patent them, and print them only as needed – avoiding the expense, time and risk involved with having to approach overseas manufacturers and produce the large number of products usually necessary to achieve a viable unit price.

This revolution is already beginning to open up encouraging employment opportunities for New Zealanders, making it an increasingly essential technology in our education system.

Although schools here have been fairly quick to recognise what 3D printing offers, so recent is it that very few teachers involved have had any formal training – quite a problem as the earliest systems could be expensive, temperamental, and difficult to use. And while the cheaper systems – the ones schools might be most likely to be able to afford – were certainly capable of producing simple products of some kind, these often had only novelty value and were not anything of practical use.

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“It provides teachers and students with a pretty in-depth overview of 3D printing – its evolution, value, how it fits into the modern industry and the vocational opportunities it offers,” said Mr Clark.

Because these early printers were also likely to break down, they could not be used until the part involved had been sent away for repair. And with such a new technology, efficient back-up service was not easy to find. Pricy machines that had stretched the school budget were all too often left neglected in a corner.

New generation However, a new generation of 3D printers is now here, and solutions to previous problems of cost, durability, practicality and teacher training have made huge advances. School News spoke to senior executives of two companies with considerable experience in supplying 3D printers to New Zealand schools – Ricoh and 3Design.

Both agreed that the benefits of the printers in schools are simply vast, particularly in industries such as: prototyping, engineering, architectural design – largely removing previous barriers of considerable expense and financial risk in developing new products.

“They opens up a real expression of creativity,” said the managing director of 3Design, Robert Reid.

“It’s all very well to draw something up and being able to turn that into

a three dimensional product, but the next step is seeing how those components go together to create not only a visual product, but one they can actually feel and touch.

With 3D printing it’s really cheap to keep pushing it through and developing the product.”

Ricoh is the New Zealand reseller of MakerBot 3D printers. Murray Clark, Ricoh’s marketing manager, says many schools purchased earlier, more rudimentary machines that do not produce prints accurate enough or of a suitable quality so they can clip or screw together to make practical, useful objects.

“Some of the software used to prepare design files for 3D printing doesn’t have the capability of producing print files that will consistently produce a great result.

Highly accurate but user-friendly software is very important.”

MakerBot pioneered Desktop 3D printing back in 2009 and Ricoh has great confidence in the current MakerBot 3D printing education offering. In addition to the printers and proprietary software, Ricoh also provides schools with a teaching manual, MakerBot in the Classroom, which the company regards as a breakthrough for schools.

“If they follow the lesson plans, even if they have no prior knowledge and/or skill, MakerBot in the Classroom will tell them what software they need to download to create designs and take them all the way through the steps to creating 3D printed products.

“There is also a significant difference in speed. Our machines will print three or four times faster than many machines, very important when a room full of students is wanting to print out their designs. Rather than simply having a big machine or two, it’s often better for schools to consider spending about the same amount of money on a greater number of smaller machines. This greatly increases their volume capability.”

Remote printer access There is a different innovation at Tauranga-based 3Design, where Robert Reid says a new system soon to be introduced from the United States will reduce the price bar even further.

“It will give schools access to a printer without having to buy one.

Instead, a school’s administration will purchase a licence from us.

They can then allocate licences or user-IDs to students who can upload all their files. They can then press print, but the printers will actually be in our office. In real time, through a little camera, the student and teacher can watch that product being printed,” said Mr Reid.

Technology | Teaching Resources

“Rather than having the printer in one room, the licences will be allocated throughout the school.

We’ve found that once a school has a 3D printer, it generates a lot of interest from other departments that might not have the use to justify having their own.

prepare files to print has a built-in learning section – it’s a MakerBot browser. Just click on the buttons to view a whole range of tutorials that teach all of the basic steps in 3D printing and provide tips – plus there’s a link that connects with the support section for troubleshooting 24/7. We also have MakerBot – trained support staff who can give advice and assist schools.”

“This technology is already being used in universities in the United States, it’s now going into Europe, and it’s also just started running in Australia.”

“Training for teachers and students is now built into the MakerBot Desktop software,” said Murray Clark.

It is a similar situation at 3Design.

“After sales service used to be a problem because so few people had the necessary skills,” said Robert Reid. “We’ve now developed our company to give really good follow-up service. We can give schools the right advice and we do training courses.”

“In all of our range of five machines, the software used to

By Brent Leslie, Industry Reporter

Training and back-up Both companies have also addressed the former problems of lack of training and back-up.

3D PRINTING FOR EDUCATION Preparing students for their future careers and teaching them valuable skills are not the only important aspects of implementing 3D printing in educationl programs.

It serves as an extra revolutionizing tool to aid in many areas of education and provides teachers with new ways of getting their message across!

PH: 07 929 7278 74C MALEME STREET GREERTON, TAURANGA

3dinnovation.co.nz

MakerBot 3D printers let you bring ideas to life 3D printing in your school classroom, has never been easier!

MakerBot pioneered desktop 3D printers and continue to be the industry leader today.

For superior print speed, reliability, output quality, ease of use and connectivity, the MakerBot range of desktop 3D printers are the easiest way for your students to bring their ideas to life.

With every MakerBot 3D Printer installed at a School, we’ll include ‘MakerBot’ for the classroom, a teachers guide to teaching 3D printing.

Contact Ricoh New Zealand who provide nationwide sales, support and service for all MakerBot products.

DESIGN

PRINT

SCAN

DOWNLOAD

Use your 3D design skills and favorite modeling program to create something new.

Bring your award winning creation or innovation to life.

Scan to create, or edit and share your very own 3D models.

Access over half a million predesigned models that range from simple to complex.

For more information about 3D printers for your school contact

0800 80 76 76 • RICOH.CO.NZ

Term 2 - 2016

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39

Teaching Resources | Book Reviews As Lena tries to track him down, Elliot dives for cover. But a problem this big only attracts more problems, and, after a shocking workplace accident, they're all going to catch up with him at once. The question is, will Elliot come out of hiding and face them head on?

thing she loves – riding horses at Starlight stables – especially when her aunt and uncle make all her dreams come true with a gift of her very own horse. But there's a catch . . . Poppy must look after the new scholarship girls. Will the bold and troublesome Milly and shy, sensible Katie be the pony-mad friends she's always hoped for?

This is a fast-paced, big-hearted novel about an age-old situation, from the award-winning author of Snakes and Ladders.

Longacre Child Random House For ages 12+

My Grandpa is a Dinosaur

By Richard Fairgray and Terry

The Last Star

Jones

By Rick Yancey

This is a story about a little girl called Wanda and her huge, green, scaly, spiky grandpa.

This is the sequel to The Infinite Sea, the third book in the bestselling 5th Wave trilogy.

The Last Star will be hungrily devoured by science fiction fans particularly those who have been following the 5th Wave series. It is due in the bookstores in June.

Milk Bar Warriors

By Brent Leslie

Puffin Penguin Random House For ages 5+

The Glittering Court

By Richelle Mead A fantasy tale about a countess who poses as a servant in order to escape an arranged marriage.

Adelaide must join the Glittering Court, a school designed to transform impoverished girls into upper-class ladies.

As a result of his quick thinking and even quicker biking, Bruce becomes friends with a group of American GIs: Rick, Walter, and Edwin. Nicknamed Flash by his new friends, Bruce chauffeurs the GIs about Auckland in their petrolguzzling Studebaker.

By Mary-Anne Scott Elliot's in need of a fresh start, so he's dispatched to a new city to work as an apprentice electrician.

His boss, Arnie, is an ex-naval officer whose bad temper and frequent advice don't make for easy living — but Elliot's out of options.

He’s just settling into some sort of routine when a disturbing rumour surfaces about his ex-girlfriend, Lena.

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Puffin Random Books For readers 11+

In a world that’s far from normal, and with sly jokes lurking in every illustration, My Grandpa is a Dinosaur is a picture book especially for those sharp-eyed readers who, like Wanda, notice things that no one else does.

Set in the aftermath of the Japanese attack on Pearl Harbour, this book tells of Auckland schoolboy, Bruce, who does a good deed for an American serviceman barely older than himself, one of the thousands of soldiers here training in New Zealand under a shroud of media black-out.

Coming Home To Roost

Will the girls be able to protect their ponies from the horse thief and find the missing horses at the same time?

Wanda has noticed some very unusual things about her grandpa, but nobody will believe her.

It concludes the story of 16-yearold Cassiopeia Sullivan battling the aliens that have invaded earth.

Puffin Random Books For readers 11+

When horses go missing from the local farms, Poppy worries about Crystal, her new horse.

It’s a great adventure for the young New Zealander, taking his mind off his dad who’s away at the war, and from his schoolboy responsibilities at the ARP (Air Raid Precaution Unit). But racial tensions are high and as his friends prepare to depart for battlefronts in the Pacific, Bruce sees first-hand the ugly consequences of intolerance and fear.

Brent Leslie Books Available from Wheelers For ages 12+

Naturally she excels in her training, and along the way she becomes intrigued by Cedric who turns out to be hiding a secret of his own.

Starlight Stables: Pony Detectives

By Soraya Nicholas The Pony Detectives is the first book in a new series by New Zealand writer Soraya Nicholas that will delight young fans of horse books. Poppy is thrilled to be back doing the one

Together they hatch a scheme to make the best of Adelaide’s secret, but things get a little complicated.

The Glittering Court is the latest offering from the number one bestselling author of Vampire Academy.

Razorbill Penguin For readers 14+ Reviews by Anna Clements, Industry Reporter

2016 Education Catalogue

connecting classrooms Term 2 - 2016

school news

41

Promethean Interactive Flat Panel Displays ActivPanel High functionality in a robust easy-to-use package.

High definition and ultra high definition reveals brilliant colours and crisp details to boost readability in virtually all lighting conditions ensuring the best learning experience for students.

The intuitive interface allows users to simply swipe, pinch or zoom and makes the experience natural whether writing with the digital pen or using multi-touch gestures.

Models / Sizes

Power

The ActivPanel is available as a 55” and 65” HD resolution display, and as 75” and 84” display in 4K Ultra High Definition.

AC 100~240V

Operating Systems Mounting Options

Windows™, OS X™, Linux™ and Chrome OS™

The ActivPanel’s suite of premium stands include a fixed wall mount, adjustable wall mount, adjustable tilt frame mobile stand, adjustable mobile stand, and non-adjustable mobile stand.

Software

Multi-User Capability

Warranty

Multi-user capability on the ActivPanel is dependent upon the application software and operating system used. Within multi-user applications such as Promethean’s ActivInspire software, Windows 7, 8 and 10, up to ten users can work simultaneously on the ActivPanel.

3-Year Return for Repair Warranty, including an option for On-site support.

Connectivity The ActivPanel offers an array of input ports, including HDMI, USB 3.0 and open pluggable specification (OPS).

Access to ActivInspire Professional Edition Software is included.

“Ponsonby Primary has been a long term user of Activboards in every classroom but we are now upgrading to Promethean ActivPanels because of their really superb clarity” Dr Anne Malcolm

ActivPanel ActivPanel Touch’s suite of large, vibrant, high-definition displays supports multi-touch interaction. Up to ten students can collaborate and learn together.

ActivInspire Promethean’s award-winning interactive teaching and learning software empowers teachers to bring lessons to life with interactive technology. Packed with a wealth of real interactive tools and high quality NZ resource packs including Te Reo content, ActivInspire provides teachers with an intuitive, easy-touse solution that will help save time with lesson creation and delivery.

ActivPen

Install ACTIVboardNZ employs a number of experienced Auckland-based accredited installers and has a well-developed network of experienced contract installation technicians who provide them with the capability to facilitate a comprehensive installation strategy NZ-wide.

Training ACTIVboardNZ’s training and PD includes fusing technology with pedagogy to ensure that teachers are equipped with both the resources and technical ability.

The aim is to make professional development fun and help participants explore a range of ways they can utilise the technology and software to achieve improved learning outcomes.

Responding to overwhelming demand for iPad Training from teachers, ACTIVboardNZ has an Authorised Apple Education Trainer and provides a range of custom courses aimed at supporting the use of BYOD in the classroom and integrating best practice with instructional technology.

The new digital pen coupled with Promethean’s award-winning ActivInspire software creates a seamless touch and pen experience allowing users to quickly switch between the digital pen and touch functionality without having to make a selection in the software. Teachers can also assign different ink colours to students to track their work as they annotate and work together at the ActivPanel display.

Mount The ActivPanel is supplied with a basic wall-mount bracket (illustrated) or you can select from our premium line of fixed and height-adjustable wall mounted and mobile stands.

0800 368 474 | enquiries@activboardnz.com | www.activboardnz.com

Clevertouch Interactive Flat Panel Displays Touch the future. Educate the next generation.

Clevertouch Plus Technology for Immersive Engagement Clevertouch interactive touchscreens are the durable alternative to interactive whiteboard and projector solutions. Available in 55″- 84″ high brightness, anti-glare screens and in HD and UHD resolution that ensure images are always clearly visible.

These Clevertouch panels utilise the latest 10-point multi-touch technology and incorporate innovative features such as built in Blade PC and direct access to an app store focused on education.

Mounting Options

Connectivity

The Clevertouch Plus is available with a choice of stands including a fixed wall mount, adjustable wall mount, adjustable tilt frame mount, adjustable mobile stand, or non-adjustable mobile stand.

The Clevertouch Plus offers an array of input ports, including HDMI, front mounted USB ports for both Android and PC and a Blade PC slot.

Multi-User Capability Up to ten concurrent users with Included SnowFlake Software, dependent upon the operating system used.

Android Operating System With its integrated Android operating system the Clevertouch Plus is as easy to use as a tablet.

Glass Anti-glare safety glass.

Software Cleverlynx, Snowflake and DisplayNote Software is included.

Warranty 3-Year Return for Repair Warranty, including an option for On-site support.

Operating Systems Windows™, OS X™

CleverShare Plug CleverShare into your laptop and you can immediately share your desktop and then wirelessly control it directly from the Clevertouch Plus screen, and from anywhere in the room. You can show and edit your laptop’s content on the Clevertouch screen and you have control from your computer or the Clevertouch – your pen or finger becomes your mouse.

Cleverlynx Ñ

Ñ Ñ

CleverLynx includes over 25,000 images and educational resources.

Import and annotate any documents.

Find out more at www.cleverlynx.com

CleverMaths Ñ

Clevertouch Panels allow us to engage children in activities through touch, sound and sight.

Ñ Ñ

Make maths lessons come to life Draw 2D and 3D shapes Find out more at clevertouch.co.uk/ clevermaths

Snowflake MultiTeach A fun educational suite for the younger minds. All game and activity applications are designed to improve both communication and social skills. Join the Multiteach lesson community today.

Angela Lee - Teacher and Technology Integration Specialist

Find out more at mtlc.nuiteq.com/

Install ACTIVboardNZ employs a number of experienced Auckland-based accredited installers and has a well-developed network of experienced contract installation technicians who provide them with the capability to facilitate a comprehensive installation strategy NZwide.

CleverStore

DisplayNote Ñ

Ñ

Ñ

Exclusive to the Clevertouch Plus is the Cleverstore. The dedicated free educational app store with advert-free approved apps for Education. Choose from storytelling to making maths more visual, there is a wide variety of apps to make learning interactive and fun. Suitable for ECE right through to higher Ed.

With the DisplayNote Presenter’s Licence you can control your Clevertouch from a Tablet, PC or Smartphone.

Students can capture the teacher’s content, add their own notes and annotations, and collaborate with other connected devices.

Find out more at www.displaynote. com

Mounts Select from a wide variety of mounting configurations including our premium line of fixed and height-adjustable wall mounted and mobile stands, plus our ConverTable tilting mobile stands.

0800 368 474 | enquiries@activboardnz.com | www.activboardnz.com

Flat Panel Mounting Options

Clevertouch Panels and Trolleys provide access to educational resources and activities and help create learning opportunities for whole class, small group and individual students.

Corey Busfield - Sommerville Special School

Mounting Trolleys

Wall Mounts

SCETA Electrical Trolley Lift

SCETA-W Electrical Wall Lift

Ñ

Suitable for 46” to 84” displays

Ñ

Height adjustment (1185mm –1685mm to centre of screen)

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Weight: 46kg, Max load: 140kg

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Height to top of 84” screen: 2165mm

SCETA-NHV Fixed Height Trolley Ñ Ñ Ñ

Suitable for 46” to 84” displays Weight: 40kg, Max load: 140kg Height to top of 84” screen: 1870mm

SCETTA Electrical Lift and Tilt (90°) Trolley Ñ Ñ

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Suitable for 46” to 84” displays Height adjustment Upright mode: 855 – 1355mm (to centre of screen) Horizontal mode: 1050 – 1550mm (to top surface of screen) Weight: 70kg, Max load: 140kg

SCETTA-L Electrical Lift and Tilt (90°) Trolley (Low) Ñ Ñ

Ñ

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Suitable for 46” to 70” displays Height adjustment Upright mode: 640 – 920mm (to centre of screen) Horizontal mode: 780 – 1060mm (to top surface of screen) Weight: 62kg, Max load: 140kg

Optional Laptop Shelf Available for all SCETA and SCETTA Stands/ Trolleys

Floor supported wall mount for larger Panels Suitable for 46” to 84” displays Height adjustment: 1285 –1785mm to centre of screen Ñ Weight: 40kg, Max load: 150kg Ñ Height to top of 84” screen: 2165mm Optional: Floor Plate available for unsupported walls Ñ Ñ

SCETA-NHV-F Fixed Height Wall Mount Floor supported wall mount for larger Panels Suitable for 46” to 84” displays Height to top of 84” screen: 1780mm Ñ Weight: 31kg Max load: 150kg Optional: Floor Plate available for unsupported walls Ñ Ñ

Fixed – Heavy Duty Wall Mount For solid load-bearing walls Ñ Ñ Ñ

Fixed height Suitable for 46” to 84” displays Max Load 100kg

46”

55”

Screen

Screen

ActivStation

CleverStation

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THE IDEAL LEARNING SOLUTION FOR ECE AND YOUNGER AGE STUDENTS

Optimised for Collaborative Learning - Recommended for existing Promethean users.

Our ever popular mobile CleverStation package incorporating a Sahara 46”Clevertouch High Definition anti-glare screen with a dry-wipe marker board mounted on the reverse.

Stylish, fully mobile dual-use package with LED back-lit touch-screen on one side and large dry wipe magnetic whiteboard and pen tray on the reverse allowing for simultaneous use and greater flexibility.

FEATURES Ñ

FEATURES Ñ

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55″ High Definition Promethean ActivPanel LED 10-point touch-screen with ActivGlide™ non-friction glass Supports Windows™ gestures Tough tempered anti-glare glass Supplied with ActivInspire educational software and attendance at a free Centre-based Training course.

Includes new digital pen allowing users to quickly switch between pen and touch functionality without having to make a selection in the software.

10 watts per channel stereo sound system Dual USB connectivity for peripherals

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Robust and durable roll-about cabinet with multiple storage shelves 46” Clevertouch LED 10-point touch-screen with antiglare safety glass Crisp bright full HD images under any conditions Supplied with license for both CleverLynx lesson creation software and Snowflake MultiTeach.

Stereo sound system brings audio to life USB connectivity for peripherals 3-year RFR warranty.

Options Ñ

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External Interface to allow use with external laptop computer running Mac OS or Windows 7, 8 or 10 Natural wood finish i3 PC Mac Mini Apple TV Tryten Security Mount Wireless keyboard DVD Player Choice of visualiser 3, 4 or 5 year On-site Warranty support programme

0800 368 474 | enquiries@activboardnz.com | www.activboardnz.com

Promethean Interactive Whiteboard Solutions

ActivBoard 300Pro

ActivBoard 500Pro

Dual-User

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Available in both 4:3 and 16:10 format, the 78” and 87” pen-based ActivBoard 300 Pro Range is the ideal entry level interactive whiteboard. Built-in speakers and a discreet but powerful amplifier add stereo sound to any lesson.

The 87” ActivBoard Pro is an essential part of Promethean’s ActivClassroom and raises the standard for interactive display systems with its intuitive pen and touch capability. Promethean’s award winning ActivInspire software, provides teachers with easy access to a wealth of teaching resources such as math tools, sounds, templates, and gesture touch applications offering an interactive and engaging experience for today’s learners.

Dual-User capability is built in and with included ActivInspire Professional Edition software you get access to tens of thousands of free lessons and resources at www.PrometheanPlanet.com

Mounting Options

Adjustable

Fixed Extreme Short Throw Projector

Short Throw Projector

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Short Throw Projector

Projectors PROMETHEAN PRM-45 A

EPSON EB-585W

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WXGA image - 3150 lumens Long lamp life – up to 7000 hours in dynamic eco mode HDMI input x 2 Powered USB – ideal for Chromecast!

5 year Onsite projector warranty (3 years on the lamp)

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EPSON EB-W130 Ñ

Affordable ceiling-mount projector for general classroom use Ñ Ñ

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EPSON EB-585Wi/595Wi

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Epson iProjection – Wirelessly display from BYOD devices.

Built in amplifier and 1 watt speaker.

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High performance Interactive Ultra short throw projector for the classroom Ñ

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EPSON EB-535W

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High performance short throw projector for the classroom Ñ Ñ

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WXGA image – 3300 lumens.

Digital Connectivity – Dual HDMI ports Wireless Connectivity with optional ELP-AP07 Wireless LAN Device.

Epson EasyMP – Multi PC and Network Projection and Control Built in amplifier and 16 watt speaker.

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WXGA image – 3400 lumens.

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Identical to EB-585W but with full PC Interactivity Dual Pen Interactivity – multi user capable.

Touch Enabled (Available with EB-595Wi) Projector control tool bar – Allows user to control the projector (eg switch sources, zoom, volume up/down etc) using the interactive pen.

LG Classroom TV Choose from 49”, 55”, 60” and 65” LX341C Commercial HDTV Ñ Ñ Ñ

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Customised Splash Screen for security Options for wall-mounted or mobile trolley Options for BYOD Connectivity (Apple TV/ Chromecast etc) 3 year commercial warranty with On-Site inspection and solution

0800 368 474 | enquiries@activboardnz.com | www.activboardnz.com

BYOD and Mobile Device Connectivity Interactive

Non-Interactive

CleverShare

Apple TV

With the new CleverShare wireless device you can instantly display your desktop on the Clevertouch Plus, and control it from your computer locally or via the Clevertouch Plus screen – your pen or finger becomes your mouse.

Media Player

WePresent

ScreenBeam Pro – Business Edition

Interactive Multi-Platform Wireless Presentation Gateway The WiPG-2000 supports 1080p and can be connected to any TV. Flat screen display or projector with HDMI or VGA so that the whole class can wirelessly present from their mobile device. Up to 4 devices may be displayed onscreen concurrently.

The best choice to stream media if you are using iPads in the classroom Connects via HDMI – needs Wi-Fi. Optional Secure Mount for Apple TV can be common keyed. (see image)

Generation 5 Intel Pro WiDi Certified Wireless Display Receiver The best choice for schools using Windows 365™. The solution allows wirelessly sharing of content and works with Windows 7, 8/8.1 and Windows 10 running Gen 5/6 Intel Pro WiDi software.

MONTAGE Box

Chromecast

Wireless Presentation System

Low cost casting device that plays HD content

Montage is the ideal Plug and Play cross-platform hardware solution that enables up to 12 students to share information, data and content in real-time from multiple devices.

Connect via Web, Desktop, Airplay or Miracast and share files, screen and annotations.

The best choice if your school is using Google apps and Chromebooks.

Allows users to stream media via Wi-Fi using mobile apps and web apps that support the Google Cast technology.

DisplayNote Present any content to the Class, invite collaboration, mirror iOS devices and view any student’s screen.

Students can view and capture your teacher’s slides on their device and collaborate with each other in realtime. View or share student’s display or your device. Supports AirPlay and connects via Wi-Fi or the Cloud.

Digital Signage Solutions SedaoLive Cloud Solutions With over a decade of experience in the professional digital signage market, Sedao have created a Cloud system which is almost too easy. All you need is a logo, two photos and a PC

ImageFlyer Cloud Edition Fully featured multi-zoned Cloud-Based Digital Signage system featuring Powerpoint, photos, web pages, movies (in all standard formats), text, animations, Live TV, IPTV, kiosk controls and much more. Simply install on any Windows PC and attach to your Sedaolive.com account.

Primary School Signage Player Simply connect this tiny Sedao Live-Pico player to the school network and attach to your free SedaoLive account. Select from dozens of signage channels all containing the school logo, colour scheme and photos.

Edit text and upload new media in seconds via the internet from any PC on your school network.

It’s that simple!

High School Cloud Players Inexpensive, fully featured SedaoLive Cloud-based signage solution. Choose from dozen of school branded channels, all containing multiple message zones which can be edited in seconds. Control screens individually or group them together to show the same information.

Easily switch the entire network to play emergency messages or live information feeds campus wide.

Slimline Displays ACTIVboardNZ provide a range of commercial grade panels with super slim profile, aluminium frame, tempered glass, wide viewing angle, improved colour, contrast and brightness. Built-in Android HD media player and scheduling software that supports scrolling text. Easy update via USB. Choice of 50” and 55” Freestanding, or 19” – 55” wall mounting versions (super slim Portrait/Landscape wall mount included).

0800 368 474 | enquiries@activboardnz.com | www.activboardnz.com

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Sales/Tech Support FOR SALES AND TECHNICAL SUPPORT PHONE ACTIVBOARDNZ Please phone +64 9 414 0094 or freecall us on 0800 368 474 You can also fax us on +64 9 415 3394 Email: sales@activboardnz.com or Email: support@activboardnz.com

Training CALL CHRISTINE Please phone +64 9 414 0094 or freecall us on 0800 368 474 Email: training@activboardnz.com You can also fax us on +64 9 415 3394

school news

Term 2 - 2016

Online Review Writing Tool | Teaching Resources

New website extends teenage readers Teachers on the lookout for ways to extend keen readers may like to point them in the direction of Hooked on NZ Books He Ao Ano (www.hookedonbooks. org.nz), a new website specifically for young adult readers.

The site guides readers on how to write a book review and allows them to submit their reviews for publication. Readers can review library books or email to request a new book for review.

Reviewing is important because

well-argued reviews can influence what gets published and what gets read, says site administrator Eirlys Hunter. “Anyone can say ‘I loved this book’, or ‘I hated that book’, but it’s much harder to say why.”

Hooked on Books He Ao Ano was started by a group of writers involved with New Zealand Books Pukupuku Aotearoa, a print journal devoted to reviewing books

by New Zealand authors. They wanted to involve younger readers.

“We’re very keen to get more student reviews, both of new NZ books and of older or classic

Student review:

To the Is-Land

By Janet Frame, Random House, 1982 The first volume of Janet Frame’s autobiography was initially a bit daunting to me. Not only because it’s the work of one of New Zealand’s most celebrated writers, but because I had no idea how I was supposed to pronounce the title, To the Is-land, and feared the book would be full of intellectual wordplay that would go right over my head.

But, upon reading further and having young Janet’s tendency for mispronunciation explained – “That year I discovered the word Island, which in spite of all teaching I insisted on calling Is-land” – my nerves were soothed and I jumped right in.

Frame tells the story of her childhood up until she finished high school, living with her poor family in various small towns in Southland and Otago in the 1920s and 30s. Amidst charming descriptions of the New Zealand landscape and a young girl’s lovable determination to be a poet and to find the elusive “imagination”, we see the shadows surrounding her life: the Great Depression, the Second World War, the death and illness of her siblings, and flickers of her own mental ill-health. Broken into small chapters and progressing through her life in a linear way makes the story easy to follow as it moves between anecdotal memories and sober reflections. As Frame grows up and becomes continually more enthralled with poetry, both as a reader and writer, stanzas from poems appear frequently interspersed through her own prose.

Editor’s note: The reviewer describes how the form of the novel echoes or demonstrates what it’s about, where the writing technique

NZ books that kids will find in their libraries. I’d love to have a new generation’s reaction to Elizabeth Knox’s Dreamquake and Dreamhunter for example, or to Mahy, Gee or Duder.”

provide review copies. We want to make sure that the student reviewers are keen and ready to go, so we only send the list of available books to them, not to teachers.”

Teachers and librarians will also find the archive useful – they can delve into reviews of NZ YA, which might help them identify New Zealand books to teach to their classes.

Reviewers are expected to write at least 500 words, and to take about four weeks to read the book and write their critique. Editor Louise O’Brien adds positive feedback for the reviewer which is visible to site visitors. Hooked on Books is also open to facilitating student requests such as to interview a favourite author or to ask questions about books.

“We’ve found that students who get a free book have been really good about meeting their commitment to writing reviews, and publishers are happy to

and the subject of the writing are brought together I initially found it a bit disconcerting to be reading such a detailed rendering of a child’s life, through the eyes of the child, but written with the sophisticated words of an adult.

Particularly in the first half, I found myself constantly surprised at how young this girl was, because of the vivid and precise language used that gave the impression of a girl who understood the world a lot more clearly than you’d think a five-year-old ever could.

Of course, Frame’s intent in writing this isn’t necessarily to give the most realistic depiction of life inside a child’s head, or the most factual account of all that occurred, and she immediately addresses this in the opening sentence of the book, referring to it as a “mixture of fact and truths and memories of truths”. All in all, I found the experience of reading the account of a childhood filtered through the words of an adult, and the experience, hindsight, and “memory of truth” that comes along with that, a very intriguing and satisfying contrast.

Editor’s note: The reviewer describes the writing technique – perspective, time and tense, choice of narrator – and then describes the direct effects of that technique on the themes of the book and the experience of the reader.

Besides the shared experience of being and having once been a young woman and child in New Zealand, I didn’t expect to find much in common with Frame’s youth and my own.

I’m happy to say my life has been blissfully free of the tragedy and unrest of hers, as well as the general inconvenience of life before many of the inventions we take for granted

today. However, as the book went on and Frame got closer to my own age, I was struck by the experiences detailed which were very familiar. Most notably, her feelings upon her last year of high school and the future beyond that. I myself have just finished high school, and know all too well the feeling of wearing a uniform that had been bought years ago, laughably too large, and then, by the end, having it become an utter shambles, but with no real point in replacing it, given it won’t be worn for much longer. In her last year, Frame “felt impossibly old to be at school”, a thought that was constantly on my mind every time I rode the school bus this year. Yet, along with the impatience to be finished is also the “thought of how unfitted I thought myself to be to ‘take my place in the world’”, something that school-leavers over 70 years later feel just as keenly. Although it’s an English teacher’s pet peeve to have a book praised on account of it being “relatable”, the way I saw shared experiences and feelings crossing the boundaries of time and circumstance was something I personally valued most about reading To the Is-land.

I really enjoyed To the Is-land, and am definitely looking forward to reading the next volumes of Frame’s autobiography.

What could have been a slightly dreary story spanning too many years and referencing too many poets I didn’t know was kept fresh and compelling with its short chapters, all with a purpose, and the simultaneous distance and familiarity of a place close to home in a completely different time. As far as biographies and memoirs go, this is a great one to try, with its short length and a narrator you can’t help but root for who’ll keep you turning pages.

Lucy Prestidge is year 13 at Wellington East Girls’ College.

Term 2 - 2016

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53

Food & Beverage | Canteens & Tuckshops

Why it’s time to review your canteen or tuckshop

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Given the increasing availability of independent lunch providers, and changes to regulations around food services, it’s time to rethink how your school manages its canteen or tuckshop. Is it providing the sort of food promoted by the school’s healthy eating policy? Is it profitable? And is it the core function of a school to physically provide such a service? School News looks at the choices available for canteens and tuckshops, and which model will best suit your school.

their students’ expectations on food quality, choice and service.

Schools with fewer than 350 students will be operating their canteens and tuckshops at a loss if they are not fully costed, says David Chapman from school food provider, Lunchonline. “They need to account for all costs and not consider the labour free, or the buildings and equipment as part of the school overheads.

At the other end of the scale, a school with 800 students should be able to drive a profitable canteen operation if they meet

“The first decision a school needs to make is whether they need to provide a canteen/ tuckshop for the benefit of the students,” says Mr Chapman.

“There may be compelling reasons why they should or is it just fun to have the parents involved in the weekly sausage sizzle?

school news

Term 2 - 2016

Johannes Tietze of Champion Tuckshops agrees. “Consider whether it’s time to remove non-core services like the canteen from education and pastoral care departments, that is, get a teacher to teach and a food expert to do the food.”

The tuckshops are part of The Libelle Group which also provide catering services.

Mr Tietze says schools need to evaluate their food service to check whether it’s ‘cutting the mustard’. “If it’s not, see who is out there, go to tender if required, make the choice then let the professionals do their job.”

“Online service providers are flexible, and keen to work with the school to provide a solution

fit for purpose. They are not competing with the canteen, they are just providing greater opportunities. So if the school wishes to continue with the canteen and is keen to explore how they can improve the service and choice, then a quick visit to an online lunch provider will start the ball rolling.”

It’s a solution gladly taken up

by Paparoa Street School in Christchurch. They have a PTAoperated canteen to provide school lunches which used to handle cash but now handles orders online only.

“We were using Lunchonline to order Pita Pit a couple of days each week and it looked like a smooth, efficient operation,” says lunch coordinator Jo Dobson. “I asked them whether the school canteen could be a provider just like Pita Pit, and how it would work. Very quickly we saw the benefits of having the orders received online. We no longer had to reconcile and handle all the money twice a week, and it eliminated any errors when ordering and receiving school lunches.

“Most parents moved quickly to

our new ordering system, with positive feedback on how easy the system was to use and not needing to find cash for lunch orders. It has removed a big burden from our canteen staff.”

Mr Chapman says schools can also choose to contract the canteen to a parent or third party to manage, releasing the school from the pressure of profitability.

“As long as the third party is charged all the costs incurred by the school and the food offering complies with the school’s values, this may be a good solution.”

Recent changes brought about by the Food Safety Act 2014 which came into effect on March 1 this year, are adding pressure to already tight school budgets. The new rules require school tuck shops and canteens to operate under a council or MPI-registered and audited Food Control Plan, that is, to become registered food retail premises. This is expected to have significant financial impact on the school or other tuck shop operator; an Auckland City Council fee for example is around $1,200 a year.

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Food & Beverage | Canteens & Tuckshops

Online services School canteens can improve their service offering by allowing an online ordering function.

These allow parents to hop online to order their children’s lunches whenever it suits them, and eliminates the need for cash handling. Some services allow regular or long-term orders to be placed, for example, to cover a period when the parent is particularly busy and wants to save time on food preparation, perhaps when there’s a new baby in the house or one parent is away on business.

Online services benefit the canteen, too. They can make food to order thus reducing waste of food and time. They also receive reports which collate orders and reduce manual collection time.

And they can offer much wider

choices of foods including more difficult options such as gluten free and dairy free.

“With an online system such as that provided by Lunchonline, canteens can offer third party choices such as sushi, Pita Pit or Subway (to name a few) to complement the existing range, or even give the canteen staff a break for one day,” says Mr Chapman.

It also means using local food businesses who in turn provide financial support to the school either directly or indirectly through the provider.

There is also plenty of help available from the Heart Foundation’s Fuelled4life team, who offer free one-on-one nutritional support for schools and canteen staff.

Their staff are available to assess your food environment, identify potential areas for change, and help you implement those changes.

The Heart Foundation is also working directly with food suppliers.

After noticing Kiwi families were increasingly ordering schools lunches online, the foundation launched Fuelled4life Fresh Made, which helps food suppliers offer healthier fresh-made foods. It also helps schools set up their own online lunch ordering systems.

“We are extremely happy with the Lunchonline service because it is efficient, streamlined, very well organised, offers a fantastic menu and most importantly the children love it.”

David O’Neill, Principal, St Mary’s School

Fuelled4life Fresh Made also provides free individualised nutritional support and advice for food preparers to serve up healthier foods.

Tuckshop services Tuckshop services are ideal for schools of 600 students or more, but can be tailored to suit smaller schools. Champion Tuckshops deliver food to 43 schools across New Zealand, a customer base of more than 50,000.

The menus vary widely according to season, and to direct input from customers through surveys and group workshops.

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“Our listed menu changes every season, and reflects the feedback and direct input we get from our customers through surveys and group workshops at schools around the country. This process generates our generic menu, specialty items on trial and actual retail pricing at the tuckshops.

“As each school has a vast range of very individual criteria, what actually suits our customer best will vary from suburb to suburb, decile to decile, city to city and also month to month. This means our teams at schools will respond to local customer demands by tweaking, adding or subtracting items and/or ingredients to suit.

All provide free fruit.”

“So, the 1st XV player will come and buy two butter chicken wraps, a home baked muffin and a large, sugar free Powerade and get his free apple.

The year two girl will have her previously ordered small salad with shredded chicken breast and 250ml Calciyum milk – and her free apple – delivered to the classroom.”

This system also removes the headache of food service regulations from the school.

“Libelle has been operating under our internal, comprehensive food safety and health & safety plan for six years and we are now in the process of registering this plan with the Ministry of Primary Industries, bringing all of our current and any new school sites to compliance status immediately.”

By Anna Clements, Industry Reporter

• Menus designed by students for students • Nationwide service —Personalised solutions • Huge range of components for maximum diversity and balanced nutrition at school • Comprehensive industry legislative compliance • Guaranteed fixed income for the school • Free fruit for our customers

Future-proof your school food & beverage solution by asking our team for a customised proposal, email admin@libelle.co.nz.

Food & Beverage | Cooking Club

Exploring diversity during cooking When the lunch bell rings on Wednesdays at Parakai School, eight students head straight for the gate, cross the road to Te Whare Oranga o Parakai and start work in the community centre’s commercial kitchen.

These students, seniors at the decile three school, are the first participants in the school’s cooking club, instigated and operated by local chef, Keryn Reardon. Ms Reardon is the kitchen manager at Te Whare which is owned and operated by the Helensville District Health Trust. Each week, her class “travels” to another country using food as their mode of transport. Week one was a trip to Italy preparing a menu of caprese salad with grilled zucchini and basil pesto, week two a taste of France with poulet le cordon bleu, baked ratatouille with sage & black boy peach jus – all prepared from ingredients sourced from their locality of rural Helensville. The Italian adventure called for fresh mozzarella and a local variety was used.

The club is designed to complement the school’s technology programme by providing students with real world experience.

It’s also about broadening their horizons by exploring the world through food.

The lesson starts with discussion about the country of the week, where it is, the language, the climate and how this influences the way of eating – and the allimportant recipes. Ms Reardon is ready with fresh produce and students learn about the

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advantages of buying locally and using seasonal recipes. Participants in the winter season, for example, will prepare risotto fungi with truffle oil and parmesan when they explore Italy compared with the salad and pesto of the summer.

So far the club has travelled to Italy, France, Spain, Turkey, Vietnam, China, Mexico - and back home to Aotearoa where the menu prescribed kumara rosti with silverbeet, garlic & crème fraiche and rosemary chargrilled chicken.

Most sessions are a race against the clock, again like a working kitchen, and students take their food home to eat with their families.

They are also taught how to substitute ingredients, for example using potato or courgette instead of kumara in the rosti, and in general to be budget conscious – just as in real life. “My focus is to limit the use of processed foods and to teach children what is in their food, to recognise which foods are in season and what they can be used in. This is key in running an efficient home.”

Each student pays a token fee of $5 per lesson, with the rest of the cost – ingredients, staff, facility hire and photocopying – covered by a $5000 grant from the Helensville Lions Club. President Mike O’Neill says the club was impressed by the programme’s commitment to diversity and the local community.

“We are trying very hard to identify more with youth as we are the older generation and we are not the future, they are. We think it’s a very constructive way to teach kids about other countries and the different ways that people live.”

The children are learning to take risks

However, the biggest benefits appear to be growth in the students’ confidence and sense of belonging. “The close and supportive working environment of the kitchen is especially beneficial to students who are ordinarily very quiet, the sort you don’t really ‘hear’ because they lack personal confidence,” says principal Nick Neubert. “They have a very safe place in which to be themselves, and every time they return from cooking club they are buzzing.

Similarly, the confident students have an opportunity to shine but in a way which is supportive to others.” The teamwork aspect is particularly important in the kitchen.

“If you see something boiling over, you speak up. You can’t just leave it because it’s not yours,” says Ms Reardon. “It is a professional kitchen, there is an etiquette to follow and the children are involved in every aspect of preparation and clean up. They call me ‘Chef’, we are continually washing our hands

and they learn to manoeuvre hot and sharp objects around the kitchen. We’ve had no incidents apart from the odd nick to a finger.

They listen, and if they don’t understand, they ask.”

Parents report that their children are replicating the meals at home, and also showing more willingness to try different foods. “Some of the students were hesitant about eating the Vietnamese dish (spring rolls with dipping sauce) because they didn’t like the fish sauce, but my stance is if you cook it, you need to try it. The following week we visited China and prepared a stir fry, again using fish sauce and shrimp paste – and that time they loved it. They are learning to take risks.”

Ms Reardon is employed by the Helensville District Health Trust and is looking to extend the programme to three more local schools.

By Anna Clements, Industry Reporter

Physical Challenges | External Learning

Breaking down barriers through physical challenge Hiking, biking and sea kayaking Picton-based Wilderness Guides leads adventures in the Marlborough Sounds for hiking, biking and sea kayaking tours ranging from a few hours to multiple days, and regularly host school groups. Activities include basic kayaking and bush skills in a camp setting for primary pupils right through to multi-day walking, biking and kayaking adventures for senior students.

Programmes are tailor-made to suit the school and the desired educational outcome whether that is adventure, skills or physical challenge. Their most popular programme is the Marlborough Sounds Journey – a two-day guided sea kayak tour staying at campsites followed by two days independent hiking and biking along the Queen Charlotte Track. Groups can keep their costs down by self-catering, but all budgets are catered for.

Wilderness Guides owner Juliet Gibbons says students gain in confidence by taking on new challenges, benefit physically and learn a great deal about New Zealand’s native bush and sea life. “Our guides are passionate about this area and adding value to young people’s experience by sharing local history and knowledge, and the unique wildlife and forest life of the Sounds is of particular importance to us.”

New Zealand is a fantastic venue for physical challenge. There are mountains to climb, rivers, lakes and beaches for water sports, and a vast supply of native bush to explore. And all of these provide great opportunities for extended learning.

William Pike is a keen advocate for learning through challenge.

Mr Pike was one of two young climbers caught in a volcanic eruption on the slopes of Mount Ruapehu, on September 25, 2007.

He suffered numerous life threatening injuries, and as a result, his right leg was amputated below the knee.

But true to the spirit of adventure, and triumph over adversity, Mr Pike set up the William Pike Challenge Award (WPCA) to inspire the next generation of

William Pike

Kiwi kids to embrace outdoor adventure.

“The WPCA is all about young people embracing new challenges, enjoying the great outdoors, engaging with their community, and interacting with positive role models,” he says.

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school news

59

External Learning | Physical Challenges Rock climbing, obstacle run and archery At ROCKUP, it’s all about adventure-filled fun challenges.

The mobile activity provider delivers all sorts of EOTC action to schools, the most popular being rock climbing, archery, pistol shooting, obstacle run with slides, giant earth balls and ski-boards.

Schools can visit ROCKUP Base in Hunua, South Auckland, or have the activities delivered to their school or camp locations nationwide.

The company uses specialised programmes that incorporate team ethics, consequence for action strategies with why rules and listening skills are important to stay safe.

Most programmes follow school daily routines, catering to students from year four up, multiday options are available as are programmes for all ages of children or even faculty adults.

“Teachers are amazed at how the students respond as they see their students actively engaged, encouraging each other, working together as a team, using their manners, following instructions, making better choices and for a lot of students the experience is life changing.”

Prices start at $10 per head, but are dependent on the number of students booked.

A minimum of 100 students is required for bookings outside of the Auckland area.

“ROCKUP is all about creating positive attitudes whilst encouraging personal challenge,” says owner-operator Lynne Pearson.

“Students are encouraged to set goals, strive to do their best, be a good buddy team player, and learn about the importance of surrounding themselves with positive peers.”

This programme is for students in years seven to nine, and provides schools with support, resources and motivation to establish their WPCA. Currently, there are nearly 60 schools/groups and close to 1400 young people participating in the programme across NZ.

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Students participate in six outdoor activities led by the school, 20 hours of community service and the personal development of a new sport or hobby. Outdoor activities are unique to each school, they are encouraged to use their own ‘backyard’. The programme is

one year long and offers students the opportunity to participate in a diverse range of activities, engage with others and experience new places. Mr Pike says the benefits for participants are powerful and wide-ranging; including improved connections between home,

school, peer and community life, a heightened sense of empowerment to tackle everyday challenges, increased levels of confidence, pride and life skills, skills for basic hazard identification and survival in the outdoors, and an improved sense of focus and direction.

Physical Challenges | External Learning Surfing When the surf’s up, Simon Clowes and his team are hard at work teaching kids to ride the waves. Since its inception seven years ago, the O’Neill Surf Academy NZ has trained thousands of students on northern beaches from Orewa to Tawharanui and across Northland beaches.

During the past season alone, October to April, 127 school groups attended the programme and in doing so, gained awareness of how to stay safe at the beach.

At the Hillary Outdoors education centres in Tongariro and on Great Barrier Island, students can access a core range of programmes, Discovery, Adventure and Leadership.

The centres, named for New Zealand’s greatest explorer, Sir

The academy caters for absolute beginners from non-swimming children in year four through to senior students who can gain NCEA credits for completing intensive training and learning to read the wind, tide, rips, currents and waves. Non-swimmers stay in waist-high water, and all students wear wetsuits to aid buoyancy.

choice for schools with students in years four to eight; children are taught to be safe and active at the beach by learning to surf. Other options range from two-hour lessons and day programmes right through to multi-day surf tours, the latter being popular particularly with international departments who like to show off New Zealand through its beach life.

The Beach Surf Safety Day is a popular

Costs start at $16.50 plus GST per student.

Edmund Hillary, are set up to support teaching programmes for students in years seven to 13 – and they’re all about challenge.

“Rising to physical challenge allows kids to explore beyond what they thought were their limits,” says CEO Graham Seatter.

“With good support they gain the confidence to try new things.

Whatever the activity, the focus is the same – achieving as a group.

“It’s not about what the most able kid can do, it’s about what the group can achieve together.

This may mean that the more able kids move to the back of the pack to help the others, maybe even carrying their packs for them,” says Mr Seatter.

By Anna Clements, Industry Reporter

Surfing Education for Schools Our objective is to teach and develop surfing skills for Primary, Intermediate and Secondary Schools, coaching students to be active and have fun in the ocean by increasing ‘Beach Safety’ through the enjoymeny of learning how to surf.

We offer NCEA Achievement Standards, surf tours, ‘Beach Surf Safety’ days and can assist your school camp or day excursion.

P: 09 434 3843 M: 027 734 4877 surf@oneillsurfacademy.co.nz www.oneillsurfacademy.co.nz Surfing Northland, Matakana & Orewa

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External Learning | EOTC

Connecting with the wider world Education outside the classroom (EOTC) is defined by the Education Review Office (ERO) as curriculum-based teaching and learning activities that go beyond the walls of the school buildings. It includes any curriculumbased activity that takes place outside the school ranging from a visit to a museum or marae, to a sports trip, field trip or school camp.

According to ERO, these experiences reinforce learning by enabling students to make connections between what they have learnt in the classroom and the world outside. They also give students opportunities to demonstrate key competencies, particularly managing self, relating to others, and participating and

contributing. In other words, EOTC is a way to widen students’ horizons, help them gain confidence and familiarity with the wider world. It can be as simple as a walk to the local fire station or a half day trip to the beach, or as ambitious as a weeklong kayaking adventure. Each experience provides students with opportunities to both do and learn new things.

Nature In New Zealand we have natural resources in abundance, often within the school grounds. Young primary children can learn a great deal from a 30-minute lesson in the school’s gardens or at a nearby park. “Lie with the kids in the long grass or under a tree, and listen and watch the rhythms of nature,” advises the Department of Conservation. Ask

them what they notice and hear.

Beyond the gates there is no limit to the experiences available.

Students can swim with dolphins in the Bay of Islands, Hokianga, Tauranga, Marlborough Sounds, Kaikoura and Akaroa; learn bushcraft skills such as fire by friction, basic navigation and river crossing, and explore bird life at a plethora of forests, wetlands and beaches. Trips to botanic gardens will enhance learning about sustainability, while visits to zoos and aquariums bring home messages about conservation and caring for the environment.

“New Zealand is an awesome playground for the outdoor enthusiast with many magic places,” says Marlborough bushman Ian Barnes who teaches outdoor survival skills.

“These places need protecting.

By teaching people to learn about

the outdoors, they will become advocates for preserving our immeasurable natural resources in the face of ‘progress’.”

Culture Te Papa houses the nation’s most extensive collection of cultural treasures with 30 000 taonga registered. This spans a diverse range of material, from the most highly prized tribal taonga - such as ancestral carvings, personal ornaments, garments, and weaponry - to ‘worked’ material such as fragments of flaked stone from archaeological excavations, bird bone, mammal bones, and shell. The museum also has an extensive education programme for all age pupils.

Other than musuems, there are an increasing number of resources for exploring Maori culture. These include trips to

Pohatu Penguins The penguins of Pohatu are one of New Zealand’s best-kept secrets. The Pohatu Marine Reserve at Flea Bay is on Canterbury’s Banks Peninsula, and home to the largest mainland colony of any little penguin on mainland New Zealand. Shireen and Francis Helps, owners of Pohatu Penguins, are conservationists who have been working to save the local penguins for the past 30 years. Back then, the penguin population was rapidly dwindling because of the introduction of land predators such as stoats and ferrets, but the Helps’ dedication has allowed penguin numbers to grow by more than 50 per cent. The Helps family leads conservation tours for school groups in which students can learn explore the area by foot and kayak, see penguins at close range as well as seals, sea-birds – and even frequently the Hector dolphins. Students are taught about the process of the food chain, the yearly cycle, trapping, and the need as well as the reason for a marine reserve. Students can also feed sheep and lambs at Pohatu which is a working farm. Prices for land tours with schools providing transport start at $7.50 per student, and kayaking tours start at $20 per student.

Are you looking for an educational outdoor excursion to experience native NZ wildlife?

Pohatu Penguins

Activties Include

Pohatu Penguin colony tours Largest Little Penguin colony on mainland New Zealand.

Pohatu Marine Reserve sea kayaking Spectacular coastline, wonderful wildlife Aorak Con serv i Awar ation ds Pengu for ins

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Mob: 021 246 9556

Ph: 03 304 8542

EOTC | External ? | Learning Property Haka Educational Tours Haka Educational Tours specialise in experiential learning for high school students both from New Zealand and overseas.

“New Zealand offers one of the best outdoor classrooms in the world, and our tours provide an environment to facilitate learning in this setting,” says spokesperson Eleri Williams.

“You don’t just see New Zealand, you actually experience it.” All tours depart from the school, and there are options for exploration in both the North and South Islands.

Tours can be tailor-made to align with curriculum or subject objectives, for example geology and ecology study in the Southern Alps, marine conservation in the Nelson area, and travel and tourism in Queenstown.

Alternatively, schools can choose specific expeditions such as the nine-day cultural tour which covers the length of the North Island and includes an overnight stay on a marae, bone carving, and visits to Wai-OTapu Thermal Wonderland and Waitomo Caves.

maraes, sites of significance to Maori, traditional craft classes at galleries and arts centres, kapa haka festivals, and opportunities to taste hangi food. At Te Hana Te Ao Marama, north of Auckland, school groups can share authentic Maori experiences including a powhiri, hangi food and a night on the marae, while at Te Puia in Rotorua, students can engage in hands on workshops in weaving, poi, haka and egg cooking.

All marae have their own kawa (protocols) and tikanga (rules), so

Other options include the eco adventure camp in which students travel in eco-style by hiking, camping, and cooking as a group. Tour highlights include Clarence River rafting expedition and hiking and tramping through Abel Tasman National Park.

Minimum group size is ten students and there is no maximum. The free teacher: student ratio is 1:10.

the best advice is to ask the local people what their expectations might be.

03 573 6175

office@mailboat.co.nz beachcombercruises.co.nz

Arts Wellington’s SchoolFest, held every two years, offers students a huge range of theatre, dance, music, art and literature from New Zealand and around the world, and encourages discussion and participation with workshops and talks that allow students to engage with artists and writers and gain hands-on and behindthe-scenes experience.

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New Zealand offers one of the best outdoor classrooms in the world!

Haka Educational Tours is a part of the multi-award winning Haka Tourism Group and are experts in student tours around New Zealand, and the rest of the world.

Affordable Tours and Camps for primary through to high school students • tailored itineraries to align with subject areas and curriculum objectives • School holiday programme options All components included: flights, accommodation, transport, activities, meals, & expert tour guide

info@hakaeducationaltours.com • www.hakaeducationaltours.com • Ph: +64 9 520 5593

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External | School Camps PropertyLearning |?

Planning your school camp School camps are the stuff of special memories for most Kiwi kids – all the friends, no pesky siblings, and heaps of cool stuff to do.

line. They recommend planning be started at least one year in advance with visits to camp sites to check out facilities.

“In particular, check out the accommodation options, the kitchen facilities, the ablutions, and the activities on offer,” says camp manager, Michael Ryan.

For teachers, however, they can loom as an organisational feat of Herculean proportions. School News looks at ways to keep your camp planning simple.

There are a lot of decisions to make: where to go and for how long, what activities to include, and how many parent helpers you’ll need. The good news is that it’s all been done before, so to a large extent you can piggyback on those who have gone before you.

Camp management teams are an excellent source of advice.

“Don’t reinvent the wheel,” advise

Six months before camp, you should be clear about the purpose of the excursion and have finalised a budget that allows for camp fees, activity charges, transport costs and any extras involved in out of camp visits or award ceremonies. the owners of Camp KCC, near Raglan in the Waikato. Like many other school camp providers, they supply documentation for all aspects of camp planning including booklets for students

and parents, risk assessment and management (RAMS) forms, and lists of what to take.

Marsden Bay Christian Camp in Northland also offers helpful planning tools, including a time

At the three-month mark, it’s time to send out notices regarding fees, parent help and permission slips. Changes to the Vulnerable Children’s Act 2014, and health and safety regulations

Beachcomber Cruises

Covering 13 school subjects, the SchoolFest programme has been aligned with the New Zealand Curriculum for students in years 13, and NCEA achievement standards, and each event includes a teacher resource pack.

Around 10,000 students from schools across the greater Wellington region attend the shows which are held in a variety of locations including the city, Porirua, Kapiti Coast, Hutt Valley and Wairarapa. “All schools-only performances include a 20-minute post-show Q+A that allows students to find out about the practice from the artists themselves, and the workshop programme provides hands-on experience and behind-the-scenes tours,” says festival artistic director Shelagh Magadza.

Schools in the south can access more than 100 wide-ranging school education programmes on offer at the Dunedin Public

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Art Gallery. What’s more, most of them are free. These include kiwiana, light, movement and colour, construction, sculpture and mixed media, and most can be adapted to suit any age between new entrant and senior secondary.

There are even two-day art camps for keen secondary arts students. Meanwhile, the PopUp Globe in Auckland has sent Shakespeare’s popularity soaring in New Zealand.

The theatre, constructed in an Auckland Council carpark within 25 days, has been a runaway success, catering to audiences of 900, with performances several times a day, for weeks on end.

The series included 90-minute performances for school pupils, panel discussions, workshops and guided tours.

By Anna Clements, Industry Reporter

Access to nature is key to school excursions offered by Beachcomber Cruises. The Picton-based company specialises in adventures based around sea life, leading trips to feed blue cod and yellow-eyed mullet, and to study bird and marine life. Tours are tailor-made to suit ages and interests.

“If the class decides to walk, hired guides can talk about fauna and flora, bird life, and what is around them. On our boat our skippers will inform them about the history of the Queen Charlotte Sounds, surrounds, marine life, birds and native bush,” says company spokesperson, Jessica Jones. A popular trip is to Kaipupu Point bird sanctuary, where boat access is only seven minutes and the walk roughly 90 minutes long. The Ship Cove Cruise and Motuara Bird sanctuary cruises both stop at Historic Ship Cove, famously known as Captain Cook’s favourite spot in New Zealand. The Paua Pearl tour, the only of its kind on offer in New Zealand, also takes in mussel, salmon and oyster farms, and provides opportunities to see seals, birds – and sometimes dolphins. The company has eight vessels so can cater to as many as 150 in one group.

School Camps | External ? | Learning Property Kokako Lodge, Hunua Falls

mean these may require more processing time.

and goals, and reflect on the camp itself.

One month before camp, you will need to ensure all permission slips are returned, finalise contingency for bad weather, and be clear about any special dietary requirements or health concerns.

Your students will identify and explain the differences between different outdoor camping experiences, research options and venues; as well as help to choose activities, get involved in funding, organise duty groups, create their personal gear lists, and work together to identify camp goals.

As part of your unit, you may decide to get your students to help out. The Pick Up & Go resource created by Young Enterprise is designed for educators of students in years one to four, and spells out how to involve students in the planning, implementation and evaluation of an overnight camp. Through Pick Up & Go 2: Overnight Camp, students will learn about different outdoor camping experiences, and work together to choose a venue for the camp. They will make decisions on camp logistics such as menu, activities, budget

Careful planning for students with additional needs will help to avert crisis at camp; you can do this by reviewing individual education plans, notifying camp staff about specific needs and abilities, and keeping parents and caregivers in the loop about any changes to plans.

Kokako Lodge at Hunua Falls, south of Auckland, accommodates 85 to 100 with an option for some camping.

The lodge welcomes more than 11,500 visitors each year, the vast majority of them from schools. Primary and secondary students are catered for with activities including a climbing tower, high and low ropes, abseiling, kayaking, raft building, archery and orienteering. There is also an award-winning leadership programme for high school students which incorporates some outdoor activities and spoken word poetry.

Run in conjunction with the Auckland Council and Rotary, Kokako Lodge is the camp of choice for AIMHI schools, a group of nine urban secondary schools which have a large proportion of the school student population from Maori and Pacific Island backgrounds.

The Hunua Falls cascade 30m into an extinct volcano making it a stunning base from which to explore science and nature. A booking of 40 campers secures exclusive use of the lodge for time frames ranging from a few hours to multi-day camps. Guests can cook for themselves or utilise the lodge catering which accommodates all allergies and intolerances.

By Anna Clements, Industry Reporter

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External | School Camps PropertyLearning |?

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Nomads and Base Backpackers Nomads and Base Backpackers are a network of backpacker accommodation in top spots around New Zealand, including Auckland, Wellington, Queenstown, Paihia, Taupo, Wanaka and Rotorua. All hostels are based in the centre of town within walking distance of everything you would need.

Bookings are open to groups from primary and secondary schools, and accommodation options vary from eight-bed en suite dorms to four-share quad en suite dorms, and private king or twin rooms for tour leaders. All hostels have 24-hour security, and all guests are issued with an individual key. There are kitchens and common areas for guests to use, and there is also the option for groups to book “Meal Deals” such as lasagne or burgers and chips.

El Rancho, Waikanae El Rancho offers kids exceptional experiences of the great outdoors at its 24-hectare site in Waikanae, 60 km north of Wellington. Grounds border the Waikanae River, an array of native bush tracks, and are a short walk from Waikanae Beach. Activities on offer include horse riding, zip lining, go-karts, rock walls, kayaking, tennis and air rifles. The camp has been in operation for 53 years and hosts more than 60 schools each year, and programmes are tailored to school’s preferences for team building or outdoor challenge, for example. Spokesperson Michelle von Keisenberg says an El Rancho camp is the perfect opportunity for kids and teenagers to push themselves out of their comfort zones. “Our activity instructors are passionate about gaining the trust of the students and then working with them to build their confidence and improve their self-esteem. “All activity instructors are fully trained and we go over and above the necessary requirements to

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achieve the OutdoorsMark NZ safety accreditation. We are constantly thinking of how we can make our activities safer, whilst still being exciting for our guests. We have a good understanding of the latest government Health & Safety regulations so we are very happy to discuss any specific safety concerns that schools might have.”

Accommodation options range from camp sites and cabins through to motel-style units.

School Camps | External ? | Learning Property

SCHOOL CAMP? We’re the experts!

Pacific Coast Lodge, Mt Maunganui Pacific Coast Lodge is situated in the coveted holiday spot of Mount Maunganui, and specialises in group bookings. It is an affordable, hostel-style residence which accommodates many school groups each year, starting from $29 per person, per night. All groups are welcome. Large groups are requested to book for a minimum of two nights. Room sizes vary from twin through to ten-bed dormitories, and a continental breakfast is available on request for $8pp. They have a large commercial kitchen, large common area and off-site secure parking as well as free fibre internet/wifi. The lodge is located close to all major sporting fields for rugby, netball, cricket, hockey and water sports. Local attractions include the white sandy beaches, climbing at the Mount, surfing and beautiful walks and hot pools.

Located on the stunning Kapiti Coast, alongside the Waikanae River and within walking distance to Waikanae Beach.

The safety of our guests is our number one priority, we have fully trained instructors and we are safety accredited with OutdoorsMark NZ.

elrancho.co.nz 04 902 6287

Tui Ridge, Rotorua Rotorua’s Tui Ridge has been operating for more than 30 years and is set in 170 hectares of forest looking out to Lake Rotorua, Mt Tarawera and Mokoia Island. The campsite is open year round and welcomes an average of 50 school groups each year, both primary and secondary. There is no minimum age requirement. Activities on offer include abseiling, rock climbing, ropes, flying fox, water slide and air rifles, and programme choices include team building, adventure and extreme adventure. Minimum group size is 30, maximum is 200, and options start at $18 a day for one day visits.

There is dormitory accommodation for 155 and cabins for 84. The camp grounds can accommodate 1200 visitors. Food is hearty with for example pancakes, cereal and fruit, and hot chocolate for breakfast, roast chicken and vegetable salad for lunch, and beef stew for dinner. Vegetarian options are available too.

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School groups our speciality Close to all local sport fields Large kitchen & common areas info@pacificcoastlodge.co.nz www.pacificcoastlodge.co.nz

Kokako Lodge is an 85 bed residential camp accommodation venue situated at the foothills of the Hunua Ranges Regional Park.

High Ropes | Low Ropes | Adventure Based Learning (Team Building) Abseiling | Kayaking (on and off site) | Raft Building Rock-climbing (on and off site) | Leadership Camps Orienteering | Archery | Overnight Camping | Bushcraft Chariots | Camp Cooking | Amazing Races Expeditions and Multi-Day Adventures Glow worms and Burma Trail (Free to groups staying on site) office@kokakolodge.org.nz | (09) 292-4349

www.kokakolodge.org.nz Term 2 - 2016

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External | School Camps PropertyLearning |?

Supplier Profile | Sanitarium Healthier Vending Initiative

Venture Out! Healthy Outlook, Healthy Future!

In New Zealand, throughout the school year, more and more young people from schools spend a week or day trips away in school camps to; •

support peer to peer exchanges, team build and role model

•

apply learning from the classroom

•

encourage a healthy lifestyle, keeping students active and healthy; supported by learning opportunities in an safe outdoor setting

•

enable mentoring opportunities between senior and junior students

•

nurture buddy opportunities for students to develop friendships inside and outside the classroom

The New Zealand Curriculum and Te Marautanga o Aotearoa encourage schools to develop school curricula and related learning programmes that: •

reflect the learning needs of their students

•

build on their previous experiences and

•

have meaning for their students because the learning relates to their lives

Outdoor classroom experiences provide students with a range of contexts to develop the key competencies, explore their values and the values of others, and apply learning across the curriculum. When students are involved in education outside the classroom (EOTC) experiences; teachers need to consider the learning and safety needs of all students. Source: http://eotc.tki.org. nz/EOTC-home/For-teachers

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corporate team building events and families who want to simply ‘get away from it all’.

Tui Ridge Park has a long history with many New Zealand Schools.

Affectionately known as the ‘Ridge’ school students have great memories of Tui Ridge. With activities to suit the more adventurous, and some for the less energetic!

‘My time at Tui Ridge Park was an amazing memory event. It was my first time away from home and I did not know what to expect. But I enjoyed the time and thrills so much. It changed the way I learn about things and it gave me new confidence around all my friends. The experience became ‘real’ instead of just reading about it on the web or hearing about it’ – Year 9 student An EOTC experience can be time exploring school grounds, a half day visit to the bush, a guided river cruise, a special event or class time investigating facts and knowledge at a local museum. But a well-planned camping experience takes it a step further, by allowing students to be involved in ‘experiential learning’, such as a hands on project exploring rocks by the beach, visiting a historic locations, hiking through the bush to check out a waterfall, or watching a bird’s nest and its habitat at a local reserve, playing a new sport, performing at a local performing arts or cultural competition, a

live interactive theatre show or participating in a children’s wearable arts festival.

There are great camping and conference venues around New Zealand like Tui Ridge Park, who live and breathe their motto for everyone who comes - Adventure Lives Here! Tui Ridge Park is nestled in 170 hectares of beautiful New Zealand forest with commanding views of Lake Rotorua, Mt Tarawera, Mokoia Island, and the surrounding countryside. Tui Ridge Park offers you the very best activities and facilities! Ideally suited for school groups, church groups, clubs,

A substantial number of people believe that school camps can do more than provide an opportunity to have fun; based on a great school camp, they are designed to promote for students a positive learning experience backed up by a healthy active lifestyle. The Sanitarium Up&Go Vending Partnership initiative is proud to be partnering with Tui Ridge Park to support its efforts to engage with students for all ages who attend school camps. By providing healthy vending options all day, students now have access to portable nutrition and hydration while they are outside and ‘on the go’ attending programmes and activities all over the camp under the watchful care of their teachers and Tui Ridge Park staff. Mr Norman King, Tui Ridge Park Manager, is passionate about the place.

“It is a fantastic place to learn and create memories, where you can experience the ‘real’ New Zealand.”

“At Tui Ridge Park students can experience rock climbing, abseiling, zorb balls, mountain biking, and an exhilarating high ropes course, all under the watchful eye of the Tui Ridge Park trained professionals who keep everybody safe whilst still having fun.”

Tui Ridge Park has something to suit everyone. With a huge 40,000 sq ft auditorium/gymnasium complete with a state of the art spring-loaded floor, this indoor events centre is the size

School Camps | External ? | Learning Property

of three basketball courts and has numerous other activity areas including an indoor rock climbing wall.

It is the perfect place for a school camp, regardless of the weather!

With a camping experience like Tui Ridge Park interest is growing among many schools who choose camping and outdoor education experiences to support what is sometimes known as character education. In its broad sense, that label refers to almost anything we

might do to help kids become good people.

School camps can now be tailored to match the academic standards of schools and at the same time demonstrating how experiential ‘outdoor’ education can be a powerful addition to a school’s curriculum; and provide opportunities for leadership development, socialisation, and selfesteem building, that allow students to perform better in the classroom.

Tui Ridge Park, is an excellent regional choice for schools and from many years of specialising in planning and delivering school camps, it has also developed specialised programmes for businesses, organisations, via a camp or retreat experience to enhance their team development and leadership development programmes through experiential education. Mr King, reports that many clients utilise their expertise in combining proven, impactful

and fantastic facilitation within an environment to create real change. Tui Ridge Park has a team of professional staff that has been partnering with schools to develop their greatest asset – their young people. Tui Ridge Park staff will work with schools to design camps and training that meets your objectives and enhances your schools effectiveness in engaging with the learning and teaching of students from all walks of life.

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Health & Safety | HSWA 2015

Forget stories about being sued, everything’s going to be fine

Gordon MacDonald

If you believe some of the stuff written about the Health and Safety at Work Act you might think it will ban just about everything.

Kids will have to stop climbing trees, fun runs won’t be run, and even coat hooks will fall foul of the law.

Guess what? It’s not true. The law is not about banning everything and removing all risk at any cost.

It’s about identifying risks and doing what is sensible to manage those risks in proportion to the seriousness of the consequences if anything goes wrong.

Take tree climbing at school for example. Kids have always climbed trees, and some of them have fallen and hurt themselves.

I doubt that will change any time soon. The law has long since required schools to manage risks but we’ve not prosecuted just because a child fell out of a tree.

And I don’t expect that to change either under the new law.

Why not? Because it’s not reasonable to expect schools to stop kids being kids and taking low-level risks.

What might be reasonable is to expect the school to make sure that they take down any trees or branches that are dead and rotting. Or that they prevent kids from climbing trees with limbs that extend out over a public road. But your average tree in a playing field? That’s not the sort of risk that WorkSafe New

no process in place to ensure that the school checked that the rock-climbing operator it used was appropriately qualified and competent. It’s worth noting too that individual board of trustee members are explicitly excluded from being prosecuted if they fail in their due diligence duty.

Zealand is interested in. WorkSafe focuses on areas where the most harm occurs – construction, agriculture, manufacturing, forestry – and where there’s the potential for major catastrophes.

Unsurprisingly, schools and community events do not figure heavily in workplace injury statistics. So while schools are covered by the same law, with the same legal duties to keep people safe and healthy, they are not a problem area.

How then should principals and boards of trustees approach the new health and safety law? The same way anyone else should – by doing their research calmly and methodically and with a sense of perspective.

Schools should already have processes in place for identifying and managing risk – that’s been a legal requirement for decades. The new law does not mean schools are suddenly responsible for a

whole new list of risks. Be wary of anyone who tells you that it does.

What the new law does is clarify who is responsible for managing risks, including in situations where there is more than one organisation involved (such as during school field trips or education outside the classroom).

In these situations, the school must communicate with, for example, the rock-climbing company and ensure that risks are being managed appropriately by whomever is best placed to do so.

What a great bunch of students. It started with a visit from the NZ Blood Service recruiter Sue who spoke at the school assembly to encourage students who were over 16 years and eligible to donate blood.

Tokoroa High School has been supporting the Tokoroa Blood Drive for several years, and this year were fortunate enough to have 14 of their senior students sign up to donate. New Zealand

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What should schools be doing right now? School boards can make health and safety a standing item on their agendas, just as they already do for finance, curriculum and building matters. Its important trustees are actively engaged.

This isn’t difficult and it will help principals make sure they have the resources and support to do the right thing.

It would be a good idea to review existing systems and processes to make sure the important stuff is being taken care of i.e. traffic management on school grounds, education outside the classroom, and dealing with contactors doing work on school grounds.

The new law also places a duty of due diligence on the board and principal to ensure that there are proper health and safety polices and processes in place, that they are properly resourced and followed on day to day basis.

So don’t get distracted by the hype or rattled by the mythspinners. If you need reliable information, both the Ministry of Education and WorkSafe have resources specifically targeted at schools to help them come to grips with their responsibilities.

That does not mean individual board members are automatically responsible for anything that goes wrong – but they might have questions to answer if there was

But whatever you do, don’t sweat the small stuff. No health and safety policy is needed to cover paper cuts or knees scraped during netball.

Team Tokoroa High

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Chief Executive, WorkSafe New Zealand

Blood Service offers a shuttle service and the van arrived at the school at 10.00am to pick up the first group. They were all excited to be able to help and it only took an hour. Quote: “It didn’t hurt a bit” according to the students. The best part of course, was the chocolate biscuits and hot chocolate afterwards. If you are 16 years of age and over, check out the New Zealand Blood Service website www.nzblood.co.nz. They need your help to save lives. A big thank you to Tokoroa High School.

HSWA 2015 | Health & Safety

HSWA – what educators need to know The background The new act is called Health & Safety at Work Act (HSWA) and is a response to the Pike River coal mine tragedy of November, 2010, and subsequent reviews which have revealed a poor health and safety record in New Zealand. The reforms are designed to make workplaces safer for everyone. Worksafe New Zealand is the workplace health and safety regulator, and has taken over roles previously assigned to the Department of Labour and the Ministry of Business, Innovation and Employment. They carry out workplace assessments, mostly in industries identified as high risk - agriculture, forestry, construction and manufacturing.

But there are rules and regulations for every workplace, and every business

owner and employee has a degree of responsibility.

Terminology There are several key aspects to the act and some new terminology to contend with:

PCBU There is now a new duty holder known as a Person Conducting a Business or Undertaking (PCBU). In a school, the PCBU is the principal.

Worker A worker is defined as a person who carries out work in any capacity for a PCBU. In a school this applies to teachers, administration staff, maintenance workers, contractors, trainees and volunteers. Workers have a duty to ensure that their actions or inactions don’t put others at risk.

Duty of care School boards hold the primary duty of care when it comes to ensuring the health and safety of workers in schools and others using their services. They make the big decisions and ensure that the school abides by all laws and obligations.

“Reasonably practicable” This is a phrase that you’ll hear a lot, that you “must take reasonably practicable steps to minimise risks”. In a nutshell, this means that you must do what a reasonable person would do in your situation. It’s about taking responsibility for what you can control.

Choosing an advisor WorkSafe does not have a list of approved consultants but recommends that schools follow this advice issued by the Health and Safety Association

of New Zealand (HASANZ), the umbrella organisation for health and safety professionals.

• Check that they are a member of a professional association. Professional associations require their members to be certified practitioners and meet minimum standards of competence and to comply with a code of ethics. They also have a complaints procedure which gives you an avenue for remedying any problems that might arise with the service you receive.

• Ask for evidence of relevant training and knowledge.

• What practical experience do they have in the education industry? Ask for examples.

• Ask if you can contact their clients about the work they have done for them.

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Health & Safety | Teacher Wellbeing

He Tangata! He Tangata!

He Tangata!

Ian Vickers Assistant Principal, Sancta Maria College, Auckland teacherwellbeingnz@gmail.com

Although reforms to the Health & Safety Act have triggered anxiety for many educators, some consider it a giant step forward. Ian Vickers, deputy principal at Sancta Maria College in Auckland, is passionate about teacher wellbeing and has spent years lobbying the Ministry of Education, unions, academics and other key players to improve support for educators.

“Five years ago, when I asked the Ministry of Education how they looked after teacher wellbeing, they put me on hold, passed me around various departments and then finally asked whether it was a trick question!” recalls Mr Vickers. He considers the HSWA 2015, specifically component nine - “Schools must take a proactive approach to ensuring that workers can actively manage their own health and wellbeing” - to be a huge victory for common sense and the teaching profession. Here Mr Vickers takes a look at ways schools can implement the new guidelines.

People are the most important part of any school, both students and staff. Teachers are hardworking, highly motivated and innovative, but some of us also have our moments of being indifferent to our own health and wellbeing.

In most schools, there is usually one teacher who boasts about the number of sick days that they have stockpiled over the years. They declare that they are never sick and hence never need time off. This is just plain wrong, these are the colleagues who go to work sick and selfishly spread their germs and bugs to everyone else.

What about the principal who wanted to look after her staff by restricting access to work during school holidays? Locks on the front door were changed, remote access to the school’s computer system was restricted, and teachers were instructed to rest and relax during the break. A noble stance, but sadly she did not take her own advice,

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rules about doing school work at home? Do you need to reduce the time you spend on work-related activities? Some of my colleagues are often working up to 11pm, not good on so many fronts.

Remember to have fun Is your school a place of laughter?

Look at ways to bring humour, fun and laughter to all areas of the school day. Spend time with the positive and cheerful colleagues and avoid the moaners, they are not good for the soul! worked weekends and holidays then had to leave the profession early because of ill health. A very sad situation.

Yes, the teaching profession is in need of a makeover and a cultural change is required regarding teachers taking care of themselves, particularly at work.

We now have the backing of the legislation to get this happening.

It’s a great time to look closely at the culture within your educational institution and make a start on positive change.

Here are some ways you can improve your teaching life:

Avoid email for a week Will you miss those time wasting notes that for some reason you have been copied on, those reminders to return all coffee cups to the staffroom, or some of the educational junk mail that makes its way to your inbox? No you will not and it will be a week of bliss for you and your colleagues.

Tea and coffee Still paying for tea and coffee at work? I sincerely hope not. If your school still demands payment to cover costs of refreshments at break times, it’s time to start some discussions with your principal or move schools. I remember a two-hour staff meeting one hot afternoon. The principal told the staff about all the strategic thinking, targets and developments for the year. There were student academic achievement initiatives, a focus on engaging with parents and the

wider community, the refurbishment of the office/reception area, a new student garden, roof repairs, details of the groundsman’s new tractor and finally, how delighted we should all be to have new plates and cups in the staffroom. Not a single word on looking after the welfare and morale of the staff (though new coffee mugs excited some!). On departing the lengthy meeting, the teachers trudged past their cubby holes, now filled with bright orange invoices for our tea/coffee for the year. Oh happy days!

Brighten up your surroundings How is your staffroom looking?

Time to upgrade this often overlooked area of the school? A new carpet? New furniture? Are there any plants? A chilled water cooler? A modern kitchen area?

What about the noticeboards and cupboards, need a tidy up and a touch of colour? Talk with the key people and give the staffroom a makeover.

Review the meetings schedule How is the meeting schedule at your school? On my way home, I stop at traffic lights across from another school and I often see the teachers meeting in the staffroom up to 6pm, particularly on Mondays and Tuesdays. Full teaching days followed by late meetings, is this the most efficient way and what is the impact on teaching and learning the next day?

Set boundaries for work at home What are your expectations and

Review the assessment load Assessments coming out of your ears? This is a massive issue for both students and teachers. The workload associated with National Standards and NCEA assessments has been identified by ERO’s ‘Wellbeing in Schools’ project and the call was made for the Ministry and NZQA to have a serious re-think around the vast number of assessments that our young people are having to do and the considerable hours that teachers spend marking these assessments and then feeding back. Is it time to have a school wide discussion?

In my school, at the end of last term, many of the senior students were hugely stressed and so were the teachers. Time for a thorough review on the number of NCEA internal assessments we do each year.

Remember your physical health Do you receive a free flu injection at work? Do you get any health checks at work? How much would it cost the school to bring in a local medical professional to do some basic health checks for the staff WOF? A check of blood pressure, hydration levels, Body Mass Index, blood sugars and a general checkup. Now that would be a proactive approach to looking after staff health and wellbeing.

Cardio is key Do you get any exercise during work hours? What about a circuit from your classroom to and from the staffroom via a staircase, or long

PA Systems | Property

Fixing and adapting your school’s paging system Roscommon School is a decile one primary school in Manurewa, Auckland with just under 600 students. The school came to Edwards Sound with a very common problem: their Soundcraft PA system was giving up and they only had a limited budget available to renew their existing infrastructure.

The school management team had heard about the many benefits of audio-over-IP. They were eager to take advantage of all that an audio-over-IP system has to offer, particularly the integrated school bell and the flexible zoning capabilities e.g. paging the whole school, one syndicate or outside areas.

Edwards came up with a proposal utilising their breakthrough IP paging system but re-used as much of the existing 100v line gear as possible, keeping costs down.

Key features:

Integration with the existing system

existing speakers were able to receive the school bell, and paging once again.

Multiple zoning The IP audio decoders made it possible to divide the 28 classrooms by syndicate, into four separate paging groups. By dividing the existing speakers up, Edwards was able to save a significant amount of money for the school.

No classroom left behind!

There were three classrooms that had lost their connection back to the original Soundcraft amplifier.

Edwards suggested using IP Speakers. These speakers simply connect to the new system over the LAN (local area network) meaning that there was no expensive audio cabling required.

Outdoor integration Roscommon had another problem with their paging system – their outdoor horns kept getting stolen.

Edwards replaced the horns and used IP audio decoders utilising the

built-in 8W amplifier to power the speakers. The outdoor zones can now be paged individually.

Ease of use An IP microphone now sits at reception for paging classrooms and zones, making school wide announcements and triggering pre-recorded content such as emergency announcements. The 12 buttons on the microphone can be programmed to either page to a group of classrooms or play a prerecorded message making it easy to customize should Roscommon want to add or remove content at a later stage.

Not just paging Audio over IP has far more uses than just classroom paging. Using the network to send audio is just a futuristic way of doing just that

To make the installation more cost effective, Edwards split the existing classroom zones into four groups.

The Soundcraft amplifier was replaced with a four zone amplifier to run the classroom speakers.

Each input on the amplifier was connected to an IP Audio Decoder to integrate with the existing infrastructure. This meant that the

strides or a quicker pace? Can you exercise before or after school, walk to school, make a commitment to a gym or swim 20 lengths? Find a way to quicken your heart rate and take in some cardio exercise.

– sending audio signal. However, of course, there are benefits of new technology! Here are a few examples of what is possible with audio over IP.

School radio The days of vinyl are over! With audio over IP, school children can now be DJ’s! All they need is a computer on the school network and an IP audio system. After the children choose a playlist of songs, schedule the radio station to play over morning tea and lunch time!

Daily reminders Record some daily reminders that the school receptionist would usually have to do live - reminders of after school activities, lunch orders, or wet lunch time announcements.

Programme these into a scheduler or a button on a IP microphone

Classroom sound Connect a microphone to a local PC in a classroom so the teacher can use their IP speaker to talk to the class.

By Jamie Cashmore and Jenny Barrett, Edwards Sound Systems

Stay hydrated Take a water bottle to your classroom. Strive to drink about two bottles a day. Last spring, we held a ‘Wellness Clinic’ for the staff at my school. More than half the staff were found to be dehydrated during their working day with the main excuse being that the hot weather had not arrived so there was no need to drink lots of water yet. Water intake is very important.

like in your school. A considerable number of schools nationwide have already started their own workplace wellbeing programme and it would be fantastic if you play a part in introducing such a programme at your place.

If you need a starting point, please email me at teacherwellbeingnz@ gmail.com for a free copy of The Good New Habits Book 2016, an electronic resource.

Get the ball rolling

Ask for union advice

Make some enquires with your principal and board chair about the component nine and what a staff wellbeing programme might look

If you are a member of a teacher or principal union, you might like to contact them to see if they have resources to support your health,

wellbeing and general wellness at school.

Similarly, the BOT chair might like to approach NZSTA for the resources to support the introduction of Key Component 9: a proactive staff health and wellbeing programme at your school.

Please share your new initiatives with fellow colleagues through the Teacher Wellbeing NZ Facebook https://www.facebook.com/ teacherwellbeingnz Have a fantastic term two and good luck with your staff wellbeing programme.

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Property | Solar Energy

Larger solar arrays on latest Schoolgen schools Genesis Energy’s Schoolgen programme is celebrating having 92 schools across New Zealand with free solar panels installed on the roof of their school, particularly as the latest schools are installing larger solar arrays.

Otonga School in Rotorua has just installed the biggest solar array with the Schoolgen programme and a 30 kilowatt array is now in place on the roof of their school. This is the first school in Rotorua to install solar, and, with the live solar data displayed on the Schoolgen website, the whole city can monitor how much electricity is being generated from this large solar array. The school paid for the bulk of the larger array but also had the benefit of the generous Schoolgen package as well.

A large solar array has a huge impact on the students as Schoolgen schools also embrace the learning about solar energy and energy efficiency. This is a model of how a school is working together

array on a perfect roof for solar – steep and north-facing.

Otonga School in Rotorua has a 30 kW array

with the students and linking with the school community.

Learning about solar energy and energy efficiency is an important part of preparing students for their tomorrow. Each Schoolgen school is given a wide range of free Schoolgen resources so that the school can easily link the learning into their Curriculum Delivery Programme.

Schoolgen is also celebrating the next phase of changes to Schoolgen schools in Christchurch, with three schools now having a share-funded 20 kilowatt solar array on the roof of their school. West Rolleston School and Rawhiti School

are two new schools that have worked with their Board of Trustees and the Ministry of Education to link with the sharefunded Schoolgen package to ensure that the solar array is installed on the roof of their new school from the start.

Lincoln Primary School has also become a Schoolgen school, having recently had a sharefunded 20 kilowatt solar array installed as well.

Even smaller schools are installing larger solar arrays with the share-funded Schoolgen solar package. Matangi School, situated just out of Hamilton City, has installed a 10 kilowatt solar

Rawhiti School celebrates becoming a Schoolgen School

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Live solar data from each solar array is displayed on a special webpage for each Schoolgen school. New solar data graphs enable schools to not only see what they are generating from their solar array, but also how much electricity they are using from the national grid. This can help schools to become models of energy efficiency, with students embracing this challenge during the school day; also real life learning that they can take into their life at home.

The Schoolgen website makes it so easy for teachers. Check out the five e-books, all with fun soundtracks featuring character voices. The new book ‘Chip and Chirpy Meet the Sun’ is written and illustrated especially for fiveyear-olds, so they too can learn about solar energy.

Every school can link to the Schoolgen programme and the valuable resources on the Schoolgen website.

By Maggie Twaddle, Genesis Energy Schoolgen Team Leader and Senior Environmental Educator

Property | Solar Energy

Successful outcomes for Power Technology Power Technology was approached earlier last year by Maggie Twaddle from Genesis Energy, its Schoolgen team leader and senior environmental educator.

She asked if Power Technology was interested in scoping and pricing three schools in the Christchurch area for some large solar electricity generation systems. At the time these three systems would be the largest that the Genesis Energy Schoolgen Programme would ever have undertaken – and Power Technology jumped at the chance.

The first school, West Rolleston School is a complete new build.

The second, Rawhiti School, is a rebuild and a merger of three schools into one large school.

The third school, Lincoln Primary School, is an existing school.

After a trip to Christchurch for meetings with Maggie Twaddle who leads the Genesis Energy’s Schoolgen programme, the schools’ principals and boards of trustees, Power Technology’s Brendan Hyde was able to provide designs and proposals

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West Rolleston School near Christchurch

to Genesis Energy for the schools. The solar electricity generation system for each school would be 20kW and would consist of 80 x 250W solar panels.

The end result was that the proposals were accepted by the three schools. The systems at West Rolleston were installed in late 2015 and commissioned in early 2016. Being a new build, the installation has been undertaken in two stages: Stage one consists of solar panels and mounting equipment being installed on the roof areas and DC cables run to the location of the inverter, and in stage two, once the two buildings were nearing completion, the inverters were

be installed and the systems commissioned and turned on.

The system at Lincoln Primary School was installed (retro fitted to an existing building) and commissioned in early 2016.

All parties involved, the schools, Genesis Energy and Power Technology, are extremely happy with the outcome and that the schools are now producing their own solar generated electricity.

Power Technology has been the main installer of the Schoolgen schools over the last ten years.

It has been operating in the solar sector for more than 15 years, with more than 1MW of panels supplied to residential, industrial and OEM consumers. Over the past decade there has been a rapid uptake of solar energy

technology in the international community and this boom has led to huge advances in technology and manufacturing techniques.

Power Technology has strong relationships with its suppliers and works tirelessly to meet their customer’s schedule and budget – without lowering their expectation for the highest quality products. If there is a new product that will add value to a customer’s operation or a supply chain issue that is slowing their business down, Power Technology has the latest technology to effect a positive result.

By Brendan Hyde, Sales/Project Management, Power Technology

Solar Energy | Property Supplier Profile | Power Technology

Interacting with school children POWER TECHNOLOGY has been entrusted by Genesis Energy to install solar in 61 schools around New Zealand, as part of their Schoolgen program, since 2008.

Schoolgen is a programme developed

by Genesis Energy to bring solar energy and energy efficiency to life for children across New Zealand. Why? Because young people are our future leaders and decision makers, and it’s important that they understand the role renewable energy will play in their future.

Talking and interacting with school children provides a real chance to cultivate environmentally-aware thinking and behaviour; not just theirs, but that of the people around them - their teachers, parents, parent’s colleagues, friends and the whole community.

Since Schoolgen began in 2006 Genesis Energy has created a comprehensive programme that includes free, New Zealand curriculum-linked,

Newly-opened Rawhiti School in east Christchurch had solar panels installed from the outset teaching resources that any Primary, Intermediate or Secondary school in New Zealand can use to explore electricity generation, energy efficiency, renewable energy and climate change, a particular focus on solar energy and photovoltaic (PV) systems and a dedicated programme website on which the real-time generation data from the solar panels at these schools is displayed for anyone to see.

Last year in June Power Technology installed a 12kW solar system at Russell School, New Zealand’s oldest school which was established in 1839. The school had to fund 2/3 (8kW) of the system, and Genesis Energy contributed

the remaining 1/3 (4kW). The power that is generated by the solar will help to significantly reduce the amount of power that the school needs to use from the national grid.

The Schoolgen website www. schoolgen.co.nz/schoolgen-schools/ russell-school displays the amount of power that the system has generated (in the last day, week, month and year).

Photovoltaic technology was chosen for Schoolgen as solar energy is a very accessible form of renewable energy for all of New Zealand. As well as this, PV panels are ideally suited for a school environment as they are virtually maintenance free, fairly unobtrusive;

they work silently and produce no pollution; and the fact that sunlight can be converted into electricity is intriguing!

Power Technology has been operating in the solar sector for 15 years, with almost 2MW of panels supplied to residential, industrial and OEM consumers. Over the past decade there has been a rapid uptake of solar technology in the international community and this boom has led to huge advances in technology and manufacturing techniques.

For more information on Power Technology please go to www.powertech.co.nz.

NEED CUSTOM SOLAR POWER FOR YOUR SCHOOL? Be assured of Power Security with reliable, high quality equipment and very careful design. Call Power Technology, the custom Solar Power specialists for Professional Grade Commercial Solar PV Systems.

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Property | Access Control

New sophistication in access control In few premises is effective access control more essential than in schools, where the safety of possibly young children – and their teachers – could be at risk from those who should not be on the premises.

And while the vast majority of schools have done their best in this regard, earlier techniques in vogue could be time consuming and far from perfect. For instance, recording names in a book is slow and takes a good deal of processing, while keys often seem almost made to be lost or to fall into the wrong hands. And a key system is only rectifiable by replacing the lock or issuing new keys – at considerable and often annoyingly frequent expense.

Fortunately modern technology has advanced once again and schools now have access to far more sophisticated systems.

School News investigated three companies that offer advice and products in this regard: Salto Systems, Vision Systems and VisTab.

Increasing importance Vision Systems business development manager, Tristan Bailey, said access control has increasing importance in New Zealand schools.

“As people have busier lives and everything becomes more and

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more technical, access control assists administrators and managers to know who’s on-site.

This has critical importance in the event of an emergency, but also makes scheduling holiday programming a breeze.”

simply replace the existing door locks. We remove the handle and put our smart lock on. We utilise the existing locking hardware and convert it to an electronic access controlled door. Battery operated devices are now the way to go.”

At SALTO Systems, business development manager – New Zealand, Scott Barber said that in contrast to the traditional lock and key, with his company’s solution, the management of the system comes back to the school.

Particularly in the last 12 months, more and more New Zealand schools are taking it up, he said. “They can recoup their costs very quickly by reducing maintenance, and we solve the issues associated with managing mechanical master key systems.

Enquiries are accelerating with the public schools in particular taking up the SALTO solution, and SALTO is a global leader in providing specific solutions for educational environments.

“If the electronic key – a card or credential –– is lost or stolen, the school can delete it immediately, managing all user access completely within the school, without the costs and time delays of re-keying traditional mechanical locks. The security can be upgraded a great deal faster and the control is still in the school’s hands – as well as having a raft of other advantages,” said Mr Barber.

“SALTO’s technology has been around since the year 2000, and as such it is proven, but it’s basically removed the need to run a cable or wire to the door, which can be problematic in existing buildings, and expensive due to labour costs.

“With the development of the SALTO Virtual Network (SVN), we replace that cabling by using RFID smart cards and battery operated smart locking devices. In most instances SALTO smart locks

“It’s actually a very simple product to install which can in most instances be done by a school’s existing locksmith or security provider. With the power of a SQL database and a modern browserbased interface, the system is simple and intuitive to operate.

This allows the school to have complete management over the system. If they want to change which doors a user can access, or when they can access them, they can alter it on the software and it automatically flows through to the teachers’ or students RFID smart card.”

Individual requirements At Vision Systems, Tristan Bailey said with many New Zealand

schools of various sizes as longstanding customers, the company is “easily able to recommend the perfect system for each individual school.

“We’re able to quote on new sites, we’re genuine installers of a range of top security products and perform scheduled servicing.

We also trace faults and integrate with existing systems. We believe it’s important to offer an end-toend solution, which ensures true accountability for all,” he said.

“More commonly known for their swipe cards, access control systems can be also controlled by biometrics, pin numbers – as well as other measures. Access control systems available include: Gallagher, Salto, Protégé and Concept. All include a wide range of innovative features, and all have SMS and email notification, as well as dual reporting and monitoring. We’re also seeing more app-based software, which brings the technology right to your fingertips,” said Mr Bailey.

Easy to use sign-in A third system, VisTab School Management, is a simple and easy to use sign-in procedure for schools.

It records the relevant information for pupils leaving during the day and visitors and relievers coming and going, allowing the school to access critical information for health and safety, or in the event of an emergency, evacuation.

Access Control | Property

TIME & ATTENDANCE SYSTEM Admin & teachers are able to record students movements between classes & activities, and access reports and see trends as they happen Parents are given real-time updates on the whereabouts of their children Easily adaptable options for fast input from students and they love the instantaneous nature of it Several schools on the VisTab website praised the system’s simplicity to use and the time it saved over previous manual methods. They also commended the fact that they were able to have a free trial of the system before making the decision to go ahead with it.

As one principal put it: “VisTab as modern technology is what our students and our staff are used to using. We find it far cleaner, it’s easier, it’s very efficient –and so we’re very, very pleased with VisTab.” The company said its benefits include:

who has checked out • Instant access to do roll calls by remote and on other mobile devices • Know when relieving teachers have come and gone – the system will create timesheets • Permanent access to information stored in the cloud • Access to statistics and respective details if required • Free your up front office staff as the Vistab is selfexplanatory

• VisTab can upload all staff and students for quick and easy use of the system.

• Repeat visitor save time sign-in with an ID code, QR code, student number or employee number

• Keep a log of all pupils who leave the school for any reason, e.g. appointments, music lessons, sick leave

• Student lateness button – late students fill in their details and if the printer option is chosen, it will print off a late pass.

• In an emergency know exactly who should be at school and

By Brent Leslie, Industry Reporter

Call ScanOne today to see if you are eligible for a 30 day trial system

www.scanone.co.nz

0800 44 77 00 | info@scanone.co.nz

DO YOU KNOW WHO’S ON SITE?

VisTab can provide your organisation with a range of solutions.

It saves time, saves double entries, transmits information and safety and security solution.

Get Started with VisTab Today!

Ph 03 929 0638 | Email Us at sales@vistab.co.nz | www.vistab.co.nz

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Property | Access Control Supplier Profile | Salto Systems

Controlled Access – Trinity Grammar School Case Study TRINITY GRAMMAR SCHOOL, situated in the eastern Melbourne suburb of Kew, has upgraded its security with the installation of SALTO System’s XS4 and GEO electronic access control solutions.

The school has five campuses across the state of Victoria, with its main campus at Kew which is home to an Early Learning Centre (ELC), as well as Junior and Senior Schools. The Early Learning Centre provides an introduction to education for boys and girls between the ages of three and five years. The Junior School has 360 boys in 16 classes from Prep to Year 6. The Senior School has just over 900 boys in Years 7 and 8.

School security is probably one of the most sensitive issues facing today’s head teachers. With the school looking to control access and automatically secure doors at the end of the day, it was made aware by Eclipse Security Systems, the local SALTO Approved Partner, that it could achieve its security goals with the latest stand alone wire-free and wireless access control technology from leading educational security specialist SALTO Systems.

Greg Flood, Director of Eclipse Security Systems, explains ‘With young students on campus it is vital that we provide 24/7 on-campus security to ensure their safety at all times. The school is a very busy environment with lots of high-user

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traffic on its doors so it was vital that the security solution we recommended was robust, technologically advanced and capable of standing the test of time, which is why we chose to put forward SALTO Systems products.’

Products from SALTO’s XS4 range in a tough stainless steel finish have now been installed on over 200 doors across campus to step up security.

These mainly consist of SALTO Wireless Network (SWN) doors externally and SALTO Virtual Network (SVN) doors internally. This combination gives the school the ability to adjust locking schedules quickly and easily on the external doors, as well as control emergency opening and lock down to the perimeter. Using SVN (data on card) doors internally, enables them to make considerable savings without any significant loss in functionality.

To compliment these doors, a number

of SALTO GEO electronic cylinder locks have also been fitted to server racks, padlocks and gates. These are fully integrated with the main XS4 platform and their versatile, compact size makes them an ideal solution for doors where fitting a conventional electronic handle set was not required.

Hamish McGlashan, Property Manager at Trinity Grammar School, adds ‘We’re impressed with the SALTO product as it gives us increased control over our school security. We like its scalability, its solution for every door, ease of use, ability to integrate into other areas and, not least, its cost!’

Greg Flood continues: SALTO Systems has a very strong reputation, particularly within the education sector, and so we were very comfortable with installing their products. Cards can be programmed to allow access to specific rooms or areas within the school for selected periods only, with the doors auto locking at pre-specified times if required. And if card security is breached due to the loss or theft of a card, it can be instantly deleted without the need or cost of rekeying or changing locks ‘ saving the school time and money.’

Scott Fraser, General Manager, SALTO Systems Australia and New Zealand, says “SALTO has vast experience of working with schools, colleges and universities and understand the challenging security issues faced by these establishments. We are therefore very pleased to have been able to work with Trinity Grammar School to improve their campus security and provide a long-lasting, flexible solution to their access control needs.’

For more information visit www.saltosystems.com.au

XS4 2.0 by SALTO:

The new standard in electronic locking.

Smarter thinking. Smarter performance. Smarter design.

THE SALTO ACCESS CONTROL SYSTEM USES OUR ADVANCED SVN AND WIRELESS RFID TECHNOLOGY TO TURN ANY DOOR INTO A FULLY FEATURED ACCESS CONTROL DOOR. SECURE • Create ‘keyless’ buildings.

• Secure all interior and exterior doors.

• Credentials and locks are simply and quickly updated, restricted or deleted remotely.

COMPATIBLE WITH ANY DOOR • SALTO’s extensive range covers virtually every door on the market.

BETTER USER EXPERIENCE • Secure access to resources, rooms and facilities for staff and visitors.

• Integrate third party services such as cashless vending, photocopying, library, identity management...

BUILDING MANAGEMENT • Monitor and manage all user access rights.

• Provide full audit trail capability.

• Minimise lost key expense.

• Integrate all your users’ and staff’s physical security needs into a single platform management tool.

MOBILE VIRTUAL NETWORK • JustIN Mobile SVN (mSVN) is an innovative identification updater system that allows users to update contactless identification cards.

Email: info.aus@saltosystems.com - www.saltosystems.com

Property | Mowers & Tractors

Choosing the correct mower will save time Well-kept lawns and playing fields are expected of every school. Neatly maintained grounds not only look attractive for staff, parents and outside observers, but allow the maximum use and enjoyment for pupils.

Apart from perhaps the occasional central city school where space is restricted, mowing is going to have a high priority and school administrators will need to know some basic factors about it. They will need to choose equipment that suits the size and contours of the school grounds, while also being as economic as possible to buy and maintain.

Decisions will need to be made as to whether a ride-on mower alone will be sufficient or if the task will require the extra power of a tractor – a much more practical choice when it can also be used to tow other grounds maintenance equipment.

Operator comfort is also important and decisions will have to be made on whether to mulch the clippings or to remove them completely.

When buying school mowing equipment, the first considerations are the size of the grassed areas and the most efficient way to cut them. The larger the area, the greater the cutting width required.

For larger lawns or fields, selfpropelled mowers are the most practical options. The choice of cutting system is determined by the type of lawn and how often it should be mowed. Rear and side ejection systems can handle taller, wilder grass, as well as coarser varieties and seldom-cut lawns.

Mulching may be the best choice when the grass is mowed often.

The finely-chopped cuttings fertilise the lawn and make it more drought resistant.

However, mowers with collection give tidy results and save time since the clippings do not need to be raked. Collection is also good for removing fallen leaves and can help to reduce the spread of weeds.

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Points to be considered include: • Deciding the width of the cutting deck based on the school’s grassed area.

• If unsure about the most suitable cutting system, perhaps choose a mower that handles both ejection and mulching.

Wide range available Purchasing grounds-keeping equipment for your school is not a decision to be taken lightly and seeking advice from a specialist is essential. For instance, Husqvarna has professional servicing dealers throughout New Zealand who offer a wide range of outdoor power equipment, including ride-on, zero turn and robotic mowers that fit a broad range of school requirements.

Husqvarna regional sales manager, Steve Middleton, says schools need equipment which has been designed for the complex grass areas that professional landscapers often have to deal with.

“A study Husqvarna recently conducted showed that large scale commercial mowers in general only manage about 65 percent of the grass they should mow, so that remaining 35 percent has to be taken care of afterwards by hand – which costs time and money,” he said.

Husqvarna 500 series compact front mowers can cover both big areas and more complex spaces with slopes and tight corners and can reduce the amount of follow-up trimming significantly.

Both P524 and P525D models are high-capacity, commercial front mowers that offer unbeatable maneuverability and productivity in complex and narrow environments, as well as in large open areas, Mr Middleton said.

The commercial graded transmission gives traction and slope stability while the frontmounted cutting deck with a slightly offset position gives the operator an excellent overview of the working area and optimised trimming ability. Built with long-life components for solid durability and a range of optional front-mounted attachments, these machines deliver the versatility to work hard all-year around, he said.

The 500 series patented cutting deck has a low profile and its 3-position height adjustment makes it easy to reach in under

bushes and playground benches.

Mr Middleton says Husqvarna’s front mowers are also packed with ergonomic solutions, focusing just as much on the driver as on performance.

“These front mowers have great stability and balance thanks to a low centre of gravity and their compact size and articulated steering keeps you in full command at all times.” To avoid interfering with driving, the control panel is placed right by the driver’s hand and is complemented by ergonomic pedals that ensure instant and precise speed control.

The especially sculpted driver’s seat is designed to make long days behind the wheel feel a lot shorter.

“These machines are ideal for schools which need a mower that can handle both complex and narrow areas as well as large-sized lawns. Schools require a reliable and maneuverable machine with premium operator ergonomics,” said Mr Middleton.

By Brent Leslie, Industry Reporter

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Front-mounted cutting means optimised trimming ability as well as accessibility under benches, bushes and obstacles. The powerful diesel engine and All-Wheel-Drive system, together with the wide range of attachments, make these machines all year round workhorses. Kubota D1105 diesel engine, 18.7 kW @ 3000 rpm, hydrostatic AWD, 132 or 155cm Combi deck option.

The MZ series zero-turn mower from Husqvarna takes performance, productivity, and comfort to a whole new semi-commercial level. The intuitive operator interface, heavy-duty steel frame and commercial rated hydraulic system create the ultimate mowing experience. The rugged fabricated steel deck that is mulch and collection capable.

Husqvarna Endurance Series™ Commercial V-Twin engine – 25.0hp 52” Fabricated cutting deck – Productivity 3.5 acres/hr.

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The high performance triple bag collection system features a simplified latch system and pivoting lower frame that make the collector removable in minutes.

Property | Shade Sails & Canopies

Which shade sail or canopy for your school?

In New Zealand, we have one of the highest rates of skin cancer in the world, with more than 90 per cent of cases attributed to excess sun exposure. And schools, entrusted with the care of the nation’s most precious resource, its children, cannot afford to be lax about sun safety.

Most require or encourage students to wear sunscreen and hats during spring and summer, but provision of shade is important too, and increasing numbers of schools are installing shade sails and canopies.

Shade is a key component to winning SunSmart status, and in decreasing the risk of getting skin cancer. The Cancer Society of New Zealand’s famous slogan, “Slip, slop, slap,

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wrap” message suggests slipping into shade as much as possible, particularly when the ultraviolet index (UVI) is very high. This tends to be during terms one and four at the very time that pupils are outside eating lunch or involved in outdoor play.

Shaded spaces are recommended for areas where students congregate to eat, and over play equipment, sandpits and courts. Provision for outdoor teaching spaces and small assemblies should be taken into account, too.

It is what qualifies as quality shade that can be unclear. Research confirms that clothing, hats and sunscreen are not 100 per cent effective because of inadequacies in the shading of hats and clothing, and in applying sunscreen.

Advice from SunSmart stipulates that high protective shade must use an excellent UVR

FRESCO SHADES

Fresco Shades have been supplying fixed canopies to schools in New Zealand for 16 years. The most popular canopies are alongside the classroom blocks where pupils eat and play, and over the playgrounds. Other areas often requiring shade are walkways, drop off and pick up areas, and over tuck shop queuing spaces.

Extensions can also be made to existing canopies to accommodate bigger groups, for example, or a redesigned playground.

Fresco canopies have been designed to link buildings to create common meeting areas or play spaces, and increasingly, there is demand for large shades over netball and tennis courts.

The canopies block 99 per cent of ultra violet rays, says company spokesperson Megan Cummins, meaning pupils do not need to wear hats when in the covered areas. They also provide shelter from the rain thereby

Term 2 - 2016

It is important to consider how long students will be beneath the shade and also whether they are likely to be wearing hats and sunscreen. A lower protection factor may be acceptable in shade sails over playgrounds in SunSmart schools where pupils are required to wear hats. Conversely, hats and sunscreen are unlikely to be applied before an hour long art class on a classroom verandah. In this case, the verandah should be carefully designed to give more protection e.g. shield the diffuse UVR from the open sky.

creating extra space for year-round use.

The architectural strength canopy fabric is designed to repel dirt, and is guaranteed for 15 years. “Most will last much longer. They do need to be thoroughly cleaned each year, which we can do for the school.” This involves hosing down, washing with a soft brush and water with detergent, hosing off again, and wiping over the steel frame. Each canopy is custom-made, and prices vary according to size and complexity.

As students get older, they often resist instructions to wear a hat and apply sunblock which means schools have a vital role to play in providing sheltered areas for them.

school news

barrier shading material, and be placed to shade students as the sun moves across the sky. The view of the open sky should also be restricted. This can be done by keeping the edges low. Adjacent landscape, buildings, fences, trees and planting can be used to further reduce this 'sky view'.

Fresco Shades will supply free quotes and designs, and can assist with building consents if required. Fresco has its own specially-designed powder coating plant which means that customers do not have to wait on secondary suppliers. “We handle all our own fabrication from our purpose-built premises on Auckland’s North Shore and only use the highest grade steel and PVC materials to ensure strength and longevity.”

Shade Sails & Canopies | Property

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Property | Sports Fields Maintenance

Restore worn sports fields with spring seeding

Bill Walmsley Bill Walmsley, Turf Agronomist PGG Wrightson Turf

As we head into a busy winter sports season, it’s important to consider post-season repair.

Be prepared for bare patches after your winter sporting codes have finished, you should be looking at spring seeding with New Zealand winter active perennial ryegrass. Not only does seeding restore a full cover of turf but it helps crowd out weeds that thrive in bare areas such as wireweed, summer grass, crowfoot grass, Onehunga weed and broadleaf plantain.

The only exception to using perennial ryegrass is on bermudagrass (Cynodon dactylon) and kikuyu (Pennisetum clandestinum) fields which are traditionally repaired vegetatively, but can be spring seeded now that seed of these species is available.

Close up of turf establishment through drilling

Nearing the end of the winter sport season if you are lucky enough to have only a few small wear areas, a simple approach is to spot seed with New Zealand winter active perennial ryegrass

before the last game of the season and allow play to trample in the seed. It is good practice to spread starter fertiliser (Andersons 19-11-4 Starter) or diammonium phosphate 18-20-0

(D.A.P) before sowing seed.

Once the bare or worn patches are larger than an office desk, you will find the whole field will be worn thin and you are best to switch to drill seeding the whole playing field to restore the surface. Perennial ryegrass is a bunch type grass and it will revert to isolated ankle breaking clumps if overall seeding is neglected for long. A standard rate of seeding is 30kg/ha for a light to moderately worn field and up to three times that rate for a heavily worn one. Extra passes are made over the heaviest worn areas. PGG Wrightson Turf are regarded as world leaders in breeding turf rye grasses to be durable and suit the New Zealand climate. A New Zealand breed winter active sports field type perennial ryegrass is your best choice for spring seeding.

Shade Sails & Canopies: The design of shade needs to be appropriate for the intended use and the micro-climate of the location. Consider the path and angle of the sun to ensure the area will be shaded from direct sun between 11am and 4pm, October

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to March. In order to absorb and diffuse UVR, surrounding surfaces should be soft and rough. Grass and plants do this well. Shading materials need to be chosen with care. The Cancer Society recommends a 94 percent barrier

to UVR. Many sunshade fabrics can be stretched over frames or tensioned, as ‘sails’, between poles. Horticultural shade-cloth offers lower protection and is not recommended. As UVR protection ratings for translucent sheeting

0800 SUNSHADE

school news

Term 2 - 2016

By Anna Clements, Industry Reporter

depends on the fabric chosen. “Our Z16 porous shade cloth provides up to 99 per cent UV block and 97 per cent shade protection depending on colour choice.”

While we all know that outdoor time is invaluable for children, we are also mindful of keeping them safe from harmful UV rays, and helping them to stay dry.

This is where all-weather covers come in.

A school with covers over sections of its outdoor spaces is much better placed to allow its pupils free range at break times. 0800 Sunshade supplies a range of shade products including shade sails, shade structures and outdoor screens. The company has licensees across the North Island and has worked with around 400 schools and kindergartens. In the past six years alone, the company has fabricated and installed more than 1000 shade sails.

and shade fabrics vary widely, it is important to check with the manufacturer’s specifications before choosing a material.

“We recommend cover for protecting children on outdoor sports courts, playgrounds and sandpits, as well as lunch areas. Shade sails can also work to protect classrooms from heat and glare,” says 0800 Sunshade licensor Mike König. There are a range of designs available including the curved Aerospan shade structures and hiproof shade structures, both available with porous or waterproof tops.

The level of protection that is provided

A well-maintained porous shade sail can be expected to last longer than ten years, and to retain 98 per cent of its UV protection. Regular cleaning and maintenance is essential to ensure the sunshade lasts, and the company offers service and maintenance contracts. “We also recommend taking down porous shade sails over winter – this protects them from the extreme winter weather and increases general life expectancy.”

Each shade sail is custom made to specifically fit each project, and licensees use CAD technology to determine the correct size, shape, height and positioning of sunshades verifying shade fall at different times of the day.

Sports Fields Maintenance | Property

New Zealand winter active perennial ryegrass is bred with Mediterranean genetics that boosts its winter growth rate, especially at temperatures below 10 degrees. It establishes rapidly and is vigorous year round. The most popular blend is Duraturf® Sports Oval which contains three different winter active cultivars.

Another type of perennial ryegrass is the medium or dark, fine type. These typically have a darker green colour and an attractive, fine dense appearance.

They are a good choice for amenity lawns. A popular blend is Duraturf® Trio Pro. On non-irrigated sports fields in the drier eastern areas of both islands, spring seeding can give disappointing results half the time.

It can also be successful half the

A Redexim overseeder turf seed drill, perfect for getting seed into the ground.

time. It is always the best policy to spring sow perennial ryegrass in sports fields, even in the east.

autumn is invariably destroyed as a seedling. Be warned that your spring seeding can also be destroyed the same way if there is no set date for the end of the winter sport season.

It is tempting to see the autumn as a good time to sow but autumn rain coincides with winter sport play and seed sown in

haul out the cricket stumps and then spring seed.

To get the best results possible for your school sports fields some forward planning and a little extra effort goes a long way and will be appreciated by all.

Take down the goalposts and

1VSDIBTF LHT PG %VSBUVSGÂ¥ 4QPSUT 0WBM UP IFMQ XJUI GJFME SFQBJST CFGPSF UIF FOE PG UFSN BOE SFDFJWF PGG ZPVS OFYU QVSDIBTF PG 1-J'J9Â¥ NBSLFST

1-J'J9Â¥ .BSLFST DPNF JO QBDLT PG BOE DBO CF TVQQMJFE JO FJUIFS XIJUF CMVF SFE PS ZFMMPX 5IFZ BSF FBTZ UP JOTFSU JOUP UIF HSPVOE BOE BSF JEFBM GPS NBSLJOH PVU DPSOFST PG GPPUCBMM BOE SVHCZ QJUDIFT SFBEZ GPS OFYU TFBTPO

.FOUJPO h1-J'J9Â¥ GPS TDIPPMTh XIFO ZPV QMBDF ZPVS PSEFS For more information contact your PGG Wrightson Territory Manager North Island 09 570 2570 Palmerston North 027 487 4002 South Island 03 372 8719 info@pggwrightsonturf.co.nz

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pggwrightsonturf.co.nz

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Property | Acoustics

Why acoustics are so important in multi-use spaces While dedicated concert or music halls are typically the best spaces for music performances, they are rarely built in school facilities. Multi-use halls that support everything from theatre to music are the most common auditorium in schools. With high ceilings, hard floors, walls and glass surfaces, these spaces are not traditionally conducive to presenting information to a large group of children.

A recent study conducted on 8 to 12 year olds has found that a number of these children had developed an inability to process auditory information, especially speech intelligibility in classrooms, multi-use halls and other large spaces within a school. This inability to characterise speech in an educational environment has proven to lead on to future learning difficulties. Speech intelligibility is a measure of how comprehensible speech is in given conditions. Intelligibility is affected by the quality of the speech signal, the type and level of background noise, reverberation.

Many acoustic events, including speech, have a large complex structure with multiple frequencies changing across the time-course of the signal.

Some aspects of speech like the frequencies used to pronounce

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Kauri Park School

consonants change very rapidly only lasting for a few seconds, whereas vowel segments have longer durations and thus have more time to be perceived in the auditory system. This becomes important because the auditory system, encodes changes in the auditory system with such accuracy (within a tenth of a millisecond), that reverberation and changes in the acoustic representation can greatly alter a childâ&#x20AC;&#x2122;s perception of what is being said. Basically they are hearing, but unable to decipher the information presented to them.

In other words, the space in

Hawkes Sea Scouts

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Term 2 - 2016

which the children are learning in directly effects their ability to learn, this is because the sound reverberation time of the space contributes to the spaces speech intelligibility Index.

Whilst the Ministry of Education (MOE) recommends a reverberation time of less than 0.6 seconds in a classroom, this is not completely ideal for a multi-use space like a school hall, this is because acoustic events such as music or plays require a slightly larger reverberation time to carry the music or singing across the multi-use space.

The MOE does not give an ideal reverberation time for multi-use halls as all spaces are different depending on their intended use and proximity to external noise sources like traffic or children playing outside.

However international studies have suggested that if the multiuse space is going to be used for speech, film and music, you will need to add more absorption than what is needed to be listening to music. Where speech is important, (school assemblies etc.) reverberation time at mid frequencies should be below a second to not adversely affect sound intelligibility. Too much absorption will diminish the

strength of music performances, which require longer reverberation.

As previously mentioned, there is no one-size-fits-all approach to providing the right acoustic control for multi-use halls as because all schools and factors are different, that is why it is recommended that you either discuss with an acoustic consultant or an interior acoustics company such as Autex Industries.

Taking a series of measurements, consultants can understand how sound travels in your multiuse space and can use this information to pin point the way high, mid and low frequencies travel. By understanding this, acoustic consultants can cater for an acoustic solution that is ideal for your space and outcome. The most important requirement is that you take into consideration all the activities in your space, and because health and safety is paramount, it is always recommended that you select a polyester-based product for schools because of the nontoxic and moisture-proof options available.

By Jeremy Robertshaw, Autex

WESTMOUNT SCHOOL, KAIPARA CAMPUS

REDEFINE YOUR ENVIRONMENT Autex understand the importance of great learning environments.

The experienced staff at Autex can conduct reverberation tests and use their extensive knowledge to deliver the perfect acoustic solution for your space.

For information about our acoustic solutions for your school, contact Autex on 0800 428 839 or visit our website www.autex.co.nz

Sports & Recreation | Fitness

Skipping for heart health Entering the Jump Rope for Heart programme was a win-win for Havelock North Primary last year.

The school was looking for new ways to increase PE participation and regular exercise for the children, while working towards a much-needed upgrade of the school's sports equipment.

The Heart Foundation’s Jump Rope for Heart programme ticked all the boxes. Havelock North’s sports and PE development leader, Samantha Newton, was a first-time Jump Rope for Heart coordinator and shares her experience.

“I had a dream run with Jump Rope for Heart last year. The programme provides all the resources you need, such as teacher guides and starter packs for the kids. They even provided draft letters to send home so all I had to do was set a date and commit! It couldn’t be a more user-friendly programme.

“The children loved the daily exercise and enjoyed competing for jumps between friends and other classes. The skip-a-thon day became a major school event with streamers, bunting and balloons decorating the turf and Jump Rope for Heart music playing amid an array of skipping ropes and happy children.

“The most important thing is winning the children’s enthusiasm. By the time we’d got to the skip-a-thon, they were 100 per cent engaged and creating a carnival atmosphere really helped

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harness that excitement and bring the event to life.”

Samantha advised that, as in most sports, skipping is achieved in levels. But by the end of the term, the children had shown a huge improvement, skipping in pairs, on long ropes and in a variety of other ways.

Havelock North Primary encourages their students to be physically active every day; they hold PE lessons (fundamental movement skills or tactics) twice a week as well as the odd class game. Physical activity not only contributes to health and fitness, but also helps shape the movement section of a child's brain, so is crucial to a child's overall growth and development.

Good organisation behind executing Jump Rope for Heart was key for the school, so Samantha recruited support from two others from her sport and PE group. She also ensured all teachers had access to the Jump Rope for Heart resources, prompting them to get their classes outside and skipping.

“The resources are fantastic,” says Samantha. “They are a time-saver, detailed and very child-friendly, which is important as the whole school receives copies. They are the first thing I have gone back to as I start to organise the event again this year.”

In 2015, Havelock North Primary raised $5000 through Jump Rope for Heart, allowing them to fully utilise the 50 per cent rebate on offer to schools.

“We were able to put half the money raised from the programme towards reviving the school's PE equipment along with the purchase of new gear as well,” says Samantha.

The other half went towards supporting the Heart Foundation’s vital work, fighting heart disease which is New Zealand’s biggest killer.

“I wouldn't hesitate to encourage other schools to take part. The event encouraged daily fitness for our children and got families together at the skip-a-thon. Even better, the children embraced fundraising for a great cause.

This enhances the overall learning experience, as service to their community is put into good practice,” says Samantha.

Rope for Heart programme teaches and encourages children to keep physically active for their heart health. The programme, now in its 31st year, also educates teachers on the benefits of having a balanced and healthy lifestyle, which they’re able to pass onto their students.

Skipping is heaps of fun but it’s hard work too. It requires concentration, balance and coordination, as well as progressing numeracy, team work and leadership skills.

More than 2.4 million Kiwi children have kept active and fit through Jump Rope for Heart since it was established by the Heart Foundation in 1985. Many of you reading this article will have taken part yourselves.

Keeping kids physically active has never been more important.

Currently one in three New Zealand children is either overweight or obese, putting their health at risk.

Let’s keep the skipping movement going in New Zealand while supporting the fight against heart disease. For more information on taking part in Jump Rope for Heart, visit www. jumpropeforheart.org.nz or call 09 571 9187.

The Heart Foundation’s Jump

By the Heart Foundation

Joining in together

? | Sports & Recreation

MORE THAN JUST A

IL TTLE RO PE A Jump Rope For Heart rope offers many rewards GOOD FOR GROWING BODIES: short bursts build strong bones and improves physical fitness

GOOD FOR YOUNG MINDS: improves spacial awareness, memory and mental alertness

GOOD FOR YOUR SCHOOL: your school can choose to keep half of every dollar raised*

GOOD FOR NZ’S FUTURE: helps fight obesity and heart disease among Kiwis

NOW EASIER ONLINE! That’s a lot from a little rope.

Your kids will have a blast while they build their bones, fitness, and raise money for the Heart Foundation. For more information and to register visit www.jumpropeforheart.org.nz Hearts fit for life, for this generation and the next.

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