School News - NZ - Term 2 - 2019

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SchoolNews The essential industry guide

Issue 45 | Term 2, 2019 | NZD $12 incl GST |

The reading revolution

starts in our schools Essential Reading for Principals • Department Heads • Teachers • Professionals

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School News is distributed to primary, secondary and intermediate schools throughout New Zealand by Multimedia Publishing Limited. The views and images expressed in School News do not necessarily reflect the views of the publisher. The information contained in School News is intended to act as a guide only, the publisher, authors and editors expressly disclaim all liability for the results of action taken or not taken on the basis of information contained herein. We recommend professional advice is sought before making important business decisions.

Inside the term two issue Front Desk Editor's Note: Mega-excited for the mega-strike...................................... 05

News In Brief

Advertising Conditions The publisher reserves the right to refuse to publish or to republish without any explanation for such action. The publisher, it’s employees and agents will endeavour to place and reproduce advertisements as requested but takes no responsibility for omission, delay, error in transmission, production deficiency, alteration of misplacement. The advertiser must notify the publisher of any errors as soon as they appear, otherwise the publisher accepts no responsibility for republishing such advertisements. If advertising copy does not arrive by the copy deadline the publisher reserves the right to repeat existing material.

Disclaimer Any mention of a product, service or supplier in editorial is not indicative of any endorsement by the author, editor or publisher. Although the publisher, editor and authors do all they can to ensure accuracy in all editorial content, readers are advised to fact check for themselves, any opinion or statement made by a reporter, editor, columnist, contributor, interviewee, supplier or any other entity involved before making judgements or decisions based on the materials contained herein. School News, its publisher, editor and staff, is not responsible for and does not accept liability for any damages, defamation or other consequences (including but not limited to revenue and/or profit loss) claimed to have occurred as the result of anything contained within this publication, to the extent permitted by law. Advertisers and Advertising Agents warrant to the publisher that any advertising material placed is in no way an infringement of any copyright or other right and does not breach confidence, is not defamatory, libellous or unlawful, does not slander title, does not contain anything obscene or indecent and does not infringe the Consumer Guarantees Act or other laws, regulations or statutes. Moreover, advertisers or advertising agents agree to indemnify the publisher and its’ agents against any claims, demands, proceedings, damages, costs including legal costs or other costs or expenses properly incurred, penalties, judgements, occasioned to the publisher in consequence of any breach of the above warranties. © 2019 Multimedia Publishing Ltd. It is an infringement of copyright to reproduce in any way all or part of this publication without the written consent of the publisher.

Education Special Report: Tackling trauma post-Christchurch attack...................................................... 10 Principal Speaks: How to STEAM with integrity through ‘Impact Projects...................................................... 12 Anti-bullying: Create a safe school environment........ 14


Commercially funded supplier profile or supplier case study Suppliers share their views in one-off, topical pieces General editorial. Case studies and features may cite or quote suppliers, please be aware that we have a strict ‘no commercial content’ guideline for all magazine editorial, so this is not part of any commercially funded advertorial but may be included as relevant opinion. Happy reading!


What's Hot


Teacher's Desk Appraisal tools giving teachers autonomy.................... 20 PLD for teachers: Leading students into a digital future............................................................................ 24

Administration Refurbish your library into a wonderland........................ 26 The reading revolution starts in our schools............................................................................. 30 Book Reviews: New to the bookshelf this term.......................................... 33 Case study: Te Awamutu Public Library, Waipa District Libraries.......................................................... 34


Teaching Resources Interactive classrooms to future-proof your school.................................................. 36 Changing minds about mathematics.............................. 40

E.O.T.C. Developing EOTC experiences on camp........................ 42 Excursions are more than just a field trip....................... 48

Food & Beverage


Case Study: Riccarton High School has changed the menu!......................................................... 51 Choosing an external school food provider.................. 52

Health & Safety Getting to grips with health and safety law................... 54

Sports & Recreation Designing a sports surface like a pro............................... 55

Property Making use of your School Pool......................................... 58

KEY Supplier information or content

How Spotswood College built a school programme to challenge the system............................... 16

Upcoming Events Calendar................................................. 23

PO Box 5104, Papanui, Christchurch, 8542, NZ Phone: (03) 365 5575 Fax: (03) 365 1655 ISSN: 2624-2389 (Print) ISSN: 2624-2397 (Digital)

EDITOR Rosie Clarke, STAFF WRITERS Mandy Clarke DESIGN & PRODUCTION Richard McGill, ADVERTISING Dee Dawson, CONTRIBUTORS Claire Amos, Branko Cvjetan and Jonathan Neil



What you need to know before:.......................................... 60 upgrading your paging system Don't waste learning opportunities ................................. 62 Making a statement with digital signage ..................... 65 Is wood heating the way to go?.......................................... 66 Term 2, 2019 |

Mega-excited for the mega-strike Kia ora and welcome!

longterm in teaching. People like me with 50yrs service will be a rarity in the future; our children need a balance of experience and youth as their teachers.

School News has been abuzz this term with discussion about the upcoming mega-strike. May 29 will mark the first time in our national history that primary and secondary teachers have embarked on a combined strike. And despite some mainstream media reporting concern over the 800,000 public school students who may be disrupted, all union polling indicates parents and the public are in strong support of the strike action. Who knew the majority of people would like to see teachers earn a fair wage? MoE’s Deputy Secretary for Early Learning and Student Achievement, Ellen MacGregorReid released a controversial statement, arguing that the Ministry’s latest offer is enough and that strike action is disruptive. The only outcome, she alludes, will be that “NZEI [is] invited to return

Rosie Clarke, Editor, SchoolNews

to facilitated bargaining with the Employment Relations Authority and the PPTA [is] also invited to begin facilitated bargaining”. However, continued bargaining doesn’t seem to be hitting the mark for educators. Teaching veteran Richard Smith commented: “I am not surprised by the Ministry spokesperson’s comments, however. They just don’t seem to get it. We need a pay scale that will encourage our younger teachers to stay

“To me, it is not good economics to train teachers at great cost and then see them leave the profession after 5 years because they can either earn more in another profession or overseas. We have to make it an attractive proposition for young and more mature people to want to enter teaching, especially at this time of huge changes relating to technology developments which are beginning to impact on the job market.” With the strike set in stone and tensions rising between government inaction and public support, we expect some level of change this year. PPTA president Jack Boyle says, “Our prime minister, Jacinda Ardern knows the situation in primary and secondary schools

isn’t business as usual. She knows we want to be working with students in our classrooms. She knows we don’t want to be in the position where we have to take industrial action. “We urge her to do the right thing and come up with the funding so that our students continue to have the educational opportunities that they need and deserve, with great, well-trained and well supported teachers to provide those opportunities.” NZEI Te Riu Roa president Lynda Stuart says, “It’s time for the government to prioritise giving teachers time to teach and to lead. To address the education crisis we need to ensure teaching is a viable long-term career choice. If we’re going to make Aotearoa the best place in the world to raise a child, the government needs to find a solution – now.” Noho ora mai

“In the supporting role”

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Ministry slams "disruptive" new strike threats The Ministry of Education maintains that the government is doing all it can do to alleviate teachers' stress. Ellen MacGregor-Reid, deputy secretary for early learning and student achievement, made the following announcement early in May: "A threat of strike is disruptive for everyone involved. It does not offer a solution. Should a decision be made for further strike action, NZEI will be invited to return to facilitated bargaining with the Employment Relations Authority and the PPTA will also be invited to begin facilitated bargaining.

"Teachers and primary principals are being offered around $1.2 billion in pay increases and classroom release time. "This is in addition to $217 million being invested in 600 learning support coordinators to help teachers support children and young people with additional learning needs. "The offers give around 24,000 teachers about $10,000 more in their pay packets within 24-months of signing up. Others will get at least three percent pay rises every year per year for three years. We have invited and remain open to talking to the unions about how we can address their time to teach and other concerns outside the pay talks."

Ministry provides background on latest offer: Cost of claims: The cost to meet the unions’ claims, which includes at least 15 percent pay rises are in total $3.9 billion: NZEI $2.5 billion; PPTA $1.4 billion. Primary teacher pay parity: The salary rates for primary and secondary teachers are different, but depending on their qualifications and years of teaching that does not mean that all primary teachers are, or have been, paid less than secondary teachers. Members of the two teacher unions have made different choices about the shape of the offer they have accepted that best matches their particular preferences within the overall amount available for settling.

Primary offer summary: The new pay offer would see more than 30,000 primary teachers receive a three percent pay rise every year for three years, and access to higher maximum steps in the pay scale. As well, they were also offered the option to either bring forward access to the new top pay step by 12 months, or have extra classroom release time. Secondary offer summary: The new pay offer would see 70 percent (15,000) secondary teachers get a $7,200 salary increase after 12 months, increasing to almost $10,000 (an annual salary of $87,790) after 24 months. The majority of secondary teachers, receive extra remuneration, for taking on additional responsibilities. 12,000 (57 percent) secondary teachers are paid above the top of the base scale.

Green School gaining momentum in New Zealand An innovative, future-focused learning environment is coming to New Zealand and will be nestled alongside Egmont National Park in Oakura, Taranaki. Green School New Zealand is planning to open in February 2020, bringing with it a community-integrated, entrepreneurial way of learning designed to bring excitement into the classroom and empower students to lead the way in sustainability. The curriculum and school ethos will follow those of Green School Bali, a nonprofit, private and international school, established in 2008 by John and Cynthia Hardy. The non-


profit New Zealand school will be founded by Taranaki couple Michael and Rachel Perrett, who experienced first-hand the success Green School Bali had on their own children’s learning. “We’ve watched our own children, and many others, come alive with confidence, awareness, happiness and presence, which has given us a deep desire to provide an opportunity for more children to experience this wonderful way of learning, right here in our home country,” says Rachel. The school plans to cater for years 1 to 13, and will be constructed on a 121-acre farm in Oakura, alongside one of the oldest Māori settlements in New Zealand, Koru Pa.


Term 2, 2019 |






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Is ‘sex ed’ failing the #metoo generation? Navigating contemporary gender issues is complicated for young people, and New Zealand’s traditional sexuality education is not keeping up, according to a Canterbury education expert.

and what they are getting. We are in the era of #metoo, sexual harassment, sex and gender politics and those are things that young people really want to know about, but they are often not areas that teachers and parents are comfortable going into,” Quinlivan says.

Gender fluidity, consent, exposure to pornography, sexual violence, and the power dynamics behind the #metoo movement are some of the issues University of Canterbury Associate Professor Kathleen Quinlivan explores in her new book, Exploring Contemporary Issues in Sexuality Education with Young People (Palgrave).

The internationally recognised researcher of school-based sexuality education says a limited health and risk focus of sexuality education lingers. That the word “pleasure” was removed from the most recent (2015) Ministry of Education sexuality education guidelines is typical of a cautious official approach, she says.

“One of the main issues is this huge slippage between what young people need

Meanwhile, young people are taking matters in to their own hands, says Quinlivan.


“There are feminist groups in schools and there are queer-straight alliance groups in schools that have strong social justice orientations, combatting discrimination and talking about pleasure – there are a lot of informal things happening that are not visible in the formal arena.” The gaps can be bridged, she says. Quinlivan advocates for teachers to listen to young people’s lived experiences and venture beyond traditional boundaries. “It is not easy teaching these things. The Ministry of Education is risk averse and doesn’t provide support for professional development, plus the sexuality education guidelines are not compulsory – in fact schools didn’t even receive a hard copy of them,” she says.


“Policies aside, the relationship with students is the most important thing for teachers to develop and that takes time. You have to be someone who is really interested in exploring the issues that young people are dealing with.” The possibilities for change are exciting. “The rise of the #metoo movement has been huge – there has been a tidal shift . There is a new feminism where younger women are starting to stand up and talk about the things they experience. Through popular culture, in response to gender-based harassment, sexual diversity and the rise of #metoo, there is a renewed interest in gender activism – it is a bit of moment really!”

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How schools lift achievement in literacy A new study has found that schools are successfully lifting achievement by creating a coherent focus on literacy teaching. The report from the New Zealand Council for Educational Research (NZCER) analyses approaches to literacy in six diverse primary schools that made and sustained positive shifts in achievement over a five-year period. While the six primary schools in the study each took a different approach, the analysis identified three common elements. “We saw effective literacy practice built on a framework that combined three key elements in ways that were unique to each school,” senior researcher Jan Eyre said. “All of the schools had schoolwide and literacy-focused elements in place, but these varied depending on the nature of the school,” Ms Eyre said. School-wide elements included a safe and supportive


learning environment, a focus on developing and nurturing relationships, and strong leadership with use of achievement data to drive strategic goals. Literacy-focused elements included a clear strategic focus on an aspect of literacy, whole-school professional learning and development related to that focus, and support for oral language. “These elements were always linked by a coherent focus on raising literacy achievement,” researcher Eliza de Waal said. “Each school created that coherent focus by planning and implementing literacy programmes for the whole school, ensuring collaboration across all levels,” Ms de Waal said. The six schools selected for the study were identified by looking at data on student achievement against the National Standards from 2012 to 2016. The six were chosen to create a spread across deciles, urban/rural situation, size, and ethnicity.

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Tackling trauma postChristchurch attack By Rosie Clarke, Editor

The Ministry of Education is currently reviewing school lockdown procedures after the March 15 incident left many students, teachers and families panicked. Reports vary on what happened during the lockdown, with some schools praising the procedures they set up following the 2011 earthquake. Others said they generated fear, with worried parents clamouring at school gates, young students hiding face down underneath desks and social media allowing students to watch violent footage of the shooting on their phones during lockdown. The attack has had a huge impact on schools across the country, though the impact on Christchurch differs to the rest of New Zealand according to University of Auckland Associate Professor Carol Mutch. “Although some children are still traumatised, especially after the lockdown, Christchurch schools are managing to cope.” One school principal confirmed that even two months post-attack, “children are still traumatised” but the city has learned from the earthquake and has better mental health support in schools to help them cope. Professor Mutch said: “I don’t want people to think, ‘oh, Christchurch is really resilient!’ because, actually, resilience is a hard thing to accomplish. It


While Christchurch has boosted mental health resources, there hasn’t been much support for schools around the rest of the country

required extra resources and the Ministry putting in extra mental health workers and so on.” There hasn’t been much support for schools around the rest of the country. “It may have been addressed in the first day or two but there didn’t seem to be much effort to dig deep and see what it meant for the children,” Mutch noted. Since the Christchurch shooting, there have been other attacks around the world that have made the news here in New Zealand and this can have a retraumatising effect on young people. Educational psychologist Michele Blick advised that schools “let children take the lead and be guided by their questions. Respond to questions by providing developmentally appropriate responses. Younger children need brief and simple responses. Be factual in

responses and avoid graphic details about the event. Correct misunderstandings. Be patient, children may need things explained again and again as they process the event. However, after a while distraction can be useful. Going over the event again and again can keep a child in a heightened state of worry. “Rather than focus on the perpetrator, help children recognise the positive acts that have occurred. Remind the children of all the people who have provided support – law enforcement, emergency services, medical personnel, volunteers, and neighbours. Guide a discussion about the importance of an inclusive society and that we all have a part to play. Help children identify specific examples of how they can contribute to an inclusive society.”


Professor Mutch offered a similar approach to schools: “Arts-based methodologies are wonderful for the post-trauma healing process, particularly in younger children who may not have the language to express themselves. For older students, who can make sense of statistics, those can help mitigate fear. In New Zealand, for example, we are more likely to be killed on the road than injured in a racially motivated attack, so acknowledging how rare these types of attacks are can be a great tool for students. “Another useful exercise is to turn the narrative around to focus on more positive things; for instance, how fast the police arrived, how hard doctors worked to help the injured people, and how communities came together to support one another. Providing context can be very helpful.” Ms Blick added: “Teachers can be a positive role model. Share your concern and compassion as well as modelling positive coping strategies. Help children identify coping strategies that provide them with comfort. Be watchful and observe behavioural changes. Some children may be at greater risk of more intense reactions. If a child’s behavioural change continues and is interfering with the child’s everyday functioning, seek additional support.” The Ministry’s lockdown review will be submitted at the end of Term 2.

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How to STEAM with integrity through ‘Impact Projects’ What is STEAM? STEAM is generally defined as an integrated approach to teaching and learning that combines one or more of the following: science, technology, engineering, arts and mathematics. This may take the form of a single subject being taught, but elements of other learning areas are woven through to deepen and enrich learning by applying and connecting learning across areas. At the other end of the spectrum is project-based learning that doesn’t focus on any one learning area but rather focuses on a wicked problem and elements of each of the STEAM learning areas are touched on throughout the project inquiry. At Albany Senior High School (ASHS) we cover both approaches with our mathematics teachers regularly using Sphero robots to teach mathematical concepts through to our large scale ‘Impact Projects’ where student undertake independent projects often with a number of STEAM learning areas being falling out of their project inquiry.

STEAM though Impact Projects The World Economic Forum reports that you need the ten skills listed below to thrive in 2020:

Claire Amos, Principal, Albany Senior High School


Complex problem solving.


Critical thinking.




People management.


Coordinating with others.


Emotional intelligence.


Judgement and decision making.


Service orientation.



10. Cognitive flexibility. Are traditional secondary school subjects really providing the opportunity to develop these skills? How might we ensure each and every young person develops the skills they will need to thrive? A focus on STEAM, particularly through project based learning is key to our young people genuinely developing these skills. At ASHS we dedicate every Wednesday to Impact Projects where students get to focus on a large scale and long term project of their choice.


Rosie and Jakz Betz’s art installation ‘He aha tatou kaitiaki’/’Why we should be guardians’

Projects are developed by students who work with a project mentor (teacher) and are guided by four principles: student ownership and agency; substantial learning beyond the classroom; quality product; and participating and contributing with the community. This ensures our students have the opportunity to be an adult in the world and to develop the skills required to




Students are supported in using the Stanford D. School Design Thinking Framework to engage in creative complex problem solving, critical thinking and learn how to negotiate and collaborate while managing themselves and others. These are the very skills that employers and universities are increasingly looking for and are the skills our young people will need to thrive in an increasingly complex world.


succeed in the 21st century, developing skills in time management, leadership, project management, and participation in an authentic context of their own making; making a very real contribution to our world.

We believe each and every ASHS students has the opportunity to be future ready! The Impact Projects also provide an authentic opportunity for students to engage in STEAM learning. Term 2, 2019 |

Chris Fordyce’s Kauri Dieback Sterilising Mat (automatic wetting system) which is about to be trialled by the Auckland City Council

STEAM themes project have included Aiden Leddy’s Fernhill Escarpment Walkway Conservation Project, Rosie and Jakz Betz’s art installation ‘He aha tatou hei kaitiaki’/’Why we should be guardians’ about NZ’s endangered and extinct creatures; Ben Bonne’s Architecture for Compact Living Spaces; John Packer’s Boosted Ozone (John aims to build a solar powered floating ozone generator to help repair the ozone layer) and Chris Fordyce’s Kauri Dieback Sterilising Mat (automatic wetting system), which is about to be trialled by the Auckland City Council. Each project touches on a number of STEAM learning areas, but more importantly does so through a natural and authentic need to

draw on skills and knowledge from across the curriculum. In conclusion, STEAM learning can be delivered in a number of ways, whether it be by the conscious integration of two or more STEAM learning areas or through the opportunities that present themselves in Impact Projects or any rich projectbased learning task. Whatever way you approach STEAM learning, it is key that you do so with integrity by ensure learning is genuinely integrated (or connected) and that students have the opportunity to learning through collaborative inquiry and ideally leveraging the power of the arts to ensure learning is also as creative as possible.

Claire Amos is passionate about her family, education, design and tattoos; living by the mantra, ‘you can never be overdressed or overeducated’. In her 20-year teaching career, she has worked for many schools and educational organisations, taking part in national projects with the NZ Ministry of Education, the Network for Learning and the New Zealand Qualifications Authority. A founding member of the Education Council of Aotearoa, Claire is a board member of NetSafeNZ and 21C Skills Lab.

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Create a safe school environment By Rosie Clarke, Editor

Between horrific stats on New Zealand’s youth suicide rate and the vast prevalence of bullying in our schools, we seem to have a crisis on our hands despite a nationwide push to prioritise antibullying programmes.

Antibullying strategies that have been shown to work include: •

It raises the question, what more can we do? One Invercargill mother made headlines this term for organising an anti-bullying protest after a bullying incident at her daughter’s school, Aurora College, which resulted in two teenagers being arrested and charged. The incident took place off school grounds but was videoed and posted online.

an increased awareness of bullying in the school community through assemblies, focus days and student-owned plans and activities

a whole-school detailed policy that addresses bullying

effective classroom management and classroom rules

the promotion of a positive school environment that provides safety, security and support for students and promotes positive relationships and student wellbeing

This mother’s protest took place on May 17, lining up with Pink Shirt Day and other schools could follow suit. The NZ site for Pink Shirt Day houses a rake of resources for schools, including classroom

a universal wholeschool approach over a long duration

consistent, nonhostile and nonpunitive behaviour

activities, Mufti Day packs, fundraising ideas and toolkits. But raising awareness only goes so far and the statistics are certainly a wake-up call. Unicef claims one-in-two New Zealand children are bullied in school at

management methods. •

Encouraging students to respond negatively to bullying behaviour and support students who are bullied.

Strategies that have been proven less effective include: •

zero tolerance and 'get tough' suspensions and exclusions

rigid control of student behaviour

belief that students must receive punitive and negative consequences in all cases

increased security measures

unfair and inconsistent use of discipline

punishment without support

least once a month. The 2015 CensusAtSchool NZ reveals students between nine and 18 cite verbal abuse as the biggest bullying problem in schools, while the Ministry of Education reveals 60 percent of Year 5 maths and science students say they are bullied on a monthly basis at least (24 percent said weekly). The estimated incidence of cyberbullying in New Zealand is the third highest of the 29 countries that participated in the recent Ipsos Global Advisor Cyberbullying Study, with more than a quarter of New Zealand parents or caregivers saying their child has experienced cyberbullying at some point. Additionally, over 25 percent of Kiwi parents or caregivers indicated that their child has been a victim of cyberbullying at some point in their lives. Could there be a correlation between bullying and mental



health? In a unique study on digital self-harm, research from online safety organisation Netsafe this year revealed six percent of New Zealand teenagers have anonymously posted mean or harmful content about themselves online in the last year, with the highest prevalence among 13-to-14year-olds. Unicef ranks our youth suicide rate in teenagers between 15 and 19 as the highest of 41 OECD and EU countries. The World Health Organisation approximates that 50 percent of mental health issues manifest by adolescence and Health Navigator NZ cites one-in-seven young people will experience a major depressive disorder in New Zealand. The Ministry of Health estimates 79,000 15-24-year-olds had a "high or very high probability of [an] anxiety or depressive disorder" in 2017, according to Stuff. Our political leaders acknowledge that bullying on any medium has no place in New Zealand, but is the government doing enough? Anti-bullying is a message that has long been taught in schools, with students urged to say ‘no’ to bullying and not be bystanders yet the devastating trend continues. Some measures have been introduced at a national level to specifically deal with cyberbullying but do these initiatives trickle down to the child in the playground? The launch of public campaigns seek to galvanise communities, while hosting antibullying days at schools are a good way to keep kindness on the forefront of students’ minds. BullyingFree.NZ is the wellknown initiative from the Bullying Prevention Advisory Group, which is a collaboration between different government agencies and organisations committed to reducing bullying in NZ schools. The website lists some of the experiences schools and students have shared as well as bullying prevention research, resources, and interactive tools. This year’s theme is ‘Whakanuia Tōu Āhua Ake! Celebrating Being Us!’ and encourages students to celebrate what makes them Term 2, 2019 |

unique – “such as talents, interests, appearance, disability, culture, race, gender, or sexuality – and encourages schools to build environments where everyone is welcome, safe, and free from bullying”. Talking is critical as a way to help children speak out about and against bullying, as well as understand what it looks like, where it comes from and learn how they can deal with the emotions involved. Learning about social power dynamics and receiving tips on how to avoid being a bystander if you witness someone being verbally attacked could help students navigate some of the everyday cases of bullying. Talking, in general, is also a good way to build bonds amongst students. Lunchtimes can be scary for children with social anxiety or fears about bullying but if schools work on creating opportunities for socialisation amongst small groups of children during the day or outside schoolhours this might be a way to help build a strong peer-group bond.

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EMPOWER young people

against bullying

The most powerful thing you can do to help a young person who is being bullied is to give them the space to be heard. Let them lead the conversation, and allow them to feel sad, worried, or lonely. Assure them that it’s not their fault, and that bullying is never okay. Also ask them questions. What have they already tried? What do they want to do about it, or what can they do next? Help them see what else could happen if they want to try a new approach. It’s really important to not assume

Term 2, 2019 |


that you know what the best solution is. Let them be the expert of their life by telling you what they want and need. This empowers them to feel they can have some control over the situation. If they aren’t ready to talk, let that be okay, and assure them that you’re there to listen if they ever want to. You could gently suggest they talk with someone they trust, or someone confidential like 0800 WHAT’S UP. Barnardos’ 0800 WHAT’S UP is run by trained counsellors and is open 365 days a year. Phone 0800 942 8787 Mon-Fri 12pm-11pm and Sat/Sun 3pm-11pm. Online chat Mon-Sun 3pm-10pm. Visit to access website resources and advice.


How Spotswood College built a school programme to challenge the system 2019 is the year that principal Nicola Ngarewa will revolutionise the high school timetable. By Rosie Clarke, Editor

staff, we have collaborated on our core competencies, learning how to learn rather than what to learn, and used the tools of digital fluency to support this. So, systemic and structural changes have been made parallel to philosophical shifts.

School News spoke to Spotswood’s innovative leader about the pedagogical shift she has invited, and how her 800 Year 9 to 13 students have adapted to the futurefocused new programme.

What provoked the decision to change our programme?

A significant amount of research has taken place to make sure we are coming from a pedagogical baseline of future focussed, 21st century learning curriculum and delivery. As well as overhauling our curriculum, which included some staff speed dating to develop the STEAM integrated subjects, we have also overhauled assessment and reporting, guided by student blogs. As

The fundamental belief that education can do better. We had to question how well we prepare our young people for the rapidly changing world that they are going into. While we were a highly performing school for the here and now, we had to make bold shifts to make sure that we would be future focused. Now, our school is truly student centred with community at the heart.

Learning is intended to be deep, visible and inclusive; connected, authentic learning is challenging but there must be room for fun as well. No-one wants to go to work every day without some fun and laughter!

What does the new Year 9-13 programme look like? This programme takes a significant amount of planning but is designed to be agile and responsive to student needs. We have two semesters for students to complete, made up of eight-week rotations combining ‘pop ups’, ‘impact inquiry’, ‘sport active’, ‘culture is the widening of the mind’ and ‘community connect’. The first two sessions of the day are literacy and numeracy across the school in a range of contexts, from pure English and Maths courses to contextualised learning



like literacy through art or numeracy through PE or health. Our students then participate in up to three hours of integrated STEAM courses. Seniors also have up to three hours of ‘impact inquiries’ or ‘pop ups’ that are responsive to student needs. So, they could include scholarship study, internal preparation or a specific project that the student is working on. All courses are supported by two hours of ‘Learning Advisory’, where students and staff conference, track and monitor progression and this is all visible on student blogs. Real-world projects. Community and culture is critical, so juniors have a ‘community connect’ session which ranges from local charity, or active participation in organising and running fundraising activities for a local charity, to ‘passport to the world’, which explores the ins and outs of travelling. Term 2, 2019 |

This module looks at: budgeting for a trip, for passports, visas, travel cards, injections, insurances, building an itinerary at your destination, planning airport and transfers, local sim cards, how to travel on a cheap budget and use apps like TripAdvisor, Google maps, YouTube walkthroughs, Google Translate, Duolingo, AirNZ, XE Currency Convertor, Couch Surfing, Uber, Social Media posting on WhatsApp, Facebook, Instagram, WeChat; how to barter a bargain, as well as understand train and bus schedules, etc. More cultural courses focus on how ‘culture is the widening of the mind’. One module is called ‘Be Thrifty’, where students have the opportunity to give back to our charitable trusts and help out at The Salvation Army Opportunity shop. Being exposed to the sheer volume of donated goods and clothing incites them to question our 'throw away' society and inspires them to find and seek things to repurpose and upcycle while doing a kind deed for their community. Another module is called ‘rest home entertainment’, where students can share their youthful energy and play some groovy tunes to the groovy residents at the local rest homes. Years 11 to 13: exciting courses for older students. Some of the courses for Years 11 to 13 include ‘dystopian world’, where students write short stories with an English or media specialist and then work with an artist or graphic designer on the warcom computers to illustrate their work so it is ready for publishing. Another course is

Term 2, 2019 |

class time has become a hub space that can be booked out to accommodate larger class sizes, team teaching and break out areas. Google classroom and teacher contact/ conferencing are both equally utilised, and flipped classrooms are now a component of our teaching and learning.

What it all means for teaching staff... Staffing spaces have been repurposed for collaboration and ongoing PL has been built into the morning briefings, which are no longer about sharing notices but team-led PL. We made a commitment to end meetings after school so that staff are able to leave earlier and present in front of students the next day re-energised and positive.

our potential, such as timetable constraints. Silo curricular approaches had to be reviewed and the bricks and mortar of our school is something we continue to challenge.

‘Survival of the Fittest’, which combines outdoor education with horticultural knowledge. Engaging students offline. We also are committed to integrating purposefully designed offline time into the curriculum; for example, sport active allows students to participate in a wide variety of things from surfing to yoga.

For instance, could we be running a business course in a business hub that better stimulates students? Could our space open up to more effective utilisation by our wider community?

On the subject of health and wellness, we also have a wellbeing centre where students can practice mindfulness and meditation. Challenging the status quo. We had to be prepared to challenge the barriers that were limiting

Redefining ‘the classroom’. Classes are a combination of team teaching hubs and single cell classes. Some of our spaces have had to be repurposed to cater to this, so a staffroom that was largely not in use during


I have huge respect and admiration for the staff. Shifts can be challenging, especially when we made a choice to do it across the school to ensure no year level was inadvertently disadvantaged. But I maintain it is not hard: not being able to feed your children is hard, this is uncomfortable at times but when you see our young people engaged, succeeding and feeling positive about who they are, it is the biggest motivation to keep pushing. Students have embraced our changes and are feeling empowered to negotiate their learning program. We have shifted our school environment from a credit driven culture to a learning culture.


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CURRICULUM MATHS RESOURCE LEVEL 2B The sixth book of the Connecting All Strands series, Level 2B Student Resource Book works with Level 2A and fully covers the New Zealand Curriculum Mathematics. The series connects the strands by pointing out where numeracy strategies can be used in other strands and also using Geometry, Measurement and Statistics in the Number and Algebra strand wherever possible. Students will love the activities, discussions, games, puzzles, practicals and investigations, plus, a brand new feature for Level 2, Number Knowledge.

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Term 2, 2019 |



Appraisal tools giving teachers autonomy

By Rosie Clarke, Editor

Historically, if an appraiser didn’t like you, they could give you a hard time during an appraisal meeting. Bias is something modern appraisal tools eliminate by compiling a considerable amount of self-reflective data for appraisees to take into their yearly meeting and guide the conversation. InterLEAD managing director, Andrew Ormsby discussed this with School News in more depth. The traditional idea of an appraisal was something that was done to people but in the last five years, there’s been a real shift towards the appraisee taking more ownership of the process and being more aware of their practice. Teachers now have access to more information prior to an appraisal meeting, so they can come prepared and have a conversation with the appraiser rather than feel judged by the appraiser. From that conversation and the information they hold, they can identify areas of strength and weakness, and from there they can identify the most effective goals and/ or inquiries. Through the year, data can be compiled from a series of self evaluations as well as evaluations and observations from colleagues plus ‘learner voice’ feedback. The goal of this information gathering is to create a rounded view of a teacher’s ability and professional practice.

If schools create an environment of teacher development and growth that focuses on depth of practice rather than simple questionnaires, teachers will engage positively with their appraisals. like appraisal is being ‘done to them’ but appraisals are most effective in an environment where people trust each other first so that they are happy to give and receive authentic feedback and have robust dialogue. In New Zealand, every teacher has to be appraised on their teaching practice every year. Part of this process should be an appraisal conversation where the aim is for a teacher to come out with an evidencebased goal or inquiry to work on. So, rather than setting an arbitrary inquiry or goal during the meeting, there’s a push

towards making sure teachers set individual evidence based goals or inquiries that will improve their practice the most and therefore improve learner outcomes the most.

practice. Combine this with a series of templated evaluations, which provide feedback from other teachers and learners, and schools are consistently compiling useful appraisal data.

Ideally, an appraisal tool should provide teachers with a reflective journal space that allows them to load up and reflect on their teaching goals or inquiries, share progress with colleagues/mentors, or their appraiser, and link what they are doing to Professional Standards for the Teaching Profession and Code of professional Responsibility. This helps them to fulfil professional obligations as they grow their

As we have recently heard from the Teachers Council, one huge misconception is that for teachers to demonstrate a journey of reflective practice they need to include a mountain of reflective data in their appraisal portfolio. What teachers must actually do, is focus on quality over quantity. It is better to have evidence of 15 practice-changing reflections than 300 diary entries.

You can use tools in different ways; they can be heavy handed or they can build people up. If schools create an environment of teacher development and growth that focuses on depth of practice rather than simple questionnaires, teachers will engage positively with their appraisals. P22

There are still environments where appraisee's can feel


“I came to work today a little bit late,” isn’t the start of a valuable reflection but people can get into that mode as sometimes it can be the easier option. This is reflective evidence: “I had a situation today and wasn’t 100 percent sure how to deal with it. I did ‘XYZ’ but after talking to my colleagues and thinking about it myself I possibly should have done ‘ABC’. Next time, I will do ‘ABC’ based on what I’ve learnt in this experience.”


Term 2, 2019 |

support, and resources that might help them to succeed. Coach the innovator, discussing how the foray can be made more effective. Secondly, when the foray has some success, publicise it and draw attention to its value. Finally, recognise that teams are more powerful than individuals. Help innovators within the school or centre find one another and encourage them to consider how their independent efforts might be integrated.


Forays How do you bring about change in a complex system? Sometimes we imagine that things will only move after huge amounts of planning, negotiation, and preparation. An expert on organisational change, Barry Dym, has highlighted that this is often not the case. Whole systems—a school or a centre— does not change until there is sufficient readiness to change throughout the organisation. But readiness grows amongst people as small experiments, or ‘forays’, pile up over time.

Release - Year - XX Term 2, 2019- |Issue

Leaders can recognise and communicate to others the direction that they need to be moving in. Some decide they don’t want to change. Others decide they will wait and see. But some think “I might try XYZ” and they undertake a small experiment in the new direction. Often, they will try to keep it under the radar. Some experimenters undertake forays before the leader has said anything. They have thought about what lies ahead, realised there was an opportunity to try something and thought “Why not?” Readiness to change is often invisible. Leaders may feel

frustrated that they have talked about the need for change and nothing seems to be happening. Their attention is often drawn to those who are slow to move. Appreciative leaders make a point of finding out about the forays that are already taking place. If you are a leader, once you find a foray what can you do to leverage it? How can you help it to grow from an “under the radar” experiment to something that might influence others to try a new way of working? Firstly, nurture the experiment. Give the innovator some encouragement,


As a leader, you’ll find that an appreciative view of forays is not only encouraging to those throughout the organisation who are trying out new approaches, but it also draws your attention to what is working and reminds you of the progress you have already made. Foray: to do or attempt something outside one’s accustomed sphere: to enter into a new or different field or area of activity. Written by Dr Phil Ramsey Would you like to know more about InterLEAD and Appraisal Connector™? Email, visit or phone 03 420 2800 ext. 1

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The effectiveness comes back to professionalism and the environment you have created : if you try to ‘game it’ because you are afraid of judgement, the process won’t work and you are stifling your own professional growth. Likewise, if appraisers don’t work with teachers to put together helpful, evidence-based feedback based on multi-faceted evaluations then ultimately it is the learners that miss out. Arinui chief Tony Gilbert spoke to School News about the overall pedagogical shift and basis of appraisal in New Zealand. The most significant change to appraisal in New Zealand education has been the shift from the Practising Teacher Criteria to the Standards for the Teaching Profession. Coupled with this has been the notion of an appraisee-led model, where teachers take ownership and responsibility for their appraisal rather than having it “done to them”. This significant pedagogical shift has major implications on how a school, kura or centre manages

and leads appraisal. Appraisal should be grounded by inquiry into practice, led by the teacher, and be a vehicle for school change and improvement. It is essential it is built on the principles of robust inquiry into practice based on carefully selected supporting evidence. Teachers lead their own appraisal process so that appraisal becomes part and parcel of their professional practice. By inquiring into teaching and leadership practice, it is easy for educators to evaluate the impact that they are having and track this back to the Standards for the Teaching Profession. When schools, centres, and educational organisations choose an online system to support appraisal, it must be one that helps them build their evaluative capability. As the digital age has developed it is all too easy to simply fall into a ‘replacement technology’ paradigm, essentially replacing massive folders of paper and evidence with digital suitcases. Any online system must support educators to know the

impact of their practice and inquire into areas of teaching or leadership in order to make the most significant impact for their learners. In this sense, any tool should be designed to be focused on improving rather than proving, with the prevailing focus on student learning, teaching and leading as inquiry and active reflection. Employ scaffolding, collaboration and take a guided approach. Using reflective questions is essential in building an evaluative process. Rather than focussing on compliance by asking ‘how do we meet the Standards for the Teaching Profession?’, a good tool should intrinsically be helping teachers improve. A compliance driven process where you try and think what evidence you could gather against each of the standards in isolation discourages collaboration and genuine self-reflection. In this regard, a tool should have options for those that are more or less familiar with concepts such as teaching and leading as inquiry, so they can pick the kind of support they need.

One of the hallmarks of effective appraisal in New Zealand is the ability to be able to easily collect naturally occurring evidence and artefacts of practice. An effective tool should not only make this easy, but should support the teacher in evaluating this evidence. All too often teachers appraisal collections are made up of a whole lot of “stuff ” but fail to reflect upon the impact that this has. PLD is a classic example. Virtually any appraisal system out there will have a mechanism to log PLD in terms of date, time, topic and content. However, a key feature must be the tools ability to help the teacher evaluate the PLD, with a view to improving outcomes. Appraisal is not about showing everything that you do as a teacher all the time. It is a distillation of key and supplementary evidence and reflections. It demonstrates a journey of growth and development – an appraisal tool should be built to encourage this pedagogy.

New Zealand’s Premier Appraisal Tool Key features:

Dashboard Status: In appraisal cycle Entries

Explanation of my context Personal context

Key reflective processes Teaching as inquiry Leading as inquiry

Analysing student progress

Send a collection

Longitudinal • Video analysis Collaborative • Cloud-based • Cost-effective Appraisee-led • Scaffolded modules

Supplementary reflections Feedback

Professional learning log Other goals

Examples of my practice

Receive a free online school-wide implementation session with your purchase by mentioning:

‘School News’ 22


Term 2, 2019 |



CONTACT: WEBSITE: ABOUT: Reading Recovery professionals, school leaders, classroom teachers and literacy specialists come together for three days of exceptional professional learning opportunities with world renowned literacy educators and researchers. The theme of the Institute "Kaitiakitanga: Nurturing Literate Futures" draws attention to the importance of caring for and strengthening literacy education for the future.

MAY 2019 2019 STEAM Education Summit, Auckland

CONTACT: WEBSITE: ABOUT: The summit will focus on learning from leaders who are already bringing this practice into the classroom, addressing the traditional forms of teaching and how schools can smoothly transition towards a modern learning environment. It will also look at schools that are raising awareness of the subjects outside of the classroom and incorporating STEAM into understanding the real world. Key topics will include intentional teaching, changing the system in a traditional environment, and involving the arts in STEAM.


ACER research conference 2019, Melbourne

CONTACT: Moamar Nur, WEBSITE: ABOUT: Research Conference 2019 will examine research around preparing students for life in the 21st Century. It will bring together leading international and Australian researchers to provide insights into the best ways to identify, conceptualise, develop and assess these new priorities for schools in the 21st century.


NASDAP conference 2019, Wellington

Bridging the Gap - Dance Teachers PD Workshop, Auckland

JULY 2019 NZPF conference 2019, Skycity Auckland





JUNE 2019

CONTACT: WEBSITE: ABOUT: This is a professional development workshop for dance teachers.


10th International Reading Recovery Institute, Auckland

International School Teaching Overseas Seminar, Christchurch



Nick Kendell (who has worked in international schools as a teacher and head of school), talks about life in international schools and covers the pros and cons of working internationally. Private interview times are available with Nick, (who is the Senior Associate of Search Associates Australia and New Zealand), following the seminar.

Term 2, 2019 |

CONTACT: WEBSITE: ABOUT: The 2019 NASDAP Conference is being held at Te Papa in Wellington and will inspire you to jump out of your comfort zone, finding the inspiration to be more resilient, involved and informed in your roles as AP/DP’s. Join us to gain new perspectives and practical ideas to help you Go Out & Make a Difference in your own lives and the lives of those around you.


ACER research conference 2019, Melbourne

CONTACT: Moamar Nur, WEBSITE: ABOUT: Research Conference 2019 will examine research around preparing students for life in the 21st Century. It will bring together leading international and Australian researchers to provide insights into the best ways to identify, conceptualise, develop and assess these new priorities for schools in the 21st century.


Learning with Games full day workshop, Auckland

CONTACT: Jessica Condliffe ABOUT: Join Carl Condliffe and Dale Sidebottom for a full day of gamified learning. Suitable for Primary and Secondary school teachers. The workshop is split in to three sections, Carl and Dale will take you through some of the latest and best practices for teaching, TEACHER'S DESK


PLD for teachers:

Leading students into a digital future By Mandy Clarke, Industry Reporter

Digital technologies and hangarau matihiko have now been integrated into the curriculum and teachers will be teaching it during the first term of 2020.

As soon as the new curriculum is introduced, teachers will be required to teach students how digital technology works, not just how to use it.

Are you ready? If not, now would be the best time to prepare. Digital technologies and hangarau matihiko are dedicated to teaching tamariki and children how technology works, and how they can use that knowledge to solve problems. As soon as the new curriculum is introduced, teachers will be required to teach students how digital technology works, not just how to use it. The content will give students a deeper understanding of computer science principles and the programmes that drive digital technologies. The idea for the new curriculum was developed in the 2014 Science and Society Strategic Plan, ‘A Nation of Curious Minds: Te Whenua Hihiri i te Mahara’,


which is a joint plan between the MoE, MBIE and the office of the Prime Minister’s chief science advisor. This is a proactive strategy developed from working closely with education experts and the digital technology industry, using the most upto-date research to develop and refine a curriculum that our next generation will benefit from the most. By now, your plan for change and improvement in the use of digital technologies for learning across all areas should be in place, with the aim to ensure students can thrive in the digital age as technology is integrated across all subjects.

There are already national professional learning and development (PLD) opportunities available to support leadership and digital technologies and hangarau matihiko.

This makes “centrally funded PLD more effective making more of a difference to student achievement in priority areas, supporting school leadership and strengthening professional networks as a complementary source of PLD”. The government states that the priorities from 2015 for the next three-to-five years are pāngarau, pūtaiao, te reo matatini (pānui, tuhituhi, kōrero), maths, science, reading and writing, and digital fluency.

How does the PLD system work?

Let us look at the tools, strategies and funding available to assist and support you and your school in implementing the digital technology demands in the curriculum...

“Digital technologies and hangarau matihiko PLD will support teachers, kaiako, schools, kura, Kāhui Ako and clusters to successfully implement the new Digital Technologies & Hangarau Matihiko (DT & HM) components of the Technology learning area and Hangarau Wahanga ako,” according to the government.

The Ministry of Education introduced a system that focuses on delivering the right support at the right time to schools, kura and communities of learning/ Kāhui Ako that “need it most”.

As this new curriculum content is the first change to the National Curricula since they were released and because of its importance, the application process has been simplified from the usual PLD process.


Term 2, 2019 |

Applications can be received from schools, individually or in clusters as well as groups of teachers or teachers in specialist teaching roles or departments. “Where possible, groups of schools or teachers should nominate a lead school so that PLD hours can be allocated.” •

Applicant completes online application form.

A National DT & HM PLD Allocation panel reviews applications.

Successful applicants choose an accredited facilitator from the Ministry’s online database.

Selected facilitator will work with applicants to complete a DT & HM PLD plan.

When can you apply? Now! However, the applications will be assessed by the national allocation panel only once a term. Ensure that you check the website for the cut off dates for the current term or your

application will have to wait and be included in the next round. When your application is successful, you will receive confirmation of allocation and a list of accredited facilitators, alternatively if it is unsuccessful you will get feedback about your application. You must choose your facilitator who will work with your school, kura of Kāhui Ako to develop your digital technologies and hangarau matihiko PLD simple online delivery plan, which forms the funding agreement between the facilitator and the Ministry. Feedback is important. Your progress will be monitored, and feedback recorded every six months. At the end of your PLD, there will be a final report where you can review your outcomes. Digital technologies are integral to society, our workplaces and our homes, moreover in the future, they will be even more so. It is vital that the new curriculum will teach and inspire students to design their own digital solutions, to become creators

and leaders in an industry and indeed world of unprecedented change and not just digital users. The Ministry has rolled out this package of resources and PLD support to build their digital confidence and capability to successfully implement the new curriculum.

This technologies and hangarau matihiko curriculum aims to place New Zealand in a global leader position for digital technology and make sure future graduates are jobready so you also need to be ready for the challenge.


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Refurbish your library into a wonderland

Image courtesy of Oliver Crawford

budgetary constraints. So, supporting this process to inspire todays’ educators is vital. One revolutionary case study resulted in redesigning shelving systems to offer effective methods of attracting more readers; displaying books facing outwards results in higher rates of book check-out, and ‘merchandising’ models engage more students via visual media.

By Rosie Clarke, Editor

Innovative spaces tempt people to explore and discover new wonders. A magnificent library should offer a flexible design, use natural light effectively and have an appropriate distribution of space for a variety of users and activities. It should be accessible and designed according to a wellresearched library strategy but most of all it should be visually striking, fun, imaginative and comfortably furnished for study. Christchurch’s glorious new city library, Tūranga is certainly more than just a place for books or yet another milestone in the city’s ongoing rebuild. A peek inside the $92 million public building reveals an extraordinary Māoriinspired design, culminating in an exemplary library of the 21st century. It was built to serve 3000 users per day across five floors and not only holds more than 175,000 books but also art, technology for music production, filmmaking, 3D printing, laser/ vinyl cutting and robotics. The huge, high-tech ‘Discovery Wall’ (a touch-sensitive, digital representation of Christchurch) allows users to swipe their


Image courtesy of Lundia

way through a virtual world of information spanning seven metres between each of the library’s ground-floor entrances.

design that will suit your school’s present and future needs.

Of course, creating a library anywhere near this scale for your school would be quite an undertaking but a similar wow factor can be achieved with a moderate refurbishment of your school library. Specialised designers can take schools through what might otherwise be a complex, demanding task. However, gathering ideas from such a gorgeous space as this public library can sow seeds of inspiration and become a catalyst for creating an innovative library

School News asked some industry suppliers for their opinions on how to create your dream school library..

Now for the experts…

National Lundia representative, Gina Quensell explained what makes library redesigns challenging in 2019. Technology steers libraries into new styles of interaction. How do we retain and increase learners’ engagement? Redesigning a library means grappling with tech, teaching pedagogy and


Innovative libraries cater to learners’ engagement styles, so first gauge the space and then engage library specialists to discuss needs, provide visual plans and support approvals. Ongoing plans can be designed with several phases, spreading costs and ensuring spaces are cyclically modernised to maximise student use. Incorporating multifunctional features into mobile furniture like pinable soft acoustics surfaces to noise dampen, and moveable white boards for communication is on trend. Placing charging ports within furniture create areas where students gravitate. Suzanne Roxburgh-Blair is the sales team leader at Distinction Furniture. She spoke to us about some of her favourite elements of library refurbishment… Term 2, 2019 |

innovative furniture for education innovative furniture for education

Creating inspired learning spaces Scholar Furniture is your go-to online education furniture store. We provide an extensive range of quality education furniture with an easy shopping experience. Alternatively, reach out if you want to discuss any larger projects you may have coming up.


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Image courtesy of Distinction Furniture

Soft furnishings have a bigger impact on students than the standard chairs and tables. It encourages quiet reading and can be used to create small and large collaborative areas. Soft furnishings range from booth seating with tables, ottomans with and without backs, lounge seating, bean bags and cushions. I have seen a few changing trends in library design, so research is a vital part of the process, ensuring the environment you wish to achieve meets the needs of students, teachers and sometimes the community. When designing furniture for spaces, take future trends on board, like makerspaces, presentation spaces, collaboration, connected and creative, quiet spaces. Well thought out furniture can inspire, making the place feel relaxed, safe, comfortable and

connected. Using colourful fabrics from reputable suppliers, comfortable soft furnishings and ergonomic seating to compliment flexible furniture for all different learning spaces is key. Planning a library refurbishment comes down to understanding what you want to achieve. This includes how much space is required to create the different learning spaces. Some school libraries are shared between new entrants and seniors, so shared spaces, makerspace, creative spaces, and quiet spaces need innovative thought to allow different age groups to use the same space. Flexible book display’s and functional storage units can help create space. Materials used can range from soft tones of timber to colourful panels.

David Stevens, from Hydestor Shelving, told us what he considers to be the most important element in a good library refurbishment. The goal is to engage pupils’ minds by opening their thoughts and ability to question topics. At last year’s LENZ Conference we were fortunate to hear from guest speaker Dr Welby Ings, who encouraged the group to consider how the role of teaching has evolved to challenge the student and the way that we provide spaces to engage. Libraries are a classic learning ground and challenging the way that information is being presented is as much a challenge for the teachers as it is for the pupils. Dr Ings is an internationally renowned speaker and educational reformer, who

Image courtesy of Hydestor


sees productive disobedience as behaviour that pushes our thinking and action into new and unconsidered realms. Libraries should open up their spaces and provide more face-out display of books to entice pupils to be drawn into new topics particularly the way that they perceive nonfiction articles. Digital devices are now commonplace for both pupils and teaching staff alike and there is an increased requirement for inbuilt USB and wireless charging options/stations. Universities have been through this phase some years ago and now school libraries are needing to include these features in their renovations, particularly using inbuilt applications within all new desking and soft furnishings like sofas.

Image courtesy of Scholar Furniture


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Making sure the library is a place for teachers as well as students is key, and probably a greater challenge as schools entice teachers to see the library as a global common area they can also contribute to as it enhances teaching of their specialist topics. Georgia Baker from Scholar Furniture explains how modern libraries are shifting from a focus on transactional services such as book loans, to focus on learning activities, social interaction and sharing knowledge with others. When refurbishing your library, you need to facilitate and support these changes through many elements, including the layout, furniture and technology.

Giving students access to all sorts of advanced resources such as wifi, iPads, audio-visual equipment and even 3D printers allows them to gain handson experience with new and innovative technology. It not only sets students up for the future but ensures equal opportunity to those who may not have access to computers and other basic technologies at home. Talk to teachers and students about their needs and encourage teachers to use the space with their students by offering flexible areas to teach students different subjects. Both teachers and students need to have easy access to resources, whether that is through books or online content.

One particular element that can make the biggest visual impact is soft seating. It can be used to define an area, add colour and create a collaborative space for students.

The acoustics of your library are something to be very cautious of, so take a significant amount of time to plan and ensure you make the most of your space and budget.

Soft seating is great for quiet reading corners, breakout spaces or can be used to connect with other students.

Libraries are no longer a place of reading and silence, they are a place that buzzes with activity and interaction.

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Innovate with The Specialists

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reading revolution starts in our schools of a passionate school librarian come to the fore: we read what the kids read and are able to ‘sell’ them the book that’s just right for them at the time.”

By Rosie Clarke, Editor

We interviewed school librarians around the country about student reading habits, or lack thereof, and how teachers can turn it around. What emerged first was a clear student preference for more visual reading experiences, but librarians also expressed concern over the meagre working relationship between teachers and librarians. Literacy rates among New Zealanders are sliding and educators feel pressured to turn the tide amid teacher shortages and funding cuts. The reading level of Kiwi 10-year-olds plummeted in the 2017 Progress in International Reading Literacy Study (Pirls), with New Zealand falling 10 places from 22nd out of 41 countries in 2011 to 32nd out of 50. These children will soon transition into secondary school, with teachers running out of time to engage them in books.

School librarians see trends, offer solutions Westlake Girls High School teacher-librarian, Megan Davidson notes “a decline in borrowing when [students] reach Years 11, 12, and 13 as NCEA kicks in”, but overall, she confirms, “teens do still read. Not every teen, but plenty of them and I only see the ones borrowing print books from the school library; there may be


If you don’t like to read, you haven’t found the right book. – J.K. Rowling

others using the public library or getting ebooks as well.” But as they get older, “it’s easy for students to get overwhelmed with high-stakes assessment and find less time to read.” Marlborough Girls’ College librarian, Colleen Shipley also observes that technology has had a negative impact on student reading. “Unfortunately, students see ‘reading for pleasure’ as something to do when you have nothing else to do and it is competing with Netflix, YouTube and Instagram.” Conversely, Colleen notes that film or TV-tie-ins will often prompt a borrowing trend. “We had a copy

of the novel Twilight by Stephanie Meyer that sat, unread on the shelf, for four years until the trailer for the movie was released. We have seen vampires, dystopian novels and ‘the protagonist with a terminal illness’ [trends]. Popular at the current time are romantic comedies (To All the Boys I’ve loved Before; Kissing Booth) and murder mysteries.” The influence of pocket-accessible visual media on student reading habits is a two-way street then. “Film tie-ins are great for drawing in reluctant readers but students can be encouraged to read any well written novel with a good plot, great characters and a fast pace. This is where the benefits


Megan agrees that “students are more willing to read a book if they’ve seen the movie”.

Graphic novels, manga and the visual reading boom Reading novels with a film adaptation is one trend, but children are also increasingly interested in reading books with fewer words. In school library borrowing records obtained by School News, the number of non-fiction books being borrowed has decreased over the last four years, by half in the case of one Auckland high school. The number of graphic novels on-loan more than tripled during this time at the same school. Colleen spoke positively about the proliferation of graphic novels on the syllabus. “Graphic novels are great for readers with learning difficulties such as those with dyslexia and those with English as a second language.” Mount Cook School librarian Vickie also highlighted the popularity of graphic novels and manga among students, “more so with boys”. Megan adds: “Fantasy series are hugely popular at my school and graphic novels are definitely growing. According to my catalogue, we have 629. Term 2, 2019 |

School environments are unique and ever changing when it comes to shelving and storage systems. Solutions need to be made tough, able to stand the test of time, while still being adaptable and user friendly enough to make them practical. Hydestor have designed, manufactured and installed a huge number of high quality shelving and storage systems into New Zealand schools, delivering great outcomes for students, teachers and administrators alike.

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leader. Today a reader, tomorrow a– Margaret Fuller

literature. “At the secondary level I think it would be great to have more teachers choosing New Zealand texts to study. The quality of the texts by our New Zealand writers for children and young adults is up there with the best and these writers don’t get the kudos they deserve in our awards.”

Leading by example We have so many manga series, but I can’t afford to keep buying them when there are 20 or 30 volumes. I usually buy #1-#10 and let the kids find the rest at the public library. I suspect they read them online as well. “There are beautiful graphic novels being published of well-known books, such as To Kill A Mockingbird, Speak, and Parvava. Besides the dedicated, obsessive fans, graphic novels are a wonderful alternative for reluctant readers and ESOL students. So we promote graphic novels and encourage teachers to become more familiar with them.” The jury is still out on whether an increased student preference for more visual literature is a sign that reading levels are slipping, or simply the latest in a long line of trends. Are graphic novels a stepping stone into the bookverse for reluctant readers or an ‘easy option’ for lazy learners?

Curriculum questions for a new generation of readers Debate rages over the NZ curriculum’s definition of text, whether it’s too broad or too old fashioned, and whether the analytic capability of graphic novels enable students to flex higher level comprehension skills. Megan explains: “New Zealand’s curriculum has a few assessments in which the student writes a personal


response to a self-selected book, and that allows for student choice. But then teachers worry that the book isn’t a ‘Level 1’ book (even though the mark is for the quality of the personal response, not the difficulty level of the text). As you can imagine, there are heaps of differing opinions among teachers and librarians about what constitutes a Level 1 book. As a librarian, I can tell you that the year levels who do the personal response assessments borrow a lot more library books than the other year levels.” Colleen says that while students can be moved by topics studied in class to borrow related books for pleasure, some teachers neglect to encourage this behaviour. “I often think teachers use their school library less now that schools are moving towards more individual device use.” However: “Sometimes the choices in the curriculum will have a flow on effect on book choice,” Colleen reveals: “Novels set during the Holocaust may have a wider draw card after a class has studied The Diary of Anne Frank.” Megan advocates: “Ideally, if the Social Studies classes are studying refugees, the English classes could simultaneously be reading a fiction book about refugees. This broadens their knowledge of the topic and creates more pathways for understanding. Not to mention more empathy for refugees.”

Book choice doesn’t have to be static “I fear that English teachers prefer teaching class novels that they themselves have taught before because they have existing curriculum activities,” Megan tells us. “Or they choose class novels based on what they read/liked when they were in school many years ago. Or maybe they simply don’t have much knowledge of any new YA books out there. (Their librarian could help!) But the YA books that are getting published these days are great for generating discussions and tackling tough issues. And they’re well-written! Best of all, they’re more relatable to teens today. “I’m concerned there still seems to be a feeling that students need to read The Great Gatsby or Outsiders. These are both great books that I personally love, but there are newer books full of just as much symbolism. Looking for Alibrandi is a fine book, but there have been hundreds of thousands of YA books published since 1992 that today’s students would be able to relate to even better!” Colleen urges teachers to read with students much more, and to consider local authors. “I think it would be great if teachers read to students more […] even through to college years so that those that don’t get exposed to books at home have the variety that allows them to love reading before they are exposed to analysing works of


How often do you go to the public library? Or take your students to the school library? What are you reading at the moment? Getting students into the habit of reading and library-going may require building new teaching habits. Colleen advises teachers to “allow your students plenty of time to choose books and use your librarian during this time to help them make choices. If they already have a book on the go let them have time to sit and read, and model this behaviour yourself. Use this time to read yourself, get recommendations for good reads from your students and talk to them about what they are reading.” “Librarians probably know a lot more than teachers realise,” Megan shared. Such as “where to resource more books on a certain topic, or how to hunt down an old out-of-print book,” or recommend more current, more appropriate titles. “Ideally, the librarian could alert the teacher to a new skill or a new resource, and the teacher could pass it along to their students. But […] the teacher may not have much respect for the librarian, or may not know them well enough to know what they have to offer. Furthermore, the librarian may not feel it is her place to offer any advice or suggestions to a teacher. There might not be sufficient open communication lines between support staff and teaching staff.” Term 2, 2019 |

A Place of Stone and Darkness For age 10+ By Chris Mousdale Penguin Random House An inquisitive young Strigg called Ellee Meddo discovers a human boy, trapped deep in a well. Humans are to be feared and saving him could mean travelling to the surface, a place of untold peril. What will Ellee decide to do?

New to the bookshelf this term My Mum Tracy Beaker For age 8+ By Jacqueline Wilson Penguin Random House Tracy Beaker is back, and she’s a mum now… The Dumping Ground is far behind her, and Tracy Beaker has grown up, living on a tough housing estate with her daughter, Jess. This time, it’s Jess telling the story.

A middle-grade fantasy gem, equipped with maps, diagrams and a wholly adventurous plot. This page-turner is introduces a new world for friends to jump into.


Another Wilson delight to inspire a love of reading in reluctant young readers.

For all ages Edited by Witi Ihimaera and Whiti Hereaka Penguin Random House Ancient Maori creation myths, portrayals of larger-than-life heroes and tales of engrossing magical beings have endured through the ages. Some hail back to Hawaiki, some are firmly grounded in New Zealand and its landscape. Through countless generations, the stories have been reshaped and passed on.

The Cat from Muzzle For age 4+ By Sally Sutton Penguin Random House Dwayne is a rumble-tumble tabby cat who knows where he belongs — up on the farm at Muzzle Station. So, when he’s taken to live far away in the town of Kaikoura, what’s a cat to do? Shake the dust off his paws and start walking, of course! Over mountains and across rivers, this delightful true story traces a high-country cat’s epic, five-week journey home to New Zealand’s most remote station.

This new collection presents a wide range of traditional myths that have been retold by some of our best Maori wordsmiths. The writers have added their own creativity, perspectives and sometimes wonderfully unexpected twists, bringing new life and energy to these rich, spellbinding and significant taonga.

The Burning Maze (The Trials Of Apollo Book 3)

King Of Scars For ages 14+ By Leigh Bardugo Hachette

For age 10+ By Rick Riordan Penguin Random House

get - from new friends, and old . . .

Journey through the Labyrinth to free an Oracle who only speaks in puzzles. Which sounds easy. Then, defeat the most vicious of three very vicious Roman Emperors. Is that all? No, I have to do everything without any of my godly powers. Wonderful. Looks like I'll need all the help I can

The third title in Rick Riordan's Trials of Apollo series set in the world of Percy Jackson, will be an easy sell for most librarians. The epic middle-grade saga has young readers captivated by myth and legend.

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Nikolai Lantsov has always had a gift for the impossible. No one knows what he endured in his country's bloody civil war - and he intends to keep it that way. Now, as enemies gather at his weakened borders, the young king must find a way to refill Ravka's coffers, forge new alliances, and stop a rising threat to the once-great Grisha Army. This adventurous, much anticipated first book in a brand-new duology will captivate YA readers.



y: d u t s e s a C Te Awamutu Public Library, Waipa District Libraries Interior Designer, Penny Mills Architect, Opus Hamilton Installer, Ceilings Unlimited Photography, Oliver Crawford

After nearly 25 years of planning, Te Awamutu finally received a brandnew library. The longrunning historic building that had once catered to just 17 subscribers, had grown to a regular presence of at least 30,000 people, and the homely building could no longer do its job. Te Awamutu library called on Opus Architects to bring a building to life which would depict the proud heritage of the town and cater to the mass of people and print, in a modern open plan space. Delivering award-winning designs, Opus, unsurprisingly, succeeded in delivering on a functional and creative design. The new library has a strong, simple and modern design that utilizes a limited palette of materials. Featuring solar power, the building design includes perforated metal exterior cladding and termed filigree, that symbolizes the interconnected multiple uses of the library. The ‘interconnected’ theme is continued through the interior design, with eight functional areas sharing modern, versatile, polished internal surfaces and exposed ducting. The openness of design and multiplicity of function, however, mandated a modern approach to acoustic management. Penny Mills of Opus, the lead designer for the Te Awamutu


library project, said that the call for a punchy design element with high performing acoustic treatment led her to Autex. The goal was to absorb noise from the reception area while creating a great piece of art upon entry to the library. In order to achieve this goal, the team at Autex delivered a bespoke acoustic system. Autex’s Frontier™, an innovative modular acoustic ceiling system designed for modern aesthetic and targeted sound absorption, was used as a focal point in the library. Frontier™ 24mm custom circles were used above the children’s zone as well as a custom Frontier™ 12mm system above the entrance to the reception which was suspended from box section frame with seismic suspension cables and water-cut dovetail “soffit” sections to accommodate flush mounted LED lighting.

Autex was able to engineer and design a complete acoustic system. The lighting of the design, like every use of space, was crucial, so Autex worked with Opus to incorporate the lighting into the Frontier™ system. Making the area of space acoustically functional and aesthetic but also practical. In the areas where Autex products were used, noise and reverberation were significantly reduced. Jonathan Mountfort, Autex Creative Director says the idea was to proactively incorporate the rich history of Te Awamutu into the spatial design scheme

by depicting the local myth of three children. The Frontier™ system was designed as three overlaying, circular, interwoven rafts suspended above the children’s zone and reception area. This also helped differentiate areas in the open plan space. The project received a warm welcome from the community and has garnered national attention for the outstanding design. Te Awamutu Library has become a concrete staple in the community.

T: SNAPSHO PROJECT 3 x Custom Frontier™ 24mm circles above children’s zone. 1 x Custom 12mm system above reception entrance. Colours: Falling Water, Savoye, Empire, Flatiron, Iron Bank.


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O U R A CO U E CA RE O F Y K TA TO LS O FE SS IO N A WA N T TH E PR fro m A ut ex . ou st ic ad vi ce ac rt pe ex et G .c o. nz w w w.a ut ex


to future-proof your school By Rosie Clarke, Editor

Is it possible to engage more students by integrating their self-taught digital skills and innate online abilities with classroom subjects? How can there be a fair comparative assessment? What about students who don’t have access to newer technologies? While it makes sense to give students technical tools to create content in the classroom that will enrich their learning environment, it’s difficult for school leaders to pinpoint how. In order to successfully teach young creators, it’s vital that schools are able to offer teachers platforms to interact with them digitally. A critical part of this is fitting out classrooms with the right products and technologies.


Your students are already digital content creators, so how can you engage them in the curriculum? Interactive tech: classroom product options

and image file to a different format before they can share it with their class or teacher.

When choosing products for interactive teaching in the classroom there are a few crucial things to take note.

Direction. How do your teachers like to teach? Are they stood at the front of the class or do they move from location to location? Are students seated in rows and columns or small and scattered groups? What is the timetable flow? All of this is important because it tells you whether a stationary projector or interactive whiteboard will fulfil the classroom needs or whether a mobile multitouch display, teaching station or central touch table is going to better suit your school’s teaching style.

Connectivity. Whether it’s a projector, a whiteboard, touchscreen or multi-touch display, in order for teachers to make full use of it they need to be able to connect their (and their student’s) device. Consider flexibility across iOS, Android, Microsoft , Google and Mac. It’s not going to be the most productive use of time if students have to export every document, video


Collaboration. While multitouch teaching tables, for example, can seat a small group of children around a screen to create or complete a classroom activity together, front-of-room interactive whiteboards, projectors and flat panel displays allow the teacher to turn individual work into collaborative learning. Sharing students’ work up on the big screen, or having the whole class engaged in a project or resource, such as a video or digital worksheet can be just as engaging. Pros and cons. With projectors, lighting can be an issue as the room needs to be dark for the projection to be visible. Some students may find themselves sleepy or distracted in the dark, tempted to talk or disengage once the lights switch off. For other students, a change in atmosphere may help to engage them. Term 2, 2019 |

Is it possible to engage more students by integrating their selftaught digital skills and innate online abilities with classroom subjects? Projectors vary in ease-of-use, expense and versatility – some have VR and 3D capabilities and can be controlled via a mouse or even touch screen. They do require thought regarding installation to make sure the projection is visible to all students, alignment is good and the projector itself is safely mounted or placed. Interactive LED whiteboards, screens and panels benefit from being visible in daylight, so lighting isn’t so much of a concern. They are usually fixed to a wall, so there is less flexibility in terms of location but this does tend to mean less cabling and day-to-day fuss. They vary in size and weight, which should be taken into consideration when fitting technology for a particular space – factor in wall-size and proximity to students. Ask your

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prospective supplier about energy efficiency, warranties and longevity as these items will be heavily used.

can reasonably navigate how to open and close documents, find different apps and programs, etc., is imperative.

Practicality. Don’t underestimate the power of a simple interface. There’s nothing more disheartening and disruptive in a classroom than new technology not working and the IT guys (and gals) having to be called out every three minutes to resolve a soft ware issue.

For the indecisive: have you considered leasing?

Basic instructions for new users should always be expected when new tech is brought into the classroom but teachers need to be able to teach without having to undergo a six week training course just to navigate a touchscreen. So choosing a product with a relatively intuitive interface, where teachers and students

Don’t forget that renting tech products is an option. If you aren’t sure what products will work best for your staff or students… Particularly, if you are undergoing a substantial refurbishment or converting your classrooms into a more flexible/modern learning environment and want to test out different types of available technology before committing to something that may not be optimal for your setting – leasing different items could be the ideal interim solution.


Future proofing students From STEM to fine arts, history to sports, content creation is deeply embedded in the digital future of all industries. Why? Because the future of every industry rests with today’s children and today’s children are digital content creators. Learning to film and edit video, for instance is no longer just relevant to students interested in a media career – it’s an expectation in most white collar industries and critical for self-employed small business owners who market themselves online. The digital revolution of the last 25 years has entered an evolutionary phase, where the skill to create will continue to be paramount for young people entering the workforce.


A day in the life of a Promethean ActivPanel Interactive panels contribute to every minute of classroom time by familiarising students with the value of technology as a tool and helping teachers plan and run lessons. Here’s a look at a normal school day and some of the ways an ActivPanel supports teachers and empowers students with next level learning.

8.50am Students Arrive Complete the roll

Plan the day

Sharing and news

Students complete the roll on their ActivPanel using the ETAP Student Management System.

The teacher switches to the panel’s Infinite Whiteboard and takes students through todays schedule.

To share his news, a student syncs his device to the panel and casts his blog onto the screen along with his Google Slide Show. m Visual The ETAP Learner Hub’s Classroo

10.30am Morning Tea Writing & Presenting

Collaborating for Maths

Read and Write for Google will read words back to students to help with word selection and prediction.

The ActivPanel provides squared paper styles and maths tools to help students learn it, practise it and prove it.

Maths paper and tools on the ActivPanel


0800 368 474


12.00pm Lunch Movement & P.E.

Our World

The interactive panel leads a mindfulness session using Maori Movement where all students are able to see and hear the story.

The ActivPanel takes students beyond the classroom with Google Tours. They’ll visit cities, space and moments in history

Exploring beyond the classroom with Google Tour s

2.00pm Fruit Break Shared Reading/ Te Reo Maori Little Bird by Kiwa Digital delivers traditional stories in Maori or English with background noises stunning imagery.

STEM Biology Using the Curiscope app, the class explores how their P.E. session affects their bodies.

Finishing & Planning The class reviews their accomplishments and achievements from today. Students can reflect on their learning together using Class Dojo on the ActivPanel

Curiscope brings learning to life

3.00pm Students Leave Interactive Teachers The teacher’s syndicate collaborate using Google Docs on the ActivPanel. Their Professional Development includes getting the most out of apps and tools available through their interactive panel. To access Next Level Learning and bring the power of the ActivPanel into your classrooms, contact ActiveVision to arrange a free demonstration today.

Google Docs makes collaboratio n simple

ActivPanel - for a truly interactive classroom

Changing minds about mathematics By Rosie Clarke, Editor

We are living in what Associate Professor of Mathematics, Frank Farris dubs a “golden age of mathematical visualisation”. Arguably, the learning and application of mathematics has never been more creative, with the gamut of STEAM projects, computer and digital technology available for students to explore what mathematics can do. Yet, according to the latest PISA results, the average mathematics score of New Zealand students declined between 2003 and 2015 from 523 to 495 points. The proportion of students that “can complete only relatively basic mathematics tasks and whose lack of skills is a barrier to learning” rose from 15 percent to 22 percent. So how can schools put together a programme that combines realworld innovation and creativity with emphasis on mastering foundational maths skills? To find out more, School News spoke with some of the minds behind maths programmes taught around the country.


Symphony Math founder and CEO, Paul Schwarz discussed the latest maths trend, and the benefits of more controversial teaching techniques.

The most important trend in recent years is the effort to empower students with solid mathematical strategies and the freedom to experiment and learn from mistakes. As math educators and learners, we need to replace the idea of mathematics as tedious question-answer routines and come to appreciate the beauty and richness of the discipline. In terms of controversial learning incentives, such as financial rewards for completing maths homework; if mathematics education is limited to an endless routine of procedures and recall, then desperate measures may be

introduced to try to encourage attention and growth. Of course, this sort of motivation cannot succeed, and avoids the real issue: mathematics learning needs to engage students intrinsically. Each learner has a unique path to mastery. The right programme allows students to work at their own pace, and provides teachers with insights into students’ strengths and weaknesses that help guide their decisionmaking. Teachers need access to group-level and individual student reporting so that they can ensure consistent use and real-time access to information. Schools need to consider their school's core motives when choosing a mathematics programme. Which tools will best support learning that will

How can schools put together a programme that combines real-world innovation and creativity with emphasis on mastering foundational maths skills? TEACHING RESOURCES

benefit students’ expanding view of the connections between new material and mastered material? For example, teaching young students the idea of parts and wholes is critical, and of course the foundation of all basic operations. Students need many opportunities to master this concept, and then apply it in many different contexts, such as measurement and data analysis. In my opinion, schools are best served by concentrating on helping students master foundational math skills, and then transfer those skills to as many mathematics environments as possible. Caxton Educational curriculum facilitator Joel Bradley, and teaching consultant of Caxton Educational’s Connecting All Strands series Jenny Holland,. spoke to School News about changes in mathematics pedagogy and how classrooms should adapt. I see less emphasis on maths memorisation of facts. The pendulum seems to have swung to more emphasis on problemsolving, collaborative group work, and culturally responsive pedagogy. It has become more Term 2, 2019 |

student centred and maths problems have become more open-ended with an emphasis on authentic and relevant contexts, which has allowed students to bring their own knowledge and understanding to the question and work out solutions in different ways. There is a greater expectation among primary teachers that they will be able to explain how they came to a solution and students can share this in a greater variety of ways; perhaps an equation, but also with diagrams, number lines and even manipulatives. Maths and problem solving is done more frequently with a partner or in small groups. I think teachers still recognise the importance of having fluent recall of basic facts but are less inclined to include 'drills' that prioritise speed as an indication of maths ability. Teachers also have an appreciation that students need to be able to fluently recall and apply other mathematical knowledge, such as place value and fractions, to be competent mathematicians. The DMIC approach is gaining ground. Any programme that allows children

to think deeply about and approach problems from different angles is a winner in my book. The gamification of learning is a big trend, and I can’t see why this trend shouldn’t continue. Games have been shown to improve engagement; however, it is most dependent on the quality of the 'fun' activity or 'game', whether online or offline. The ability of the teacher to identify the potential for learning within the 'play' and to support the students so that they take advantage of this potential is crucial. A programme that offers rich tasks with multilevel groupings allows students of all abilities to engage and add to the conversation. Even the shy, non-maths-oriented students shine in this context. Scaffolding and progressions that support student success are also important because students who feel they are successful at mathematics also have the most positive attitude to this curriculum area. Problems that incorporate number into strands or make connections between strands is a good way to consolidate understanding and improve engagement and relevance.

Enables students to develop a deeper understanding of Year 1 - 8 Number Create: ? = 30 + 70

Layla and Grace scored all their team’s goals during a game. If Layla scored 1 goal, and the team scored 4 goals, how many goals did Grace score?

Personalised, scaffolded instruction for remediation or the whole class Learn more and ask for a School Trial at

Free Online Teacher Support With the publication of the sixth book of the Connecting All Strands series, which fully covers the New Zealand Mathematics Curriculum, Caxton Educational has launched the free Online Teacher Support. If your school invested in our previous series, you already know that CaxEd produces high-quality mathematical resources, and this series is no exception. The series connects the strands by pointing out where numeracy strategies can be used in other strands and also using Geometry, Measurement and Statistics in the Number and Algebra strand wherever possible. Students love the activities, discussions, games, puzzles, practicals and investigations, plus, a brand new feature for Level 2, Number Knowledge. Teachers love the extensive mappings from the curriculum to the book to guide planning, engaging rich tasks and questions that build confidence,

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encourage mathematical thinking and enhance mathematical communication. Workshop participants’ feedback: “Love these books already but good to find out about some other links available too.” “I have learnt lots about connecting all the strands and can’t wait to use the books and website.” “I can see how I can use parts of the books/online to fit with my programme.” “Loved getting to know how to use the online support and finding where to find things - so much easier and faster links to planning!”. Are you ready to take advantage of the new free online resources? To schedule a workshop, ring Caxton Educational at 0800 MATH4U (0800 638 474) or flick an email to



Developing EOTC experiences on camp think about the size of your camp-group and length of stay. If it’s more than a week, you may want to consider multiple locations or make sure the rooms will be comfortable enough for an extended stay.

By Rosie Clarke, Editor

What was your first experience planning a school camp? The Education Review Office published a report called, ‘Education Outside the Classroom: Schools’ Use of EOTC Guidelines’, where it detailed some examples of successfully planned and executed school trips. One was at a large, integrated, decile 8, boys’ secondary school in an urban area, where Years 7 and 8 going on an annual tip to support curriculum areas including science, music and PE. The same school also organises off-site religious retreats for students in Years 9 to 12. In another type of camp: “The Year 13 geography programme includes a study of tourism during a field trip to Rotorua. This trip has links with the school’s curriculum and unit plans. Classroom learning is consolidated by including experiential learning, interviews, photographic records to stimulate information recall, and self-management skills.” Surmising an itinerary for one camp planned by a teacher, the report noted: “The most recent trip departed at 6am and returned at 6pm the following day and included a seven-hour return trip. Students stayed in backpacker accommodation. Good use of the time was


There are a plethora of amazing accommodation providers that cater to school groups; from cabins and camping sites, to hostels, motels, and more unusual offerings like overnight aquarium or planetarium stays. Adventure camps and parks can be a wonderful option for schools as they have readymade programmes of activities and structured EOTC days for schools to package with the accommodation. Often, educators can take part in or observe the activities themselves, which can be an added bonus as qualified onsite staff can lead the charge.

Images courtesy of Rockup Adventure Activities

made with a balance between field study, Māori cultural experiences, and a choice of leisure activities. Hospitality students managed the catering and the photography students recorded the events. Safety expectations were clear and students understood their responsibilities.

and staff and used feedback data to plan improvements to future field trips. Students reported that the trip was useful for their internal NCEA [10] Level 3 assessments and had prepared them well for the external assessment.”

“The teacher completed a trip debrief with students

To find the right accommodation provider,

A good night’s rest


For schools that want to expose students to new skills and sports they can’t access at home, like archery, fencing, shooting, or even things like raft building, a more structured adventure camp could be ideal. If you’re planning a camp for a cohort of teenagers, look for accommodation types that cater specifically to that agegroup. Hostels in particular can offer competitive rates to large groups, tend to be self-catered and are used to housing young people (late nights, wifi codes, noise, and all!).

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Many hostels cater specifically to school groups and will liaise with group leaders or teachers during the planning stage. You should be able to request a crisis management plan from the hostel manager for risk assessment planning and they are often located near EOTC providers too, so may be able to pitch activity suggestions. Don’t forget to think about the accommodation options for teachers and chaperones; ask the accommodation manager about this during your initial enquiry. A venue that’s close to your

the number of opportunities to tie in different subjects. Another vital element of school camp is the unique opportunity to build bonds within student groups.

Images courtesy of YHA New Zealand

school will mean cheaper transport and, particularly for the littlest campers, parents aren’t too far away if the experience gets a little too much for someone. On the downside, it can be less

exciting for students and the range of activities available may not be as wide. Travelling a little further afield gets everyone in the adventurous spirit and increases

Camp is a chance for kids to ‘hang out’ with peers outside their friendship circle; to rely on and trust each other in group activities and share new experiences that will create positive memories and hopefully strengthen their bonds. It is the camp coordinator or planner’s role to try to make room for this to happen by organising the ideal itinerary.

Group Coordinators ease teacher workloads

YHA New Zealand’s dedicated Group Coordinators make accommodation bookings easy. Our network of 35+ quality hostels are ideal for groups. Knowledgeable national and locally-based team members mean you can confidently leave the heavy lifting in capable hands. Group Coordinators are experts on their hostels, destinations and group travel with young people. Trust that you’re getting quality budget accommodation no matter where in New Zealand you’re travelling. YHA’s values of respect,



excellence, integrity and passion filter through everything we do. Our Group Coordinators complete as much of your work as possible, from supplying RAMs information before arrival and placing your group together, to adding conveniences like activity bookings, towel hire or breakfast. These dedicated staff are the icing on the cake. YHA hostels are welllocated, provide all bedding, and are sustainability-focused. To find out more about YHA’s network of secure hostels in excellent locations and get an instant online estimate, head to or email the friendly team at Term 2, 2019 |

Things that might suit your student-group include an end-ofcamp dance, campfire storytimes, impromptu plays or social activities, or group orienteering but there are countless options. Food, food, glorious food. This can really make or break a school camp. The last thing you need is for a child to get sick because of something they ate, so first of all make sure you are clear about allergies and food intolerances. Second of all, plan to have good camp food. Cooking might even be a great activity to schedule into the itinerary but, either way, make sure everyone will be well-fed. Whether you opt for a caterer (do a taste test well in advance, if

possible), order food to be sent to the campground, book a facility that includes food, or plan for students to bring a set amount of money for food each day, make sure you think it through. Decide what to ban students from bringing along to camp. Some parents will want their children to bring phones, for example, so it’s up to you to decide whether this is permitted. Snacks, games, technology, books, makeup: cover all your bases and let parents and students know why they can’t bring certain items. If it’s not explicitly banned, someone will probably bring it.

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The Marlborough Sounds

is waiting for you to explore Perhaps it’s a new year and you’re looking for a team building experience for your class or maybe your school is just in need of some fun outdoor activities to break routine?

Some of the accommodation options we can arrange include Mistletoe Bay Eco Campsite which showcases New Zealand’s finest qualities: native bush, endemic fauna, clear water, solitude, recreation and peace. There is also Momorangi Bay, a Department of Conservation campsite situated 35 minutes’ drive from Picton with great camping options and great

for another – with its fantastic options for hiking and biking, combined with sea kayaking. The newly formed Link Pathway between Havelock and Picton is yet another drawcard, affording some easier sections for hiking and biking for younger and less experienced students. We love designing the right class trip or camp for you so it’s never a problem to tailor activities to

Or are the holidays approaching and your classes getting restless? There’s no better way to learn new skills, push personal boundaries and build great relationships than in the outdoor classroom. Come and join us in our wilderness playground of the Marlborough Sounds with our highly trained and experienced guides, here to help you achieve the best experience this area can offer. We will make your class or school camp a safe, seamless and super easy to arrange experience from start to finish. Whether you’re looking for a 2-hour introduction session or a full-on multi day adventure, Wilderness Guides has it all covered. Embrace the Marlborough Sounds, a unique series of drowned valleys, with over 1500 kilometres of coastline. A place where there is always a bay to shelter in and a new adventure around the corner. In particular, the Queen Charlotte Sound offers beautiful scenery with many great accommodation options for school camps and an idyllic setting in which to run outdoor activities.


Release - Year - Issue - XX

access to the iconic new Link Pathway. And one of the more unique camping options is Blumine Island, a Department of Conservation island campsite in the outer sounds which is only reachable by kayak. Imagine spending a night on a pest free island and waking to the bird song! What makes your school camp experience in the Marlborough Sounds different to other parts of New Zealand? The climate for a start - here at the top of the South Island, you can enjoy a generally settled yearround climate with many more adventuring days possible here than in many other destinations around the country. The Queen Charlotte Track

suit. Our five-day ‘Marlborough Sounds Journey’ showcases the very best of what this area offers. This features a three-day guided kayak tour beginning in Picton, one day independent bike ride and a one-day independent hike on the Queen Charlotte Track to finish, bringing you back to where your adventure began. The ability to combine hiking, biking and kayaking in one trip is one of the unique features of adventures in this area. Whatever your preference and time available though, the Marlborough Sounds has a memorable adventure option for you. We’ve had more than 20 years’ experience as a leading provider of adventure tours in the area and


we are known for our flexibility and dedication to customer service. We truly care about the enjoyment, safety and comfort of you and your students. Wilderness Guides is adventure audit approved by Outdoors Mark and we are internationally (ISO) accredited for Open Water Kayaking. Our team has a wide range of guiding expertise in a variety of outdoor activities covering land, bush, team building and water throughout New Zealand and overseas. All our guides annually complete a comprehensive Wilderness Guides safety test in all disciplines. Guides are first aid trained, hold either NZOIA or equivalent overseas qualifications which are highly recognised in New Zealand. Most importantly our team live and breathe the outdoors daily, enjoy what they do and will strive to go above and beyond to make life-changing experiences for you and your students. The outdoors is our playground, not only for work, so our guides always have a story to tell about their most recent adventure in New Zealand. A camp is the perfect way to start the new school year off or finish it. So, talk to us about your school groups’ adventure soon – the Marlborough Sounds is waiting for you to explore - this is where your adventure begins. For further details call 03 5735432 or freephone 0800 266 266 (NZ Only) or email:


Term 2, 2019 |

Excursions are more than just a field trip

By Mandy Clarke, Industry Reporter

The good old-fashioned school field trip has a long history and the future looks bright. We can all remember the excitement of piling into buses with packed lunches (and sick bags) anticipating a fun visit to a science museum, theatre, zoo or historical site. Parents and teachers endured the expense and disruption of such excursions because they felt these experiences were an important contribution to the mission of producing fine, well rounded citizens! Sure enough, a huge range of educational research over the years has indeed shown the

importance of field trips in the all-round, solid education of generations of ‘good eggs’. Why? Because a good experiential learning voyage deepens understanding, improves outcomes and benefits children.

students to think differently, try new things and then try again to improve their skills - preparing students for real life challenges.

“Educating the mind without educating the heart is no education at all,” said Aristotle (quite astutely!).

No-one has ever expressed this concept with more clarity than Benjamin Franklin: “Tell me and I forget, teach me and I may remember, involve me and I learn.” Excursions are an invaluable learning tool that enhance the curriculum by allowing students to better grasp and retain concepts. Learning by doing. They also promote engagement levels, build confidence, teamwork and create connections. Furthermore, experiential learning has been shown to allow

Nurture curiosity and active learning with The Mind Lab at

Image courtesy of Hands of History

at your School

The Mind Lab at MOTAT


Looking for a handson, active learning experience for your students?

also choose a session related more specifically towards light energy, forces, the human body, measurement or technological systems.

The Mind Lab at MOTAT have a range of workshops to encourage young students to become creative active learners of technology and the digital world.

All sessions involve hands-on, active learning experiences where students learn through doing and where discovery and creativity are actively encouraged.

Nurture that boundless, unwavering curiosity of theirs with workshops that are personalised, investigative, open-ended and multidisciplinary. While you may choose to set your students a robotics challenge, you could

Let our children learn through failure, by doing, and empowering them to lead their own educational journeys.


Organising out-of-school visits for students can be hard work; but now MOTAT brings STEM education to you! A MOTAT STEAM Cell is a trailer packed full of equipment, teaching resources and collection items designed to offer a hands-on education programme at your school grounds. A STEAM Cell can provide a ‘taster’ education experience for larger groups or deliver a more in-depth experience for smaller groups of students. With a STEAM Cell there’s no need to pay for buses or organise parent helpers – suddenly EOTC just got so much easier!

For more information go to

For more information on workshops visit


Term 2, 2019 |

Experiential learning influences both feelings and emotions as well as enhancing knowledge and skills. When you take learning experiences outside of the classroom you complement and enhance what students are studying within the school walls and allow them to connect what they have studied with the real thing and maybe capture their heart and imagination along the way. Education Outside The Classroom (EOTC) refers to the curriculum-based teaching and learning activities that merge the external world with the academic one. The relationship between in-classroom learning and the EOTC experience is in line with the New Zealand Curriculum/ Te Marautanga o Aotearoa guidelines that 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”. Above and beyond the actual

Historic Arrowtown acts as a living classroom for the Lakes District Museum. Through their interactive LEOTC education programme; designed to enhance and enrich the Curriculum, students (and adults!) are able to experience hands on and active learning in an authentic environment. The programmes are designed to suit all stages and styles of learning and are well supported by pre and post visit material. “It was fun because we got to do the activities Term 2, 2019 |

Image courtesy of MOTAT

subject and content of an EOTC experience, students can also demonstrate selfmanagement and how they relate to others, as well as participating and contributing – all key competencies identified in the New Zealand Curriculum.

Some valuable EOTC experiences for your students...

encounters with incredible

STEAM: hands-on science education programmes such as behind-the-scenes workshops, lessons with scientists in the field or close

Students studying pollution,

biodiversity, will fascinate and inspire learners of any age. infrastructure or waste and recycling in the classroom could expand their learning by visiting a local recycling plant.

rather than just hear about them.” – Year 5 student “I liked handling the primary resources and going through the process of gathering information that could not be gathered anywhere else.” – Year 13 history student “Everything - from the information provided prior to our field trip, the visit itself, and the follow up information. [The educators] were organised, positive, and knowledgeable. It truly was an excellent programme that met our specific needs.“ – Year 8 teacher Design the best learning experience for your class with our LEOTC Education Officer at E.O.T.C.


Image courtesy of Wilderness Guides

For a class studying the marine environment, a trip to the aquarium, a river or beach can bring expose them to the incredible flora and fauna they would otherwise only ever view on a page or a screen. Alternatively, students may return from a farm environmental centre immersed in a firsthand experience of milking cows reinforcing science and environmental curriculum concepts. History lessons will never be the same again after participation in an interactive living history excursion such as one in historic Arrowtown; a historically preserved goldmining town where there are endless opportunities for active learning. Notably, the Lakes District Museum’s interactive education programme is designed to enrich and enhance the New Zealand Curriculum. These experiences truly teach historical empathy which is the ability to understand and appreciate what life was like for people who lived in a different time and place. Adventure activities such as kayaking, rock climbing, learning to surf or any of the many outdoor activities that are both


"Tell me and I forget, teach me and I may remember, involve me and I learn. - Benjamin Franklin fun-filled and challenging can also build character, social skills, leadership abilities along with friendships and bags of confidence. Cultural experiences that students can be immersed in to learn more about Māori culture and traditions on a marae (perhaps with an overnight stay) or experience the diversity of the different cultures of everexpanding migrant communities in New Zealand, are also widely beneficial. Alternatively, an international program will give students a taste local cuisine, get to know the local residents, practice customs and broaden their world view. Arts and drama: students always soak up theatre or music performances, movie set tours, art centres, many of which have specific school programmes, discounts and tours throughout New Zealand.

The country’s largest transport and technology museum of its kind, MOTAT offers fun and exciting learning experience for all students. The core vision is to “use New Zealand’s heritage, kiwi ingenuity, transport, technology and associated stories in a creative and interactive way to educate and inspire the innovators of tomorrow”. Nature excursions can also be fun and adventurous, with students learning about volcanoes while visiting the Central Plateau, cruising on a boat while studying lakes and rivers, setting up a tent in the middle of the bush or trekking through the wilderness with guides. Leadership and development excursions are designed specifically to promote students’ own leadership and growth and can be tailored and modified to support specific curriculum


needs or the needs of a particular group of students.

For teachers... The Ministry of Education’s ‘online knowledge basket’ Te Kete Ipurangi provides a wealth of information on EOTC for teachers, boards and principals, and for parents and whānau. This information includes advice, not only on EOTC options, but also on health and safety, and the important legislative guidelines that must be adhered to. Professional development focusing on excursions will help teachers understand the necessity of preplanning, participation, and the need for student reflection when taking learning out of the classroom. Informal learning may be a distraction to students who are not accustomed to nonclassroom settings, so it is always important to develop a plan to suit all students with perhaps the ability to diversify if need be. When students understand the purpose of the experience, through a prelesson they go prepared and can build a foundation. After all is said and done, the aim is for students and teachers to enjoy learning on the go. Term 2, 2019 |

Case Study: Riccarton High School has changed the menu! By Mandy Clarke, Industry Reporter

The innovative family owned Libelle Group has been feeding school kids for over 13 years and have recently launched technology to make ordering and providing healthy school lunches much easier with their app,

Riccarton High School in Christchurch prides itself on its ability to meet the academic and social needs of its roll of approximately 1100 students, within a caring, studentfocused, academically rigorous environment. With their focus on holistic care this school works with a nutrition-focused food service provider, the Libelle Group who make 1.7 million healthy lunches per year for students. Regarded as a leading school food and beverage service provider, with a mission to be a “trusted, provider and give the hungry learners of New Zealand a chance to improve their learning potential!”

Image courtesy of Libelle

The level of student achievement is enhanced when they are healthy and happy, therefore receiving a well-balanced and enjoyable lunch significantly contributes to a consistent and academic record. Riccarton High School’s principal, Neil Haywood told us: “We are a diverse community – diverse

in ethnicity and abilities. About 52 percent of our students are non-European with over 50 nationalities represented. We enjoy the multicultural richness that this brings to the school. This is one of the reasons why we chose the Libelle Group to provide their range of nutritious and varied meals.”

Neil Haywood commented: “This app is so simple and allows the user to pay for one (or more) $6 lunch meal tickets and they enter mobile number of the student(s) that gets the meal ticket. Users can also gift lunches to deserving students which is a wonderful idea, students just need to redeem their meal ticket for a lunch at the canteen. Libelle is proving to be very flexible in their approach as we continue to monitor the changing ‘tastes’ of our teenagers while still maintaining a strong focus on healthy eating. We look forward to maintaining our positive relationship.”

Healthier food options for New Zealand’s hungry learners. It’s simple, let our professionals feed students’ bellies, while your professionals feed students’ minds.

Join the Libelle Group journey at

Term 2, 2019 |



Choosing an external school food provider By Branko Cvjetan, Manager, North Island Nutrition Advisors, Heart Foundation

Ordering school lunches is fast becoming the new normal for many Kiwi families. A growing number of kids eat food that’s freshly made by school canteens or external food suppliers. In turn, many schools are now using a lunch order programme, where meals are provided by local food suppliers, such as bakeries and cafés. If your school is thinking about going down that route, here are some ideas to help you find a great provider.

Survey students to discover likely spending patterns.

1. Have a clear idea of what your school is looking for Does your school have a food and drink policy? Survey students to discover likely spending patterns. How many suppliers will you need? For example, do you need one supplier for freshly made foods and another for packaged foods and drinks? Or different suppliers for different days, e.g.

sushi on Tuesdays and filled rolls on Thursdays. Do you want an online ordering system? Do you need the supplier to deliver at certain times? How will the food be stored at school and distributed to your students?

2. Where to find potential suppliers The Heart Foundation’s Fuelled4life Fresh Made supports food suppliers and school canteens to make healthier foods. The website has a list of currently registered companies who supply healthier food choices. We are happy to work with new suppliers on menu and recipe improvements, so that they can also become Fresh Made registered companies. Personal recommendations. Do other schools in your community use an external provider? Food outlets in your local area – your local café or bakery. Trade shows and magazines. Your local Heart Foundation Nutrition Advisor.

3. How to choose the right supplier

Images courtesy of Heart Foundation


Ask for testimonials and feedback from existing customers. Visit the supplier to find out more about their FOOD & BEVERAGE

processes and how they source, make, pack and deliver their products. Do they have a good hygiene rating and food safety management? Are the fresh food items prepared daily? Remember, price is a key consideration but shouldn’t be the only reason for choosing a supplier. Quality can be compromised by price. Do they have appropriate food storage on site and during delivery? Do they require a minimum order quantity?

4. Checklist for a healthy menu Most food choices are made from fresh, wholesome ingredients and come from the four food groups: vegetables and fruit, milk and milk products, breads and cereals, and lean meat, fish, poultry, seafood, eggs, legumes, nuts and seeds. Most of the foods supplied, whether packaged or fresh, should meet Food & Beverage Classification System Guidelines – the Heart Foundation can assist on menu and recipe assessment and provide advice Healthier foods are competitively priced against the less healthy foods. No occasional foods should be provided, such as confectionary, deep-fried foods, full sugar and artificially sweetened energy drinks, full sugar drinks, foods and drinks containing caffeine. Vegetarian options are available. The menu can accommodate different ethnicities. Term 2, 2019 |

5. How to create a service agreement with your supplier When you find a supplier you like, it’s important to create a service agreement. For example, make sure your food and drink policy is included, delivery times and frequency, level of order fulfilment or your policy on product substitution. With these agreements in place, your new supplier will know exactly what’s expected. Once you have settled on the suppliers you’d like to work with, negotiate terms and conditions and draw up contracts.

How can Fuelled4life help? Fuelled4life is a free practical tool which helps schools provide healthier options. It aims to increase access for young people to healthier food and beverages.

Sign up to Fuelled4life If you are a teacher, principal, canteen manager, caterer or cook and would like to see your school offering healthier food and beverages, here’s what to do: •

Sign up to Fuelled4life for many free resources to help you choose healthier options

You’ll also get free access to the Fuelled4life website and newsletter with tips, recipes, special deals and information on ways to improve nutrition in your school.

For more information or one-to-one nutrition support, please contact the Fuelled4life team on 095268550, email fuelled4life@heartfoundation. or go to

Branko Cvjetan works for the Heart Foundation as a Manager for Nutrition Advisors in the North Island. His team support schools and early learning services to encourage healthy eating and physical activity. He is a New Zealand Registered Dietitian and father of two who is passionate about helping children to eat well.

ruNning a SchooL canTeen iSn’T easY – We caN helP you. We offer FREE advice on menus, recipes, finances, management & policies. Sign up today at to receive our many free resources.

wWw.FuellEd4liFe.oRg.nZ Term 2, 2019 |



Getting to grips with health and safety law By Rosie Clarke, Editor

Health and safety legislation can be confusing, to say the least. How responsible are you for understanding the Health and Safety at Work Act? It is up to the elected health and safety representative in your school to understand the Act and promote positive health and safety behaviour among staff and in the school environment. Two days’ training is given to representatives each year and there are school-specific courses available to make the most of those days, whether carried out externally or inhouse. School News spoke exclusively with WorksafeReps’ national director, Peter Scanlan to clarify a few things. WorksafeReps is owned and operated by the Workers' Education Trust, a New Zealand non-profit charitable trust, to provide education courses in health and safety at work.

In your view, do schools understand the HSWA enough? In general terms, neither schools nor most businesses understand the 2015 Health and Safety at Work Act enough as there is a lack of information flow for many schools on their obligations as a PCBU under the Act.

What are some of their obligations?

The obligations for schools are, briefly: to consult with their Health and Safety Reps (HSRs); to confer with their HSRs when requested by the HSR for ensuring the health and safety of workers; to allow enough time to the HSR to perform their powers and functions; to provide HSRs with information such as any hazards or the health and safety of workers; to provide resources, facilities, and assistance to enable the HSR to perform their duties, allow a person assisting the HSR access to the workplace (such as a union representative), and permit the HSR to accompany an inspector if they come to the workplace. If school boards and principals do not know these obligations then they need to find out through WorksafeNZ or through a training provider.

Are there many technical requirements for training? How can it be completed by busy teachers? WorksafeReps offers a two-day course for newly appointed HSRs (the stage one, initial course). This may be completed either at a face-to-face course in one of our training venues, inhouse at the school for eight or

more learners, or online where HSRs have 30 days to complete the programme (about 20 hours of learning). We know how busy teachers are and the online option might be helpful for those schools in remote regions or for teachers that are unable to take two days out to train F2F. However, under the legislation, schools are required to allow their HSRs two days’ paid leave per year to complete H&S training. Under the legislation, a HSR has completed initial training when they have achieved Unit: 29315. WorksafeReps offers this unit standard as part of its initial training. The legislation allows for additional training beyond this. HSRs are also able to choose their training provider in consultation with their school regarding the timing and location of training. Schools are also required to pay the training fees and any reasonable expenses incurred to attend.

Which school staff members would benefit most from particular courses? All appointed HSRs at schools would benefit from the Initial Stage 1 H&S course. The PPTA runs courses for post primary teachers on a regular basis through WorksafeReps. It is important for HSRs to understand that they are

representing the other workers at their school and therefore any information that they are able to provide will help both the workers and the school understand what good health and safety practice looks like. School principals and board members would benefit from our one-day managers’ course, which provides leaders with skills, knowledge and competency to provide school health and safety leadership, comply with their obligations under the Act, engage with HSRs and workers when making decisions about health and safety, and develop and implement health and safety policies, procedures and systems to maintain a safe and healthy school environment.

Are there upcoming changes in the system that teachers or principals should know about? The legislation may be reviewed by the Minister and WorksafeNZ in 2020, but there are unlikely to be any significant changes to the roles and responsibilities of HSRs at schools. The WorksafeReps training courses are backed by both the PPTA and NZEI unions. We would be happy to provide any specific information to school principals, board chairs, HSRs and teachers that require any additional information about our training courses.

GETTING WORKERS HOME SAFE AND HEALTHY WorksafeReps is NZ-owned and operated by the Workers' Education Trust, established by the PPTA, and other unions, to provide courses for health and safety reps, board members and staff to get everyone home safe and healthy. To book a course, or for more information: | 0800 336 966



Term 2, 2019 |


a sports surface like a pro

Newlands College, image Team Turf

surface become excessively exposed and very abrasive? Have the joins in the concrete shifted and are they now creating trip hazard or are they now holding water after rain?

By Rosie Clarke, Editor

Sport is a pivotal component in the curriculum. It not only teaches teamwork, problem solving, resilience and sportsmanship but also provides lifelong health benefits. Inadequate sports surface design can undermine these benefits if your school’s surfaces fail to comply to standards or have deteriorated over time. Ensuring safety is just as much a school’s responsibility as providing a well-rounded education, so schools should be regularly checking and maintaining sports surfaces. However, decisions about sport surfacing should not just be about meeting baseline safety standards. An inadequately designed

Asphalt: is the asphalt still flat and even or has it become wavy with the base creating an uneven surface that holds water after rain?

Howick College, image Team Turf

surface will not be usable all year round and could have drainage problems that will lead to a limited lifespan, expensive maintenance and poor sport performance at your school.

We spoke to several industry suppliers to gain some insight.

Phil Lewis is the managing Director at Team Turf. He told us how schools should know it’s time to say goodbye to their current surfacing. Depending on the existing surface a school should consider the following things. Sectional concrete: has the

Artificial turf: are seams and joins in the turf coming apart? Have areas in the turf become contaminated with organic matter and or sediment causing excessive moss and algae growth? The traditional 19mm sand filled artificial turf surfaces that have been used around the country since the mid-80s are now being superseded by 16mm texturised monofilament surfaces.

Thinking of upgrading your playground or school multi-use court? We are Artificial Turf Specialists, servicing NZ wide. P. 0508 836 647 E. Term 2, 2019 |



Image coutesy of Turftech

In basic terms, the 19mm is a straight fibre turf with high sand volumes while the monofilament surface is a shorter and curly yarn (looks more like a carpet) with half the sand content as the 19mm surface.

underfoot and a more

This provides a better ball roll, less sand tracked around the school, better traction

surface in good condition

aesthetically pleasing finish. Schools should budget for a minimum annual maintenance cost of $500 + GST per court (500m2), this will keep the while extending the life of the surface by two to four years.

See us first for the professional maintenance of: TURFTECH leaders in turf management

• Sports Fields • Artificial Turf • Lawns and gardens • Trees

Turftech representative, Rob Briscoe explained the best way to correct drainage and irrigation. The best way to do this is to install a well-designed inground drainage and irrigation system that works together to provide a healthy durable sports surface. This will increase usage hours and create a more durable playing surface. An investment in a good drainage and irrigation system will ensure the surface lasts for 20 years if properly maintained. There are pros and cons of both

synthetic and natural surfaces, where one may perform better than the other in different circumstances. Synthetic surfaces enable high usage, relatively easy maintenance, and have a 10-year lifespan, approximately. On the other hand, they are expensive to install and may not be suitable for all sporting codes or environmentally friendly. Natural surfaces are relatively low-cost to install, flexible for use across all sporting codes and usage can be improved using drainage and irrigation.


ARTIFICIAL TURF For more information please contact Jimmy on 021702270 or 09 2703367 or email: 56


Image coutesy of Turftech

Term 2, 2019 |

An inadequately designed surface won’t be usable year-round and could have drainage problems crushing budgets and sport performance

They would also have a lifespan of 20 years if installed and maintained correctly. On the other hand, they require regular maintenance and may lower usage hours, especially if drainage and irrigation has not been installed. A safe sports surface requires a level surface and maintenance, such as mowing and weeding to enable obstacles on the surface to be seen. In order to obtain this, a proper maintenance plan and robust seasonal renovations are needed. The installation of drainage and irrigation makes delivering well-maintained sports surfaces a lot easier. Toni Rowe from Turf and Drainage explained that the biggest thing schools need to look out for is whether they’re getting their sports surface to meet their needs. What we are finding is that many schools cannot use their fields in winter because they’re too wet and muddy. The major issue is that they are having to close fields for several months, sometimes also their playgrounds; they urgently require adequate

drainage, which needs to be undertaken in the summer. If they have big competition sports then they may need to look at hard wearing turf, irrigation and sand carpets. The different types of fields construction include natural turf soil, synthetic turf, hybrid natural turf, natural turf sand carpet. The installation process depends on varying factors, e.g. how active that particular school is in the sporting arena because if they are very active they may require a higher spec field. (A lot of schools use their fields during the weekends for competitions.) This could be either a sand carpet with irrigation, full artificial or some may be looking at a hybrid. These fields do require a level of renovations the recommendation is a least twice a year. Most just require drainage and try to start at the lower end of their budget as they generally just want useable fields that children can run, play and do PE on.

Image coutesy of Turf & Drainage

ARE YOUR SPORTS FIELDS USABLE ALL YEAR ROUND? We can improve your fields by offering: • Drainage • Irrigation • Sand Carpets

• Sports field renovations • Grounds mowing, gardening and general maintenance

Increase your field usage in the winter months. We can stage the works to suit your funding situation and timetable. Start seeing results now!

Servicing the whole Auckland region Please contact us on 021 911 842 or Term 2, 2019 |



Making the most of your



By Rosie Clarke, Editor

Did you know that swimming is the most popular recreational activity for males and females aged 16 to 24 years old? Well, it is according to the Ministry of Health. As we try to get young Kiwis engaged in physical activity, it seems that swimming could be a terrific option as getting children comfortable in water could kickstart a lifelong source of enjoyment. Not to mention the number of water sports and other pool activities that schools can take part in. There’s one thing that stands in the way of all this though, and that’s access to a heated pool. While 60 percent of schools have pools in New Zealand, not all of them are heated. Temperature control allows water sports training, swimming lessons and extra-curricular pool activities to continue year-round. While the Ministry of Education notes that for some schools, heating a pool can be high-energy use, pool covers and efficient maintenance can prove effective. “Insulating indoor pool buildings can also help to maintain water temperatures,” notes the MoE.

An industry expert’s take on the matter: Heat Pump Pool Solutions director David Smalley, discussed the need for pool heating with School News. An un-heated pool poses several problems for a school, the first of which is that it cannot be used during cooler weeks of the swimming season. With an inconsistent water temperature, student enjoyment and engagement in water activities, lessons and sports will lessen considerably and teachers may notice that an unheated pool hampers students’ ability to concentrate. This could be detrimental if the students are trying to learn important “swim safe” skills. Conversely, a pool heated to a consistent and comfortable temperature allows children to learn more comfortably and effectively. They will be able to concentrate on the lesson, as opposed to feeling cold and wanting to get out of the pool.



Consistently warm water will also increase in the time that your pool can be open and used during the school year. Finally, a heated pool also has the potential to significantly increase take up of pool keys from the surrounding community. This additional revenue can offset the monthly running costs. Traditionally, a solar pool heating system’s initial start-up cost may be quite high. Being highly dependent on ideal weather conditions means it cannot be a reliable pool heating system. A ‘free’ running cost, solar pool heating system, usually requires a new circulation pump to get the water up to the roof and back. Because the new pump uses electricity, there has to be a monthly cost associated with it. It is strongly recommended that a thermal blanket or solar bubble pool cover also be installed. To assist in taking the cover on and off the pool, it will be fitted to a stainless steel cover stand with aluminium tube. A pool cover significantly helps in reducing the monthly running costs associated with the heating of the pool. It does this by reducing the cooling effects of evaporation during the day, and minimising heat loss at night when the ambient air temperature drops. By using the free energy of the sun, the bubble cover will aid in the actual warming of the pool as well. Heat exchange pool heaters use a combination of solar energy and electricity to heat a swimming pool effectively and efficiently. The unit itself is powered by electricity and transfers heat from the surrounding atmosphere into the pool’s water. More specifically, the unit takes the heat from the air, upgrades it with a compressor and then transfers it into the water. By converting the warmth of the air into energy through the refrigeration process, they provide a reliable, environmentally friendly, and cost effective pool heating option. They typically convert one unit of input energy into four or five units of output energy. Other forms of pool heating such as gas or diesel pool heaters can be extremely expensive running cost wise - up to four to six times the cost of heat pumps. They also have a significantly shorter life span of three to five years. A well-maintained heat pump should last at least 10 years. Term 2, 2019 |

Is your school pool being used to it’s

Happy, healthy kids is the goal of every school and a heated swimming pool goes a long way to achieving that. Most schools find it extends their swimming season by at least a couple of months, giving great exercise, recreation and water safety benefits. Heating a commercial swimming pool is now so much more affordable than it has ever been. HPPS systems are quick to install, easy to maintain and extremely durable •

Heat pumps are extremely efficient users of energy. They typically run between 300% to 500% efficiency

Easily and quickly installed into a pools existing filter/pump system. Most installations take less than a day.

Can efficiently maintain a comfortable pool temperature regardless of the weather, day or night.

All models have stainless steel casing and titanium heat exchangers

Fully backed by manufactures warranties

HPPS have installed heat pumps into dozens of schools from the Far North to Central Otago. Here’s what some of the schools we’ve worked with had to say: Mellons Bay School contacted David Smalley of Heat Pump Solutions Ltd, to supply a heating system for the school pool. David proved to be very supportive throughout the exercise. He was able to answer all of our questions, understand and allay our concerns and he kept in contact throughout the installation process. He visited the site regularly and remained involved with subcontractors. He also agreed to delay the final payment so that the school could apply for funding support from a trust. Term 2, 2019 |

We were successful! I have no hesitation in recommending David Smalley. – Judy Brown, Principal, Mellons Bay School I contacted David by phone and had a very informative discussion about our requirements. It was decided the next best step was to arrange a school visit. Even though we were a rural school, two hours drive from Auckland where David is based, he insisted this was absolutely no problem. We duly received David’s quote and were pleasantly surprised. It was within our budget, clearly stated all work that needed to be carried out, and provided us with a “turn key “solution. The job was awarded to David and despite being based in Auckland; he was able to coordinate a successful installation with no major issues. His communication was excellent, and we were kept informed of all developments every step of the way.

On behalf of Matawai School Board of Trustees, staff, students’ and our wider community, I would like to thank you for your service in providing our new ‘pool heat pump’ unit. The addition of the heat pump unit to our school pool has dramatically changed how we can use the pool. We now have qualified in-school lessons, out of school private lessons, pre-school ‘mums & bubs’ sessions and ability to allow the community to come and use the school pool. Having the water reliably and consistently heated has resulted in our school swimming a full 5 weeks earlier and meaning that we will now run our pool for a full 2.5 Terms of the school year- this is just fantastic! – Glenn Knight, Principal, Matawai School We were impressed with our first contact with Director David Smalley and this continued as David met with us, scoped out the options regarding

installation and some of the technical matters that arose, and effectively managed the installation through to actual operation. We have now had the heat pump and solar blanket for our first swimming season and have been very pleased with how the water temperature has been maintained and the positive response from our students, which means our children are happy to enter the pool for their 9am lessons knowing it will be at a constant and pleasant temperature. I can recommend both the service received and the effectiveness of the installation. – Graeme Rix, Principal, Pukekohe Hill Primary Contact David today on 0508 46 46 89 or email and see how he can help your school to get the most out of your pool.

I have no hesitation whatsoever in recommending David Smalley and his company Heat Pump Solutions to any school, business, in-fact anyone who is considering heating their pool.

– Glenn Macpherson, Principal Maihiihi School PROPERTY


eed n u o y t a Wh re... o f e b w o to kn

upgrading your paging system

By Jonathan Neil, Director, Edwards Sound Systems

Installation process The installation of IP-based systems does not need to be disruptive to your classes. Speakers simply need to be screwed to the wall and a cable connected to your network, and power. The software is usually pre-configured and a dedicated mini connected to your network. Some fine tuning, setting speaker volumes and setting up the bell schedule and audio tracks and it should be up and running.

If you are thinking of upgrading or implementing a school paging system, you have two broad choices regarding equipment type. 1.

Traditional amplifiers and speakers (with lots of speaker cable).


An ‘IP Audio’ or networkbased system.

The traditional solution certainly has its place for a small or compact site where all the classrooms are joined and close to the office or where the announcements will be made from. But, in most situations, an IP network-based system will cost less and be quicker to install than the traditional analogue amplifiers and speakers, and you get a lot more functionality. And, by functionality I mean: •

you can have a piece of music for the bell;

you may be able to make announcements directly from your mobile phone while out on school grounds;

remote support is possible if you want an external supplier to make adjustments to the settings;

easily interface to fire alarm or other (lockdown button) triggers to play automated messages;

easily create and edit groups or zones (senior school/junior school/indoor/outdoor, etc.).

When you want to add or move speakers you simply connect them to the existing network, or move them to a different network connection. This is one of the main advantages of a networkbased system is that usually the existing infrastructure can be utilised. For a traditional system, you would need to install speaker cabling from the school’s office to every place you need a speaker.

In a nutshell, IP Audio systems:

central control interface with a host of automation and convenience at your fingertips. With IP, you get an easy-to-use interface to manage the bell schedule, (use a piece of music or any sound file for the bell), trigger lockdown and alarms, and even play different bells and messages to different zones, or even room-by-room. Another advantage of IP audio systems is that they can work alongside conventional paging equipment and provide some useful add-ons. For example, you can keep what is working with your old system and add a bell scheduler and alarm panel interface, lockdown triggers and more. When new areas need speaker coverage, simply use the IPcompatible ones and leave the old speakers there.

Expandable It is easy to expand these network-based systems and add more speakers, or relocate existing speakers to new rooms. You can relocate a speaker to another room’s network connection and it will sync

Use the existing network, saving time and money.

back up with the controller automatically and carry on receiving broadcasts without any extra management needed.

Are quick to install and maintain settings.

Make announcements to individual rooms or zones.


Incorporate easy schoolwide connection and audio coverage.

Are totally customisable to your needs, bell timetable and zones.

Include options to integrate with your VoIP phones for real flexibility.

Have excellent sound quality.

Makes it easy to add, move or relocate speakers.

Makes remote support available via internet.

Makes changes to speaker zones in the software quick and easy.

Removes limit to distance between speakers.

Ensures the bell and automatic messages are easily added and scheduled.

Interfaces to your fire alarms, easy-to-run lockdown drills and triggers other warning messages.

Any .MP3 file can be imported and used as a bell, alarm or scheduled message.

Allows you to interface with and connect to existing PA systems as a convenient way to extend reach without installing a lot of extra speaker cable.

You get a simple and modern control interface over bells, live and pre-recorded announcements, alarm and lockdown drills and also have a mechanism to trigger emergency messages, lockdowns and alarms. The system uses your network to provide total control and flexibility over your school communications with connection through indoor and outdoor speakers everywhere; classrooms, corridors, fields and halls.

Classroom solutions The new systems are not just for bells, paging and public address. If you need ‘classroom speakers’ for a teacher’s microphone (headset wireless microphones) or for projector and AV sound connections, they can also be compatible with the paging system and connect in automatically. Flashing lights can be triggered as visual indicators that a message or bell is being played in special needs classes.

An IP-based paging system allows important information and messages to be broadcast everywhere you need it, any time, and with an easy-to-use



Term 2, 2019 |

PAGING SYSTEMS Make live announcements, play school bell and scheduled messages and trigger emergency messages, lockdowns and alarms. Modern IP based communication system using your network to provide total control and flexibility over your school communications. Also provides live streaming of audio files or live announcements from your smartphone.

• Make announcements to individual rooms or zones • Uses existing network - saving time and money • Easy school-wide connection and audio coverage • Totally customisable to your needs, bell timetable • Quick to install and maintain settings Make announcements from anywhere on the school network. Play scheduled announcements, bells, music, lockdown and warnings.

Speakers and other audio interfaces connect to the network.

Contact us for more information or make an appointment for a free consultation

Ph (09) 571 0551 Edwards Sound Systems Ltd

Term 2, 2019 |



Don't waste learning opportunities Every school should know how much waste they produce and their margin of improvement after putting measures in place.

Your guide to

smarter waste

management in schools Mini Recycling station cabinets custom branded for your school and waste stream are the perfect place to segregate waste at source- bright and colorful, they will enhance the ambience of the school cafeteria and offices.

Lessons learnt as school lead the way towards habits of a lifetime.

Popular waste streams in these areas are food, packaging and paper.

The Longopac Urban bin range offers an effective solution for outdoor areas and playground as a continuous 110 metre bagging system the bag is always full and quick to change. Bespoke signage can be used for mixed recycling and general waste. Corridors & Classrooms

Outdoors & playground


• 70% less plastic and 3 times stronger than a traditional waste bag. • Choose from our range of 15 types of stands in three different sizes and 6 variations of bag colors for easy identification of waste streams. Trial the Longopac waste bagging solution with a basic starter pack . education-sector-starter-pack/

Inculcating the right recycling education is imperative towards creating a sustainable future or our planet. Welcome to the Endless World of LONGOPAC the most efficient waste bin bag in the world. The Longopac system brings a smarter waste management solution, using 70% less plastic than a traditional bin, every bag is always full and always in place. Different area’s often require a different bin type, whether it be the classroom, playground, office or canteen, Longopac have the perfect solution :

• All the bins are fitted with continuous Longopac cassettes, 60 and 110-metre

Cafeteria and Office Recycling Bullet bins with bespoke signage for different waste streams- i.e. general waste, food & mixed recycling come in a sleek, modern design that will easily blend into the classrooms with a large round opening for easy waste disposal.


For more information contact on 0800 342 3177 or visit

Term 2, 2019 |

By Rosie Clarke, Editor

The first step is to conduct a waste audit. This task should identify where most waste is produced within your school and where improvements can be made. There are specialist waste management companies that can do this for you, or it can be done in-house but it’s important to take a keen interest in the results so that you can be involved in the solution and make an informed decision about the future of waste at your school. Solving ‘the problem of waste’ is also something that could be integrated into the learning environment at your school in various ways, focussing on sustainability. By and large, responsibility for waste management in schools falls to boards of trustees. Guidelines from the Ministry of Education state that schools should use a combination of methods to reduce waste by separating, reusing, recycling

sending waste to a landfill by educating staff and students about other ways of disposing of waste, such as recycling, reusing and composting.

and composting. “Incinerating and building waste pits on school grounds can only be done by schools with no other options”, according to the MoE, and there are extremely strict guidelines for (usually remote) schools that do this.

Separate organic waste, like food scraps, plants, paper and lawn clippings, from other rubbish and teach students how to use it for compost. It could be used on the school’s garden, saving on the cost of fertiliser.

Ways that schools can reuse waste include:

Set up bins for the different kinds of waste, and label them for glass, paper, plastic, cans and organic waste. Crucially, avoid

taking lost property to local clothing banks

using plastic bags as bin liners or as packaging

having students make recycled paper and use shredded paper as bedding for pets.

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OCS can work with you to:

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Need help diverting waste from landfill?

Talk to our OCS Wasteline expert Jamie, to see how you can get started! Call him on 022 012 7611 or send an email to

Term 2, 2019 |



If composting is not possible: •

ask students and teachers to take organic waste home

find out if local farmers want organic waste

keep hens at school and feed them the waste

have the organic waste composted at the local landfill – it’s generally cheaper to drop organic waste at a landfill than other rubbish.

Expert views from the industry… On creating a school waste management programme, Easi RecyclingNZ CEO Jon Earnshaw shared the following: “Teaching our children from an early age about product lifecycles, contamination and segregation of waste at source will be a skill that will serve them and the environment for the rest of their lives. A simple in-house waste management programme should be part of every school curriculum. “The key to every successful recycling programme is ‘segregation of waste streams at source’ avoiding cross contamination and secondary sorting. Separating waste streams once mixed is very difficult but segregating at source, with graphic signage and colour coded bags, not only identifies what type of waste is enclosed but also ensures it goes into the right container when it arrives at the waste contractor bins. “New innovation has made recycling easier, as we no longer


need to use one-sizefits-all black bin and bag. We should not be trying to hide our waste in the dark corners, but bring to the forefront and promote recycling. When you segregate at source this is no longer rubbish, it becomes a commodity. Smart bagging solutions are now available where the bag is always 100 percent full, so you only use the plastic bag you need. Colour coded bags and attractive signage for mini recycling stations also make segregation at source easier. “In 2016, New Zealand Recycling Symbols (RONZ) were created to consistently deliver the same message, colour coding recyclables. Educating students on this colour coding system from an early age ensures they are mindful to the various waste streams. RONZ guidelines help significantly with segregation; however, using a colour coded bin with a black or clear bag makes identification difficult once that bag leaves the colour coded bin. “Correctly separating food waste from dry waste at source prevents cross-contamination and dramatically increases recycling. Depending on the waste providers in your area; when segregated at source, waste can often be collected by type.” Jamie Henry, wasteline solutions manager, OCS spoke about how schools can better improve waste management.

I believe that there needs to be better education in schools learn about the 4 R’s of waste prevention. This is essential in stopping waste in the first place. Recycling is the ambulance at the bottom of the hill. Having said that, there will always be an element of waste produced. This is where more sustainable procurement practises come into play: we have all seen books that come in three layers of plastic. Recycling over the last year has changed dramatically. In the past, waste suppliers would treat recycling as a tradeable commodity that can be sold as raw materials. Currently, this is not the case. The value in this waste stream has diminished, leaving recycling values very low. This is why the cost of recycling has increased to the current rate and waste suppliers are unable to fund sorting facilities with the returns they get from the recycling commodity. In terms of legislature that schools should be aware of, the


correct disposal of e-waste is one that I always point out to people. E-waste includes computers but anything with a circuit board is considered e-waste. For example, auto sprayers, no touch hand soap dispensers, battery operated toys, and mobile devices. AS/NZS 5377:2013 is the standard that this comes from. Currently, not many schools use internal waste auditing systems but I have seen schools asking students to take lunch waste home to do their bit for sustainability. The reason behind this is the up-front cost of waste auditing. These are funds that could be better utilised for students. These audits are important so that schools can know the exact make-up of waste onsite. Once conducted, a waste audit should lead to the introduction of new waste bins to divert waste from landfill. Ideally, this process should be reviewed every three months.

Term 2, 2019 |

Making a statement with digital signage By Rosie Clarke, Editor Images supplied by WiPath

Have you ever thought about how digital signage can benefit teachers? Not just the wider school community. A good digital sign is the first thing teachers, parents and students will see when they pull up to the school gates, after all. From event reminders, exam countdowns and sports scores, timetable changes and housekeeping updates; to shout outs, birthday messages and positive affirmations. The flexibility of digital signage helps schools create a culture within and around campus. Screens can be updated or programmed to spur onlookers into action, e.g. Hall flooded, meet in library or School closed for emergency repairs. Check website for updates. Digital signs can also convey important messages to parents or school buses entering the school, with parking information, closure notifications or school traffic updates. Real-time weather forecasts, emergency alerts and messages are also possible with some software programs. Speak with the supplier of your choice to find out what they offer. Community engagement is one of the eight principles in the New Zealand curriculum that provide a foundation for schools’ decision making. “The principle of community engagement calls for schools and teachers to deliver a curriculum that is meaningful, relevant, and connected to students' lives,” states the Ministry of Education. “Community engagement is also about establishing strong home-school partnerships where parents, whānau, and communities are involved and supported in students' learning. Effective community engagement is imperative in this process.” Term 2, 2019 |

A digital sign outside your school can keep the community in touch with what is happening on campus and prepare incoming parents, students, or visitors. A few examples: Shhhh, please. We have exams. Foyer refurb starts next week – use side entrance. or Welcome, friends from France. These are all straight to the point, easy to read and prepare entrees before they walk through the school gates.

Industry insights: Craig Meldrum, managing director, WiPath Communications, told School News about some of the different electronic signage options and technologies. There is an unfortunate trend to lump all electronic signage under the umbrella of digital signage actually incorporates several very different technologies and usage.

enhance their support The main shift in schools has been the move from outdoor electronic signage used primarily as a communications tool to a branding exercise. Schools often need to develop a brand and sell themselves to their local community. The increased resolution and graphical display capabilities now available have also allowed schools to celebrate achievement more publicly. Many schools have incorporated cultural or environmental aspects into the designs of their outdoor signage. For example, the electronic signage at Panama Rd Primary was retrofitted to an existing structure with a strong Māori aesthetic that has been blended well with the electronic graphics to continue these themes.

Specifically, outdoor LED signage, indoor LED signage, indoor LCD displays, and electronic scoreboards, as well as electronic whiteboards and so on. Typically: 1.

Communicating with the internal school community, students, parents, teachers


Communicating with the wider community around the school,


Branding the school to attract students


Promoting sponsors to

Ngaruawahia High School wanted a sign that would receive the greatest level of community recognition from the wider community and so the sign was installed several kilometres from the school on the main SH1 near the township. In order to best fit this environment we matched the structural elements with the local street furniture themes. PROPERTY

Raglan District School also felt its location was too isolated from the passing community to justify placing an electronic sign on school grounds, so their sign was incorporated into a large community noticeboard on the main road into Raglan.

St Leonards Rd Primary wanted to make a statement in a local school environment that was highly competitive, so we produced a dramatic plinthstyle sign with a very large electronic sign incorporated. The desired purpose often dictates the style of outdoor signs. In some schools, outdoor LED signage is used inside the school grounds as community noticeboards and for general internal communications on a larger scale. It can also be used for large video displays. Indoor LED signage is generally used for video wall purposes, where the size requirement precludes the use of LCD displays. Before investing in electronic signage schools must do their due diligence to ensure they are dealing with a company that puts quality of engineering at the top of their priority list, has a proven track record in business and is going to be around to support the technology over the long term; has the technical capabilities to properly install and support the technology, and has a proven track record working with schools.


Is wood heating the way to go? By Rosie Clarke, Editor

Wood energy has huge potential for sustainable development and now represents one third of the global renewable energy consumption. Creating greener economies, wood energy is more sustainable and efficient than before with sustainable forest management a priority. It is now a very renewable source of energy in a world increasingly governed by climate change. Wood energy can also be a cheaper long-run energy option for schools as it is relatively easy to convert most existing hot water heating systems over. Wood provides a safe, clean, reliable and economical alternative to other forms of energy like coal, gas and oil.

The Energy Efficiency and Conservation Authority (EECA), has supported several wood energy projects in schools and industry in New Zealand as a carbon neutral, low-emission and renewable heat source. The EECA states: “Wood energy can be a good choice for schools and commercial buildings as it is a renewable energy option with relatively low running costs. “It provides a safe, clean, reliable and economical alternative to other forms of energy.”

Wood chips or wood pellets? According to ECCA this decision depends on “factors like location, energy requirements, existing wood burning technology and site issues such as fuel storage

capacity”. Wood chips are available all-over New Zealand and are relatively cheap as they are a wood residue product. Wood pellets produce heat quickly, take up less space when used as fuel and are consistent in quality but they are also more limited in supply and can be more expensive.

How do you convert to wood energy use? Check with your local wood energy provider as every boiler is different, it can be a very easy conversion or more complicated depending on the system. Modern wood energy technology is sustainable (when it comes from plantation forests such as New Zealand's) and carbon neutral. The conversion could be a great option for schools

looking to prioritise environmental impact and move towards a renewable fuel that delivers not only to the school, but the wider community as well. The report on the Renewable Heating in Schools pilot project can be found on the EECA BUSINESS website.

Industry insights: Brian Cox, executive officer, Bioenergy Association of NZ spoke about some of the new technologies now available to schools. The strength of using biomass for heating is that it uses well proven technologies, well supported by service providers. I think that the exciting aspect might be how to incorporate biomass heating into the curriculum.

Some benefits to wood heating: •

Adaptable and most existing oil or coal-fired boilers can be converted to run on wood chips or pellets.

A school heating method that can be used as an educational tool for teaching students about sustainable living.

Your school could share the energy with local community facilities/ buildings, dividing costs and optimising energy efficiency.

Easy to maintain, modern pellet fuel boilers can be maintained remotely though some ash removal and boiler tuning will be required.


Image courtesy of the Bioenergy Association


Term 2, 2019 |

In countries like NZ with plantation forests, modern wood energy technology is sustainable and carbon neutral

In one inspiring example, Otaki College has incorporated their biomass heating into studies for botany on growing different species of tree for fuel. In terms of fuel choice, it will generally depend on location and availability of pellets or good quality chips. Pellets are more homogenous and so will flow better if used in an existing converted coal boiler. The operator may have less storage problems with pellets but that depends on the design of the fuel storage facility and handling. Both options should always be considered.

Scott Fairbairn, Natures Flame representative, discussed some of the environmental benefits to using wood heating. Burning pellets is considered carbon neutral as the trees are replanted, absorbing the carbon that they release being burned. Burning wood pellets for energy results in organic ash, which can be used as fertiliser, lower maintenance and long life equipment utilisation. In terms of maintenance, boiler tuning is required by a combustion engineer for boiler efficiency. This is usually only required once a year or even

Wood pellets are the smart heating fuel alternative for your future. Made from waste-wood they are sustainable and renewable and can be used to generate heat in homes, schools and commercial/industrial businesses. Wood pellets can offer a low emission alternative to coal, often with very low cost switch over costs. Nature’s Flame opened the largest wood pellet plant in the Southern Hemisphere, based in Taupo: close to raw fibre sources. As part of our quality assurance, we invited the most demanding, most robust assessor, DIN Certco, to appraise the quality our fuel and the process by which it is made. We also hold

less often depending on the boiler and with modern pellet fuel boilers, the boiler can be maintained and tuned remotely in many cases. Ash removal is required but there is considerably less than wood chips and coal. Pellets must be kept dry. If wanting to use wood heating

NATURE’S FLAME PREMIUM WOOD PELLETS New Zealand’s only DINplus and Biogro Organic certified wood pellets .

Image courtesy of the Bioenergy Association

Forest Stewardship Council and Biogro Organic certification. Nature’s Flame is a leading supplier to schools across New Zealand and can advise on boiler fuel conversions (from coal to renewable wood pellets) and can refer to leading boiler installers if required. With distribution centres in Taupo, Christchurch and Dunedin, Nature’s Flame can service delivery and support across New Zealand. We believe wholeheartedly in helping New Zealanders enjoy affordable, convenient, sustainable heating experiences for their schools and businesses and are excited to be part of providing a fantastic, 100% sustainable, renewable and the highest quality solution for New Zealand’s heating and energy needs. For further details please contact Gerard Dobbs on 027 289 7169

as a STEAM tool, schools could consider the benefit and growth of trees in the carbon lifecycle; combustion and energy requirements; the use of hot water for heating and storing energy. Pellets are also hydroscopic, so they are great at showing the effect when water/liquid is added.

New Zealand’s Leading Premium Wood Pellet Supplier New Zealand’s only Din Plus quality certified pellets Nature’s Flame provides the highest quality wood pellets and the highest quality service – proud supplier to Schools across New Zealand.

Contact Gerard Dobbs on 027 289 7169 P: 0800 735 538 E:

Term 2, 2019 |



Next Level Learning Brilliant Interactive displays, delivering leading learning environments where teachers & students collaborate with ease.


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