School News, New Zealand - Term 3, 2021

The essential industry guide

Issue 54 | Term 3, 2021 | NZD $12 incl GST | schoolnews.co.nz

EOTC

Does your excursion have an educational narrative?

PROFILE

Fairhaven School, Hawkes Bay 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 our term three issue Front Desk Editor's Note: Breaking free of old school walls................ 05

Education Special Report:

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PO Box 5104, Papanui, Christchurch, 8542, NZ Phone: (03) 365 5575 Fax: (03) 365 1655 mail@schoolnews.co.nz www.schoolnews.co.nz ISSN: 2624-2389 (Print) ISSN: 2624-2397 (Digital)

EDITOR Rosie Clarke, editor@schoolnews.co.nz INDUSTRY REPORTERS Heather Barker Vermeer DESIGN & PRODUCTION Richard McGill, production@schoolnews.co.nz ADVERTISING Dee Dawson, advertising@schoolnews.co.nz

Swimming up stream.......................................................................... 06 Principal Speaks: Crisis management like no other................................................. 10 Building an inclusive literacy environment........................... 13

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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!

04

Lessons from Fairhaven: We can’t have egos in a school like this”............................... 20

Students take a seat............................................................................ 24 House music to hazard warnings................................................ 27

Technology Workshopping laser cutters + CNC routers........................ 32 Work smarter! But how?................................................................... 34 Smart projections.................................................................................. 36

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Teacher's Desk Health, wellbeing, above all else.................................................. 38

Teaching Resources Upcoming Industry Events Calendar........................................ 40 School News Classroom Resource Directory..................... 41

EOTC Zoo-topia sparks learning joy........................................................ 42

20

Does your excursion have an educational narrative?.... 45

Sport & Recreation On each other’s team.......................................................................... 48

Property Digital futures: A sign of the times................................................................................ 51

KEY

Supplier information or content

Profile

Administration

CONTRIBUTORS Carla McNeil

Commercially funded supplier profile or supplier case study

Enabling accessible learning for all abilities........................ 14

Hear more, shout less!....................................................................... 52

42 FRONT DESK

Cover Image Image courtesy of the International Antarctic Centre Term 3, 2021 | schoolnews.co.nz

Kia ora!

later receiving media inquiries.

In this issue of School News, Heather Barker Vermeer has written an in-depth special report (page 06), on the controversy surrounding streaming in schools. It’s a topic that many of our School News readers are passionate about, as she notes…

He writes: “After an initial flurry of activity (two or three hours) consisting of Zooming with our Senior Leadership Team (SLT), responding to initial media questions, and responding to student concerns, our team needed to mobilise and establish how things would work at 09.00 the next morning, when the testing centre was to be stood up on site and we were going to ask 1400 students, and their families, to queue up for a test.”

Following last issue, we received many responses from readers siding against the historic practice of grouping students by perceived ability, which research has shown unfairly disadvantages Māori and Pasifika young people.

Heather outlines the issue as it pertains to NZ schools, and poses some key questions to curriculum leaders.

Papatoetoe High Principal Vaughan Couillault penned the Principal Speaks column

Rosie Clarke,

Editor, SchoolNews editor@schoolnews.co.nz

this issue (page 10) after being thrown into the national media spotlight when his South Auckland school found themselves on high pandemic alert. He generously shares his learnings from the school’s pandemic response and takes us through the shock of being told a student tested positive for COVID-19 and 30 minutes

Elsewhere this issue, we showcase a wide array of solution-focussed feature articles. Beginning with some discussion of what it takes to build an inclusive literacy environment (page 13) and equipping a classroom to enable inclusive learning with different tools and solutions (page 14). We

host a discussion around flexible seating and IP Paging strategies from page 24 to page 30, and get stuck into laser cutting and CNC router ideas and information on page 31. You will find some advice on helping teachers support tamariki with anxiety (page 37), and find out about different wellbeing programs and services on page 38.

We spotlight excursions this issue as well, seeking out some thrilling, curriculum-focussed activities on offer around the country, from Hamilton and Auckland Zoos, to STEAM initiatives at the International Antarctic Centre, the National Aquarium of New Zealand, and MOTAT, all available there for school visits.

What EOTC do you have planned this year? Write in and let us know so we can feature your school!

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Term 3, 2021 | schoolnews.co.nz

FRONT DESK

05

EDITOR'S NOTE

Breaking free of old school walls

SPECIAL REPORT

Swimming up stream

By Heather Barker Vermeer Industry Reporter

The tide against streaming in schools is swelling.

In our last issue, Principal Speaks columnist Richard Crawford discussed the ability grouping issue, following research by Tokona Te Raki – Māori Futures Collective on Ending Streaming in Aotearoa.

School News received responses from readers also siding against the historic practice of grouping students by perceived ability that research has shown unfairly disadvantages Māori and Pasifika young people.

In 2013, research led by University of Canterbury by educational psychologist Professor Garry Hornby, now Emeritus Professor at the University of Plymouth in the UK, condemned the practice. Research found that grouping students by ability in intermediate and secondary schools could prove detrimental to many students. Hornby said, "The findings of our research reinforce the need for schools to re-consider their practices for ability grouping and adopt strategies that will be more effective in bringing about improvements in children’s educational achievements.’’

Cover of the Tokona Te Raki Māori Futures Collective's report.

And yet, the practice of streaming continued apace in Aotearoa. Indeed, it continued to such an extent that this country is believed to have one of the most highly streamed education systems in the world.

acceptable ways," he said in a statement. "For example, they may focus their efforts more intensively with a small group within the class who need more attention in a particular area like reading or arithmetic.

Included in the Education and Training Act 2020 is the requirement of school boards of trustees to honour and effect the Treaty of Waitangi in schools by achieving equitable outcomes for Māori students.

Education Minister Chris Hipkins has expressed the view that streaming is inconsistent with these priorities.

"But streaming students into classes where lower overall expectations are set for some groups of learners isn’t acceptable practice."

"Teachers informally group students all the time in perfectly

Step up, Tokona Te Raki – Māori Futures Collective, which in March, produced its report, Ending Streaming in Aotearoa.

Research focused on the teaching of mathematics, highlighting four New Zealand schools where streaming

has been recently removed, with positive outcomes.

“Our campaign was sparked three years ago by a school visit on a day when a number of Māori students had just been told they had been placed in a foundation maths class. We saw their anger at this decision,” said a media statement from Tokona Te Raki.

For its earlier research document, He Awa Ara Rau - A Journey of many Paths, Tokona Te Raki tracked over 70,000 rangatahi Māori through education and into employment.

Research found streaming to be one of the most significant barriers to future success.

Round table kōrero at the May hui in Ōtautahi Christchurch.

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Term 3, 2021 | schoolnews.co.nz

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Delegates in discussion at the national hui in May.

“…right now, an unfair practice that divides and labels tamariki (children) from the very first day they arrive at school is standing in the way of that vision. This practice is known as streaming,” said the report.

“We found students are more likely to be streamed based on behaviour and assumptions, rather than genuine differences in ability. Racism, deficitthinking and stereotyping mean educators are less likely to place Pākehā students in foundation classes and low streams.

These decisions limit rangatahi opportunities and pathways.

moving into Year 11 and Year 12 maths and students' self-belief, confidence and motivation improve,” says Tokona Te Raki.

“We need to make sure this outdated practice is stood down from all classrooms.”

A campaign petition had gathered over 2755 signatures by mid-July. A rap track, ‘Don’t Run’ featuring Syd Diamond and produced by DJ Sir-Vere, was released on the back of the report, to connect the anti-streaming movement message with rangatahi.

“Many students who were told they’re low ability, do not or cannot enter full NCEA courses.

The impact of streaming narrows career choices to low skill, low paid, and high-risk jobs and employment. We know that it is bad for everybody, but it is especially bad for Māori and Pasifika students. This is systemic racism in action.”

Tokona Te Raki included Hastings Girls’ High School, Wellington High School, Horowhenua College and Inglewood High School in Taranaki in its dedicated Ending Streaming in Aotearoa research project.

These schools have abolished streaming and seen students improve academically across the board, especially Māori and Pasifika students, by finding alternative systems of teaching that brought teachers and students closer together.

“They used tools that brought teachers and students closer together - like learning more about each child’s passions and goals for maths, and scrapping arbitrary deadlines to assess students when they were ready.

They have seen more students

08

Piripi Prendergast

School News spoke with campaign champion, Tokona Te Raki – Māori Futures Collective’s Piripi Prendergast, who said the Ministry of Education has given the campaign its backing.

“The Ministry came to us and said they would like us to lead a collaborative response to ending streaming, so let’s do this as a collaborative process.”

That collaboration began on May 25 with a nationwide hui, held in Ōtautahi Christchurch.

It brought together over 60 individuals from across the education sector to kōrero.

“We invited national leaders of key stakeholder organisations to a meeting,” says Prendergast.

“Twenty-two organisations

were represented including ERO, the Ministry of Education, the Principals’ Federation, iwi leaders, teachers, race relations and all the education unions. It was a big day!

“People were not spoken at; they worked in groups and at the end of the day a call to action for all organisations to go back and work out what they would commit to doing.”

Prendergast said one of the outcomes of the hui was the decision to create a design team.

“The question is now ‘how do we make the shift?’ That is why we have set up a design team to come up with a blueprint.”

It will consist of up to 20 members and meet twice a month in Christchurch, starting in August, he says. “We have been absolutely amazed by the calibre of people who have put their names forward to be on the design team. The Ministry of Education has put forward three people to come on board, for example.” He says the team will include principals, researchers and rangatahi.

“The response has been very, very good. To have such a number of large organisations committing to ending streaming has been amazing. And a number of them have gone even further by committing staff members twice a month to work with us!”

Most pressing, says Prendergast, is the need for a definitive date to be set for ending the controversial practice. “We want there to be a date put on when streaming will end in Aotearoa,” says Prendergast. “Let’s say, by 2030, this will no longer be allowed to happen. I think it should go the way of corporal punishment; it was something that was always done and then

EDUCATION

it was banned so it can’t happen anymore. I think that’s what it will be like with streaming.”

Opposition to ending streaming, Prendergast says, largely comes from parents of children who have been streamed into what are often deemed ‘top’ groups.

“Parents say, ‘what about the top kids?’ Well, there is substantive research currently coming out of England, through Taylor & Francis, which shows that when so called ‘top students’ are put into a mixed ability setting, they are actually doing better. It’s quite ground-breaking research.”

CORE Education is one of the many organisations to come out in support of the campaign, saying it, “Congratulates and stands alongside Tokona Te Raki as they champion a system response to ending streaming in Aotearoa.” CORE’s Tumu Whakarae, Dr Hana O’Regan said, “We know first-hand that it can be hard to do things differently, and that learning communities will need support to look with fresh eyes at how they can “destream” so that all learners have the best chance of success.”

Prendergast says the role of the design team will be to pave a practical path for a future where streaming no longer exists. “Yes, it will need a lot of resourcing and that’s what the design team is there to look at. Working in communities, not just as ad-hoc schools, is the way to go about this.

“Let’s do it as a collaborative process. So many organisations, including the Ministry, are taking action and actively want us to get rid of streaming, so let’s set a date and get on and do it!”

Term 3, 2021 | schoolnews.co.nz

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Principal Vaughan Couillault was thrust into the national media spotlight when an unthinkable scenario unfolded at his South Auckland school in February. Here, he generously shares his learnings from Papatoetoe High’s pandemic response…

February 14th, 2021, started like any other Valentine's Day I have experienced. I had just returned from a very pleasant walk around my local community with my wife and, at around 11:30am, I received a phone call from the Auckland Regional

gave me as much detail as they could regarding our student that had tested positive and gave me a very clear guide about what was required from my team at Papatoetoe High School (PHS) over the next few hours.

Vaughan Couillault Principal, Papatoetoe High School

Public Health Service (ARPHS) informing me that we had a student at our school who had tested positive for COVID-19.

The conversation with ARPHS lasted approximately 25 minutes.

During that conversation they

The Minister of Education and the Director General of Public Health were scheduled to make an announcement at 1:45 PM that day and I was permitted to prerelease information to our school community 30 minutes prior to that announcement being made.

Our school community was given a 30-minute head start to come to terms with our school being at the epicenter of a community outbreak of COVID-19.

At precisely 1:15pm, the first notification was sent to our school community. The message was simple: “Kia ora. A student at Papatoetoe High has tested positive for COVID. The school will be closed on Mon and Tues at this stage. Please stay at home and more information will be emailed this afternoon.

Regards Vaughan (Principal).”

At 1:45pm, as planned, the Director General of Public Health, Dr Ashley Bloomfield, went live on television identifying our school.

My first media enquiry (yes, I timed it) came in a mere 45 seconds after that announcement was made…

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Crisis management like no other

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EDUCATION

Term 3, 2021 | schoolnews.co.nz

and those calls kept on coming for the next three weeks.

After an initial flurry of activity (two or three hours) consisting of Zooming with our Senior Leadership Team (SLT), responding to initial media questions, and responding to student concerns, our team needed to mobilise and establish how things would work at 09.00 the next morning, when the testing centre was to be stood up on site and we were going to ask 1400 students, and their families, to queue up for a test.

At this point, it is important to establish that the results (in terms of testing numbers) our school community experienced in dealing with this cluster, was borne of having an amazing team of people to work with and an incredibly responsive community.

In addition to this, the ARPHS made the decision to allow our senior leadership team to create a “work bubble”, and we were able to be onsite to help do the heavy lifting each day.

I believe this single decision

Term 3, 2021 | schoolnews.co.nz

made a significant difference to the impact our team was able to make.

The PHS SLT work bubble was able to distribute tasks and responsibility for the evolving workstreams (social media awareness, community comms, property management, clinical staff liaison, media liaison, ARPHS meetings, food parcel distribution, to name but a few), and remain genuinely connected and working collaboratively to address any issues that arose.

The PHS SLT members were supported brilliantly by the team at ARPHS, as well as by the clinical teams that came on site to run our two mass testing centres.

At the very heart of this support was trust.

Through the intense communication and discussions of the first few days, as well as through existing community, professional and personal rapport between key individuals, trust and confidence was rapidly established. This trust mattered; it always does.

EDUCATION

Vaughan Couillault

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Another decision that we made (which, at the time, we did not necessarily have an awareness of the significance of) was to make sure that the faces people saw each day (be that in the media, at the front gate when they were opened, or handing out water as whanau waiting in long queues) were faces that were familiar to our community.

We did not outsource to a media company or spokesperson, we supported the traffic management and security detail, we were physically present to calm the nerves of those that needed it. It is fortunate that our health response had evolved to the point where this approach was permitted, and we do think that this made a difference.

We were also very deliberate in asking our student leaders to take up the challenge of communicating with our student population in a way that worked for them. What worked for them was comedy, collaboration, and a bit of consistency of message.

The Instagram platform was the primary mode of delivery,

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Vaughan Couillault, pictured during the COVID response.

and the rest is a wee bit of local history. It was an extremely powerful way to mobilise our student population and enhance community confidence in what we were trying to achieve.

Trust them.

•

A team with high levels of relational trust can accomplish quite remarkable outcomes.

Many have since asked what we have learned from our experience. The answer is complicated, but to summarise:

•

The media can be part of an effective solution when facing significant challenges.

•

•

The ARPHS and Ministry of Education were fantastic in providing

Student leaders, when empowered to lead, can create momentum.

EDUCATION

support to our school.

•

A COVID-19 cluster is a four-week cycle. You will get through it.

The team at Papatoetoe High School are only too willing to help any school who would like to draw on our COVID-19 experience to support the work they are doing in their context.

Feel free to make contact if you think we can help.

Term 3, 2021 | schoolnews.co.nz

Building an inclusive literacy environment learners under their watch. We often hear or say that ‘it really does take a village’. Historically, when it comes to inclusion (and moreso the lack thereof) I have experienced a rift and friction between whānau and schools. Forming and maintaining reciprocal connections within that village is essential to fostering a fully inclusive literacy environment.

By Carla McNeil, Managing Director, Learning Matters

Enabling and including all learners is something all teachers pride themselves on and are committed towards.

Achieving this has always been a challenge, due to the diversity of needs that present in the classroom.

Recognising early signs of difficulties is key to building an inclusive literacy environment. This recognition and understanding enables acceptance of diversity.

Empathy follows. Then actions can then be considered that are planned and appropriate. Learning takes place when you feel safe to engage and when you feel supported.

If we can modify our teaching approach to meet the needs of all and remove barriers so our learners can feel safe to engage, students will feel more confident and willing to take risks with their learning. Bringing such an approach to the classroom, which includes everyone in core curriculum times, is an important factor. Over the past five years, it has been a privilege to observe the difference that the implementation of research and evidence-based practices, such as structured literacy, is making to the inclusive literacy environment in schools.

Using an approach that is based on scientific findings and uses an instructional framework stemming from evidence-based teaching practices has the greatest impact, with every student in every classroom. It ensures students experience success at every step and their learning is cumulative. Nothing is left to chance; nothing is assumed.

Therefore, teachers are ensuring that the learners’ self-esteem is intact, and they are engaged and supported every step of the way.

In the recent development of their Dyslexia Kete, the Ministry of Education has identified ‘Structured Literacy’ as the most effective

Providing the knowledge and tools to implement a STRUCTURED LITERACY approach in your school. iDeaL is a complete, comprehensive, and cost-effective approach that lifts literacy outcomes for ALL ākonga.

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method for teaching dyslexic ākonga. But this is also an approach that is effective for all students.

I commend all teachers that are growing their understanding and knowledge from the perspective of neuroscience: specifically, the Science of Reading and how all brains learn to read and spell. Understanding ‘why this is important’ provides an imperative base-awareness when implementing research and evidence-based practice. As a result, we are finding that teachers are driven to continue increasing their knowledge, improve their practice and own the increased difference they can now make to the

“

The introduction of Structured Literacy in many schools across New Zealand is instigating closer and stronger connections between whānau and teachers.

With increased knowledge and the right tools at the fingertips of our teachers and support staff, the barriers are being removed. No longer is there a default response for teachers and leaders to feel and act in a defensive way when discussing a students’ achievement levels and needs. This shared understanding and knowledge is also setting the scene for a reciprocal acceptance, promoting a closer community and whānau.

For our students with specific learning differences, self-esteem and motivation will all change when the right type of teaching is implemented as early as possible.

Normalising an evidence-based teaching approach in classrooms brings with it inclusion. This is what will (and is) making the biggest difference for all tamariki.

We have made the move to Structured Literacy and could not be more pleased with the iDeaL Approach.

The money we have invested vs outcome is an easy decision.”

- School Principal

To find out more head to www.learningmatters.co.nz Term 3, 2021 | schoolnews.co.nz

EDUCATION

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Enabling accessible learning for all abilities

Image courtesy of Oticon

By Heather Barker Vermeer Industry Reporter

As a concept, inclusion is often associated with minority groups such as people who experience disability, but inclusion is about everyone.

Schools have legally binding obligations to include and provide a quality education for all learners under the United Nations Convention on the Rights of Persons with Disabilities, as well as the national disability strategy.

In an educational setting, inclusion requires processes and environments conducive to personalised learning. Students with disabilities need to be able to engage in learning in the same way as their peers.

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This involves consultation with the student / caregiver to identify and assess what adjustments are required to fit the needs of the student. There also must be ongoing review to ensure the adjustments remain relevant and appropriate, depending on age and stage.

The range of needs and adjustments teaching staff may be required to make can vary as much as the students themselves and personalisation is key. For example, a student with particular visual impairments may benefit from the use of simple, sans serif font, such as Arial at a 12pt font size or above, in order to enhance their ability to make out characters. They may require a slope board, physical objects perhaps with textures to use as sensory learning tools.

A student with limited mobility may require mobility assistance, specialised furniture or specific tools for communicating their learning if they are unable hold a pencil, pen or paintbrush and cannot use a standard keyboard.

tactile aids such as counters, abacus, soft shapes and ribbons can be useful for some students with some attention disorders and intellectual impairments.

Classroom material may need to be adapted for students with hearing impairments or need sign language interpretation.

Some students may also require support in developing social skills – inside and outside the classroom. The importance of this cannot be underplayed and is relevant for everyone.

Teaching strategies that work effectively for students with intellectual impairments or learning difficulties can be useful for all students.

Practical guidance is available for teachers and education leaders to help recognise, plan for, and meet the learning and wellbeing needs of diverse learners.

Working with small groups or one-on-one, can allow teachers to give clearer, ore targeted instruction, for example.

Educators can find information online pertaining to the different educational needs of mixed ability leaners from those who have acquired brain injury, experience ADHD or allergies, to those who experience low vision, deafness or speech challenges.

P16

Visual aids such as picture books, coded charts, and photographs can benefit some students and

EDUCATION

Term 3, 2021 | schoolnews.co.nz

In a class of its own:

Roger SoundField Systems ™

Classrooms are lively, dynamic places where effective communication between teachers and children, and amongst peers, is vital.

automatically adjusts the level of the teachers voice so that it sits above the classroom noise.

Unfortunately, classrooms can have poor acoustics and are often noisy. Indeed, a recent NZ study revealed traditional classrooms had an average noise level of 69dB (A) whereas larger, more open plan modern learning environments, were on average 6 dB louder1.

This combination of noise levels and poor acoustics can result in significant hearing challenges for all children, but particularly those with hearing loss. These challenges can be addressed through a combination of improvements to classroom acoustics and installation of a Roger™ DigiMaster SoundField system.

The Roger™ DigiMaster 5000 model is ideal for smaller spaces, whereas the Roger™ DigiMaster 7000 has additional speakers to cater for larger spaces such as halls/auditoriums.

The Roger™ DigiMaster has multiple benefits for both teacher and child, including: 1. Better vocal health With Roger™ DigiMaster, the teacher wears a microphone/ transmitter that picks up and wirelessly transmits their voice to a speaker array, which in turn delivers their voice to the entire classroom at a clear level, ensuring children can listen, focus and learn.

A key ingredient of Roger™ technology is its dynamic nature, which, unlike fixed-gain systems,

Noisy classrooms can result in vocal strain for teachers2. The dynamic element of Roger ensures their voice is automatically kept at a level above the background noise, reducing vocal strain and overall fatigue4.

2. Improved classroom engagement, management and performance A study by Wolfe showed Roger™

DigiMaster resulted in significantly better speech recognition at higher noise levels than a fixed-gain SoundField system3.

Another study reported improved listening ability, performance, and responses to instructions/ less need for repetition4.

3. The Roger™ education ecosystem The Roger™ Touchscreen Mic is the most versatile transmitter for education, enabling connection with not only the DigiMaster SoundField System, but also hearing aids and Cochlear implants with personal Roger™ receivers. Furthermore, it can network with other transmitters supporting easier hearing of classmates and media.

Want to hear more? Contact charlotte.gordon@phonak.com

TOP OF THE CLA SS Improve listening in background noise for all students with a Phonak Roger™ Digimaster Soundfield system.

• Impro Improves listening for normal hearing children4 • Transmi Transmitter can be paired directly to paediatric hearing aids with a Roger receiver hearin • Reduces te teacher vocal strain4 • Reduced need for repe repetition of instructions4 • Impro Improved student performance4 • Improved perform performance compared to fixed-gain soundfield systems3 For more inf information on potential funding avenues and pricing:

Email nzinfo@pho nzinfo@phonak.com Call 0508 746 625 1. Park, Ji (2017) The Eff Effect of Noise in Open-plan and Enclosed Classrooms on Speech Perception for Normal Hearing and Hearing Impaired Children: A Step towards Creating an Acoustically Friendly Innovative Learning Environment.

Masters Thesis. Retrie Retrieved from: https://researchspace.auckland.ac.nz/handle/2292/34679 2. Dickinson, J. (2016, April 16). World Voice Day: How to protect your most important teaching tool. Retrieved from https://www.tes.com/news/school-news/breaking-views/world-voice-day-how-protect-your-most-important-teaching-tool 3. Mülder, H. E. (2013) Roger Dynamic SoundField - Study shows better speech recognition at higher noise levels. Retrieved from https://www.researchgate.net/publication/282505191_Roger_Dynamic_SoundField_-_Study_shows_better_speech_recognition_at_higher_noise_levels https://www.resear 4. Phonak Field Study News (2011). Dynamic SoundField: Teachers’ Ratings Students Perform Better, Classrooms are Quieter, Teacher Vocal Strain is Reduced https://www.phonakpro.com/content/dam/phonakpro/gc_hq/en/resources/evidence/field_studies/documents/fsn_DynamicSoundField_Teacher_Ratings_2011_04.pdf

Term 3, 2021 | schoolnews.co.nz

EDUCATION

15

Image courtesy of Phonak

P14 With care taken to adapt to the needs of the individual, and with whole school support, each student will be equally placed to thrive in their own educational setting. Inclusive, accessible learning is a birth right and building a culture of inclusion helps remove discrimination and benefits us all.

“Often, students understand the written word as opposed to verbal instruction, so writing instructions down in short sentences is beneficial. Try and avoid sitting students near doors, windows, or overhead lights that hum or buzz as they can be distracting to them.

Here are some of my top tips: •

as a learning tool.

Try and reduce the need for handwriting use a computer if possible.

Industry insights

Listening to music can help keep them on task or if they are extremely sound sensitive allow them to use noisecancelling headphones.”

He advised: “If we think about classrooms, they are becoming more and more diverse and demanding. They can be an extremely difficult environment for a child with hearing loss for a few reasons, for example when noise, distance and reverberation become challenging.

Maree Whitworth, managing director at Solutions NZ, took us through some strategies, techniques, sensory tools, and environments that educators can implement in the classroom.

16

•

Corey Ackerman, a spokesperson from hearing device manufacturer, Oticon, explained why optimal hearing for children with hearing loss is so important for learning.

Online resources: inclusive.tki.org.nz and belab.co.nz

She said: “It is very important for students to have a clear daily routine. As many students have difficulty coping with change, it is beneficial to give warning of a change about to happen.

This can be done visually or with the use of timers.

Use coloured overlays if someone struggles to read black print on white paper.

Use their special interest if they have one

•

•

Image courtesy of Solutions NZ

EDUCATION

"More than 80 percent of what children learn comes from incidental learning.

Their brains act as a sponge, absorbing sounds to help them learn from the constantly Term 3, 2021 | schoolnews.co.nz

"To develop language and enhance learning, students need to be able to hear the teacher’s voice clearly.

Compared to children with normal hearing, children with hearing loss experience more difficulty in perceiving speech and learning words in noise."

Phonak Audiologist, Charlotte Gordon described some key considerations for schools looking to create inclusive classrooms. She told us:

“This is where remote microphone systems and other assistive devices, such as soundfields, can be utilised to improve the listening environment for children. A remote microphone can be worn by the teacher and connected both to hearing devices and speakers so that all children, not just hearing impaired children, benefit, this has the added plus of not ostracising a child with

©Robert Kneschke - stock.adobe.com

“Irrespective of whether a child is hearing impaired, they require a

quieter environment and louder auditory signals in order to learn.

This is because a child’s auditory system is not fully developed until the age of approximately 15 years (Flexer 2002).

Term 3, 2021 | schoolnews.co.nz

©Seventyfour - stock.adobe.com

©Sergey Novikov - stock.adobe.com

changing environments that they live and interact in.

a hearing impairment because everyone in the classroom is using the technology.

This secondary microphone can

“Further, a secondary microphone that connects to the remote microphone worn by the teacher can be passed around on the mat by children.

This has another unintended side

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be useful for children to use on the mat when they are speaking. effect of children only talking when they hold the mic, making for a calmer environment.”

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EDUCATION

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Managing challenges in noisy and reverberant classrooms?

More than 80% of what children learn comes from incidental learning. Their brains act as a sponge, absorbing sounds to help them learn from the constantly changing environments that they live and interact in.

Corey Ackerman, a spokesperson from hearing device manufacturer, Oticon, explained why optimal hearing for children with hearing loss is so important for learning.

He advised: “If we think about classrooms, they are becoming more and more diverse and demanding. They can be an extremely difficult environment for a child with hearing loss for a few reasons, for example when noise,

that gives children with hearing loss 360° access to sound to support incidental learning.

It is the first children’s hearing aid to open up the world of sound while supporting them to choose which sounds to pay attention to naturally.

Oticon’s paediatric hearing aids connect to Oticon’s wireless remote microphone to deliver clear access to the teacher’s voice.

distance and reverberation become challenging.”

difficulty in perceiving speech and learning words in noise.

To develop language and enhance learning, students need to be able to hear the teacher’s voice clearly.

Compared to children with normal hearing, children with hearing loss experience more

This is where Oticon’s classroom solutions for children with hearing loss can help.

Oticon’s latest paediatric hearing aids contain groundbreaking technology

The microphone is worn by and designed for teachers so they can focus on what’s important – connecting with and teaching children, inside and outside the classroom.

For more information about Oticon’s paediatric solutions, contact Corey Ackerman, Oticon New Zealand via email coac@oticon.com or by mobile on 027 553 5438.

A complete classroom solution for children with hearing loss Oticon Opn PlayTM hearing aids offer children 360° access to speech in noisy environments.

When combined with EduMic, Oticon’s remote microphone, your students will be able to hear your voice directly in their hearing aids providing optimal opportunities to learn.

Contact Corey Ackerman, National Sales Manager 027 553 5548 or via email coac@oticon.com for more information.

Always read the label and follow the instructions.

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EDUCATION

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EDUCATION

0800 864 382 atinfo@dtsl.co.nz atstore.co.nz | assistive.dtsl.co.nz 19

Lessons from Fairhaven:

“We can’t have egos in a school like this”

By Heather Barker Vermeer Industry Reporter

thought tangible learning support tools were being missed for these students who now had to stay at home, so they worked with us to make up learning support packs. Though they landed just as lockdown was lifted, we now have these to use and are ready to swing into action should we need to again. They did what would normally take months to organise, in a matter of weeks.

Over the past 12 months, the unforeseen turmoil, uncertainty, and stress brought about by the global pandemic have been felt nowhere more keenly in the education sector, than at schools serving students with high, complex needs.

A pragmatic, positive and purposeful approach to school management has enabled Fairhaven School in Hawkes Bay to lead by example when it comes to recovery and not just survive, but thrive. Principal Diane Whyte is a leader not only at the Taradale special school, where she has been the principal for over seven years, but she is a leader in her field. Her vast knowledge, experience, and empathy - and sense of humour have stood her and the school in good stead to be able to weather the most collectively difficult storm for teachers nationwide

20

Principal Diane Whyte with Fairhaven School students.

have faced in recent times.

Whyte has tears in her eyes as she recalls the weight of expectation she felt during last year’s first lockdown period. “That sheer feeling of total responsibility to make sure my staff and my students were safe and well was enormous. I’m tearing up just thinking back to that. We [the staff] were all so heightened and vigilant. It was like nothing anyone had ever experienced. And the sands were shifting all the time.”

She was impressed by the Ministry of Education’s response, which she says kept her and her staff well-informed throughout the uncertainty. “I seem to recall there were about 180 bulletins that came out from the Ministry, within a timeframe where there would usually have been about 20. Everything was so clearly communicated. I personally think Iona Halstead did an outstanding job.

“We told the ministry that we

PROFILE

“For me, in a really unanticipated way, lockdown supported the lessening of the divide and created an increase in trust between the Ministry and the sector, because we really were in it together.”

Whyte manages a roll of 50 staff, with 18 usually based on site, at the school for five- to 21-year-olds with complex, very high needs stemming from a range of intellectual and physical disabilities. Fairhaven’s Taradale base school has two reception classes and two primary classes, with five satellite units operating from a range of primary, intermediate, and high schools in the area.

Term 3, 2021 | schoolnews.co.nz

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PROFILE

21

Principal Diane Whyte engages with a student using one of the school's many learning tools.

There is a transition centre, Te Rangimarie, based at Bridge Pā to assist students with transition from school to adult life.

During lockdown, Whyte looked farther afield for inspiration on how to improve outcomes for her roll. She says, “One of our staff asked her teacher friend in the UK what they were doing to help support children with real complex needs. We had an early morning meeting on Zoom with Rosewood School in the UK and got really excited about IMPACT tool they were using there. We were buzzing! It was gap for us.”

After completing six hours of subsequent training, including

several 4am videocalls for Rosewood School principal Zoe Evans in the UK, staff were on board with the learning assessment tool and will receive follow up training from the not-for-profit programme throughout the year.

“The brilliant thing is,” Whyte enthuses, “is that it all ties in with Engagement for Learning.

Zoe [Evans], who provides us with the training, is really leading the way in this field.”

Whyte ‘fell into special education’ and joined Fairhaven in January 2014, following eight years as principal at Maitai School in Nelson, similarly a non-

residential school for children with complex needs. “I never had any intention of specialising in special needs, but once I had a taste for it, I absolutely loved it.”

education lens and provide advice to the minister on what should be prioritised for this sector.” She is unimpressed by titles, accolades, and personal praise, however.

She has been a key member on the executive of the Special Education Principals’ Association New Zealand (SEPANZ) for over a decade. Past secretary, and currently serving as treasurer, representing the central region, Whyte is a leading industry figure and has assumed many roles within the association. She was on the ministerial advisory group for developing the New Zealand curriculum in 2018-19. “My role was to be there with a special

“It’s about letting our people shine and providing the support for them to be able to. We can’t have egos in a school like this.”

Like Whyte, Fairhaven’s deputy principal Sioned Oliver moved into ‘special ed’ after teaching in mainstream co-ed schools.

She moved to Hawkes Bay from Auckland’s North Shore with her husband and two daughters five years ago and her dynamic, infectious energy has been pivotal in ensuring

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PROFILE

Term 3, 2021 | schoolnews.co.nz

specially designed bathroom and changing facilities. Objects of reference and core vocabulary boards are prominent in each classroom, which correlate to ‘handbags’ worn by teachers to help illicit responses from non-verbal students and those with limited language ability.

Fairhaven is leading the way in the special needs education and opportunities it provides.

Oliver’s latest innovative area of development is taking Fairhaven’s students out of the classroom and onto the water. With two teenaged daughters that row, and she recognised that the benefits the sport brought to them could, and should, be able to be experienced by her pupils at her school. She applied for funding for rowing sessions, transport, and special super-thin lifejackets for the pupils to wear.

“We want to give our students the chance to feel what it’s like to be in a boat and be on the water.

Sport Hawkes Bay have been brilliant and Rowing New Zealand have also been very supportive of the idea,” says Oliver. She says she would love to one day see her students take to Lake Karapiro alongside able-bodied students and experience the energy and excitement of a regatta. For now, enabling pupils to try out rowing machines and experience education outside the classroom is already having a positive impact.

Oliver says, “One boy notoriously wouldn’t want to come to school if it was a trip day. He came on a rowing one, however, and he was absolutely beaming.

He loved it! It’s that sense of achievement and self-confidence

of doing something new, which you love, that’s so brilliant.”

Whyte adds, “This project has come about from Sioned’s passion and commitment to getting out there and looking for opportunities for our students.

A lot has happened since she moved into the leadership team!”

In terms of the school environment, classrooms at the Fairhaven base are spacious, with plenty of natural light and include many adaptations to cater to students with very limited mobility. Hoists and pully systems connected to tracks on the ceiling enable staff to guide students around the classroom and to

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Printable masters, interactive games, teaching strategies, and extra tasks for every Term 3, 2021 | schoolnews.co.nz

“We all have our strengths and this last year has given each of us the opportunity to show these and to work together.

It’s taught us, more than ever, that we’re a good team!”

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Improving the school environment means, for Whyte, not only working to support change that will positively benefit students, such as the imminent lowering of some of the school’s work benches, for example, but taking pride in the facilities for staff too. New staff toilets have been part of recent upgrades.

Whyte says, “If we create a good environment for staff, it impacts on our students by default. We want both our students and our staff to feel valued and work in an environment they can be proud of.

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Email mel@caxed.co.nz or visit www.caxed.co.nz.

PROFILE

23

Students take a seat...

By Heather Barker Vermeer Industry Reporter

Flexible seating: it seems the only way to go these days. But how flexible do you want to get?

Wobble stools, balance balls, butterfly stools, scoop rockers, wobble cushions, ball chairs…

There’s flexible, then there’s flexible! Across the USA, the trend for unconventional seating in schools has exploded, with every imaginable configuration, colour, material, and mode making its way into classrooms and onto campus.

Stacked foam stools are kind of like circular foam Legotype discs that lock into one another to form a seat at a height dependent on how many of the bright, block colour discs are used. They add colour and a sense of

Image courtesy of Sebel Furniture

ownership and individuality to the classroom. Another novel invention is the Scooper Rocker. These concaved ‘scoop’ seats look like so much fun, allowing children to experience a comforting rocking motion whilst, for example, reading.

In her Edutopia article, middle school teacher Brooke Markle advocates for taking a studentcentric approach to flexible seating. “Changes to a learning environment are often driven by the teacher’s philosophy regarding how students learn

best. When I decided to remove the student desks from my Grade 7 English classroom for the last school year, I was motivated to do so after observing the way my students learned and analysing how I could best support them in that learning.”

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Term 3, 2021 | schoolnews.co.nz

Markle was careful not to prioritise aesthetics. “Once I started researching options to shift the classroom environment, I was careful not to attempt a “Pinterest perfect” classroom and instead maintained focus on the purpose of flexible seating: allowing students a voice and a choice within their classroom. I incorporated various types of seating at different levels throughout the room, and students were able to find workspaces where comfort met capability.”

And sometimes, standing up, is the new sitting down…stand up desks and accompanying stools are now rife across the corporate world and have started making their way into classrooms too.

Flexible seating know-how from supplier experts Sebel Furniture representative Stephanie Cox has noticed that “secondary schools tend to prefer a combination of high benches and standard height tables, enabling the older students to have more options.

Image courtesy of Sebel Furniture

“Moreover, we found that stools with backrests are very popular, as they allow students to sit for longer periods without back fatigue. With regards to old versus newer built schools, an interesting insight we have seen is the development and catering to flexible learning, with

the bigger floor area allowing more furniture options.

tables as they provide the

“In contrast, the older classroom haven’t been designed for this same flexibility, dominated predominately by single square tables facing the front.

In these situations, we find castors are popular on the

collaboration when required.

option to move together for

“This year has seen the continued growth of classrooms with mixed seating, with the following chairs being a popular part within classrooms.

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ADMINISTRATION

25

•

Ottomans; a soft upholstered, often round or square chair.

•

Tik Tok stools; a small stool with an uneven base, enabling children a slight wobble movement.

•

Stackable, lightweight classroom chairs, which are durable and have a sturdy backrest.

•

Booth seating; a soft seating option with a table.

•

Standing tables or high benches with stools

“Outside of the classroom, we have found that within gymnasiums tiered stadiumstyle seating is popular, while in auditoriums stadiumstyle upholstered chairs are often required."

"However, due to today’s use of gymnasiums for multiple uses, options that provide greater flexibility with seating are preferable.

“Ultimately, my top tip would be to not overcrowd the room! Design the space with how you want to use the space rather than what looks visually the best.”

Image courtesy of Sebel Furniture

or a sports gymnasium that transforms into a full school assembly hall. So, in terms of trends, I would say a requirement for flexible spaces within schools is a big one driving the popularity of retractable seating.

“Whether it’s colour schemes,

fabric choices or even incorporating initials of the school through to aisle lighting solutions in performing arts spaces and how they complement the overall room lighting. The most successful and utilised retractable seating

systems are the ones that are integrated into the building design at the early stage.

“For retractable seating in particular, something that people often overlook is the design and build quality of the under-structure itself.

“While the seats themselves are the most obvious consideration, in a lot of ways they are the easy part of the decision. Ensuring you choose a well-engineered under-structure is the thing that will guarantee a good experience when opening and closing the unit. A well-designed unit should still operate just as well 10-20 years after it has been installed.

The whole point of a retractable seating system is to make your life easier and you should just be able to push a button and have the unit open and close and not have to have extra people on site to push and pull it in and out when it locks up.”

Maxwood representative James Hooper took us through some key trends schools should watch.

“I think the main trend we are seeing is the increased popularity of retractable seating across schools. A school’s facilities play a big part in how they deliver their learning outcomes and having flexible, creative, multipurpose learning spaces opens up all sorts of teaching opportunities, be it a lecture theatre that morphs into a small performance space Images courtesy of Maxwood

26

ADMINISTRATION

Term 3, 2021 | schoolnews.co.nz

House music to hazard warnings

By Heather Barker Vermeer Industry Reporter

Pumping house music anthem Darude’s Sandstorm around the school as the start of the day reminder ‘bell’ is one use for a school PA system.

Dunedin North Intermediate may have chosen this spirit-lifting dance track as a way to send pupils into class with a sense of urgency – and likely a smile - but a school PA system has many more not so light-hearted uses too. It’s a system that can not only be timesaving, and uplifting, but lifesaving.

Widely used across Europe and the USA for decades, network public announcement systems that relay sound throughout schools are gaining popularity in

Term 3, 2021 | schoolnews.co.nz

New Zealand. Used for emergency messaging such as a security lockdown or evacuation through to ambient music streaming, the PA system is the most effective means by which to convey a message widely, and fast.

Gone are the days of the pager, but this function can be achieved through a school’s PA network, when, for example, a member of staff or pupil is asked to report to the school office or other location. They can also be useful for notifying students of upcoming lesson changes, alternate venues, or changes to arranged class meeting points, quickly and effectively reaching the whole school or a class group.

Messages can be broadcast across the entire campus, throughout a particular building, or even just one classroom.

P30

ADMINISTRATION

Image courtesy of JPRO Experience AVC

27

Sign up for New Zealand

ShakeOut 2021 All of New Zealand is at risk of earthquakes. We can’t predict when one will happen, but we can protect ourselves and our family. New Zealand ShakeOut is our national earthquake drill and tsunami hīkoi. It’s taking place on Thursday 28 October 2021 at 9.30am

ShakeOut is now an annual international event involving over 60 million people. ShakeOut teaches people the right action to take during an earthquake – Drop, Cover and Hold – and to practise a tsunami hīkoi (evacuation) if in a coastal area.

To join the rest of the country in ShakeOut, all you need to do is sign up at shakeout.govt.nz and Drop, Cover and Hold for 30-60 seconds at 9:30am on Thursday 28 October 2021.

If the earthquake was longer than a minute or strong enough to make it difficult to stand, move quickly to the nearest high ground, out of all tsunami evacuation zones, or as far inland as you can as there may be risk of a tsunami. Check to see if your school is in a tsunami evacuation zone.

If the date and time don’t work for you, you can ShakeOut anytime within two weeks of the national drill and still be counted.

When you sign up you can go in the draw to win a civil defence wheelie bin for your school, stocked with a range of helpful emergency items to help keep people safe during an emergency.

While you are doing the drill, it’s good to take note of what might be happening around you in a real earthquake. Think about what you might need to do to prepare for a real earthquake.

But no matter how you do ShakeOut, make sure you Drop, Cover and Hold. If you are in an earthquake in New Zealand, Drop, Cover and Hold is the right action to take.

Drop, Cover and Hold stops you being knocked over, makes you a smaller target for falling and flying objects and protects your head, neck and vital organs.

DROP down on your hands and knees. This protects you from falling but lets you move if you need to.

28

COVER your head and neck (or your entire body if possible) under a sturdy table or desk (if it is within a few steps of you).

If there is no shelter nearby, cover your head and neck with your arms and hands.

HOLD on to your shelter (or your position to protect your head and neck) until the shaking stops. If the shaking shifts your shelter around, move with it.

an easy way to learn the right actions to take. If you are in tsunami evacuation zone during an earthquake, remember, Long or Strong: Get Gone.

Drop, Cover and Hold until the shaking is over. Protect yourself from the earthquake first.

Your local Civil Defence Emergency Management Group has tsunami evacuation zone maps and regional maps.

Decide where you will go and what route you will take.

Communicate your school’s evacuation plan and process with students and their families.

If you’re in a coastal area for ShakeOut, you can also practise your tsunami hīkoi.

A tsunami hīkoi is a walk that takes you along your tsunami evacuation route either inland or towards high ground. After your Drop, Cover and Hold drill, you can walk or bike your evacuation route with those around you.

All of New Zealand is at risk of earthquakes and tsunami, but practising your tsunami hīkoi is ADMINISTRATION

Term 3, 2021 | schoolnews.co.nz

GET READY TO OCTOBER

28

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OUR NATIONAL EARTHQUAKE DRILL AND TSUNAMI HĪKOI

9:30AM

Sign up to take part in New Zealand ShakeOut 2021 and you’re in to win a prize for your school.

Each registration will go in the draw to win a civil defence wheelie bin. The bin will be delivered and stocked with a range of helpful emergency items to help your school keep people safe during an emergency.

SIGN UP TODAY AT SHAKEOUT.GOVT.NZ Term 3, 2021 | schoolnews.co.nz

It only takes two minutes to sign everyone up!

29

vitally important to the success of the AV system. I recommend that the AV infrastructure is on its own standalone network, with the number of switches or hops kept to a minimum, as this is often the weakest link.

P27 Fire alarms bells can be integrated into a school’s PA system and allow more fluidity of messaging than a simple bell. Similarly, change of period notification alerts can be shared through the network, with additional messaging accompanying the sounds should the need arise.

If a school should face an intruder threat, experience a sudden natural disaster or another serious emergency, staff need simple emergency protocol to follow. Having a modern PA system fitted ensures emergency communication is automated and alerts school occupants to take prompt action. A multifunction public address system can mean the difference between a close call and a disaster, whilst also offering other useful functionality. School songs, national anthems or ambient background music can all be beamed around the school too.

Having the flexibility to share automated messages as well as make ad hoc announcements is one of the beauties of having a school-wide public address set up. This can work wonders in creating a positive school culture and increasing staff / student morale. Fun ‘shout outs’ such as students’ or teachers’ birthday announcements, prize winner notifications, or award news can reach the masses and make a different to many people’s days.

Paging perspectives from the industry Jonathan Neil from Edwards Sound shared his key considerations for schools looking to install or upgrade their IP paging or PA system: “The key considerations are future proof, reliability, ease of use and budget. IP products have an advantage over ‘analogue’ systems; not only the ease of deployment, but that they are like a phone system to set up and install and usually don’t need an ‘audio expert’ to fine tune them. The IT people can use the plug and play attributes, with a small amount of configuration to get it onto your LAN. “Like any equipment, it pays to make sure your supplier will likely be around in five years to back you up, but you shouldn’t find yourself out on a limb they have closed.”

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Images courtesy of JPRO Experience AVC

In terms of technological advancements, he advised: “We are noticing growing interest in two-way systems as they can operate a bit like an intercom.

When the speaker is called from the office, the teacher can talk back from anywhere in the room.

The cost has been the limiting factor up until recently, but high quality ‘intercom’ type speakers are on the horizon. These two-way systems also feature additional functions to control electric door locks, or panic buttons to be connected if required.

“Particularly useful any time, and more so during an emergency situation – e.g. remote roll-call from the safety of the office, but also meaning a room can be monitored remotely (with everyone’s permission of course) which is useful in special schools or situations where additional safety or personal protection measures might be required.

“Adding a speaker or new block – relatively simple with IP audio –

you can go wherever the network goes, and maybe the most useful feature is remote management – if there is a problem your supplier or IT people can have a look at your PA system via the internet.

“Emergency functions are usually in the form of automated evacuation or lockdown messages activated from a set of strategically located buttons in the school office or other areas.

Help can be summoned to an individual classroom via a ‘panic button’ installed in that room. An app may be available from some vendors, and also connectivity to fire alarms, intruder alarms and other ‘dry-contact’ activated message can be triggered and the alarm, audio file or voice message played through all or particular pre-set zones.”

Speaking with us from JPRO Experience AVC, Nicholas van Dyk remarked: “Key considerations for an IP based system include the network infrastructure. This is

Image courtesy of Edwards Sound Systems

ADMINISTRATION

“In terms of new technologies, the navigation and appearance of apps and devices used to control the systems have become much more user-friendly and streamlined. This can make a huge difference for the user experience, allowing the user to be clearly heard. Due to the open architecture platform of some control systems, panel settings can be customised via iPad for paging systems if necessary. With most systems becoming digital, more of the sound equipment can ‘talk to’ each other in the digital domain, allowing easier access to control functions.

School staff love the simplicity of switching between the lectern and the mixing console with the touch of a button.

“Portable battery-powered PA systems provide the convenience of being able to hold events and meetings in various locations, indoors and outdoors without any technical infrastructure. Using a (portable) sound reinforcement system makes it easier for the message to be heard and correctly conveyed. Specifications have certainly improved with the introduction of one hand carry, all-in-one portable sound systems that can easily be carried to the location and set up by a lay person in under a minute. These systems provide high performance for speech, background music and solo musicians. They can be ‘daisy chained’ together if needing to cover a larger area.

There are some portable battery powered all-in-one column array speakers that carry sound further and clearer than conventional point source or horn speakers, without the sound having to be too loud or annoying in the front.

“Most audio sources such as a school bell, microphone or music are programmed into a system, so emergency functions would work in a similar manner. They can be activated by a push button function, stand-alone button on an electronic device or computer panel. Emergency functions are usually designed to mute a sound system or override other functions of a PA system, in a manner like a fire evacuation system does.”

Term 3, 2021 | schoolnews.co.nz

With the built-in remote scheduling function on the Netball products, it is super easy to expand your timed alert and school bell system and does’t need a dedicated PC.

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“IP audio” simply uses your network to connect speakers. They look like regular speakers, but you get some extra advantages:

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©Scanrail - stock.adobe.com

Workshopping laser cutters + CNC routers

By Heather Barker Vermeer Industry Reporter

Lasers can process such a diverse range of lowcost materials that they have opened new and exciting developments in design and technology.

laser to cut or engrave a vector design out of a chosen material. It does this by either melting, burning, or vaporising small amounts of material.”

Their use has revolutionised the teaching, and associated areas of industry, of many subjects from engineering to food technology, jewellery making to woodwork, architecture to the arts, and beyond.

And what can you do with it? “A laser cutter can be used with acrylic, wood, MDF, leather and cardboard to cut out and engrave designs. What can you create with this machine? The sky is the limit! Some examples include 3D structures like boxes, lanterns and cases; and simpler 2D items like keychains, ID badges and tokens.”

Producing quality products at high speed, the simple to use Universal Laser Systems have become an essential tool in schools, universities and makerspace labs across Aotearoa. But what exactly is a laser cutter? The University of Auckland explains, “Laser cutting uses a computer controlled high powered

And a CNC router? This is a ‘computer numerical control’ machine that cuts hard materials like wood, stone and metal, as well as softer materials such as various types of plastics and foam. They do not use a laser beam, instead cutting directly into whatever material is being used. Users enter their designs in software

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that transmits the instructions to the router to carry out the design instructions.

Laser cutters and CNC routers are some of the latest examples of cutting edge classroom technology. More and more schools are adding them to their toolkits and technology suites, with endless possibilities of purpose. They serve as an attractive drawcard to prospective students keen to engage in the most upto-the-minute learning.

Exposing students to this technology within the school environment can have far-reaching benefits.

The Southern Initiative (TSI) supported Manurewa High School to reimagine the 21st century learning environment.

The South Auckland based community innovation initiative works ‘to find radical solutions to some of South Auckland’s

TECHNOLOGY

most pressing social and economic challenges’ and developed a relationship with Manurewa High School, based on a shared desire for more young people to see tech entrepreneurship as a career pathway.

TSI helped the school establish the country’s first high school makerspace attached to a business academy, giving students opportunities to test their entrepreneurial, problem solve and develop risk-taking skills in a space set up with support from the Ministry of Youth Development’s (MYD) partnership fund. World-class facilities and equipment and facilities were incorporated into the space, including mobile workstations, a laser cutter and computer numerical control router (as well as virtual reality consoles, a coding station, a robotics area, drawing tablets and a 3D printer).

Term 3, 2021 | schoolnews.co.nz

New funding partners and companies are keen to support the makerspace idea. Last year, Otago Community Trust provided a $59,000 grant to support Weston School’s Makerspace Project. The Learning Impact Fund grant, established by the Otago Community Trust, encourages new thinking and supports educational projects ‘which lift student achievement across Otago’ and is helping the North Otago school introduce a makerspace with digital technology programmes in its

ss 1 safety rs meet Cla *ULS Lase ts designed to fully requiremen ser energy used for la contain all ocessing meaning material pr gear needed no safety to operate.

© SkyLine - stock.adobe.com

“Building young peoples’ resilience and creativity using technology enables them to confidently create and design projects. This gradually demystifies emerging digital technologies for students to gain a deeper understanding of the potential pathways into the technology industry,” according to The Southern Initiative. “Manurewa High’s makerspace allowed TSI to prototype a student-led model which is being evaluated and packaged for potential roll out to other schools.”

classrooms. Weston School Principal Deidre Senior said Weston School spent time during the COVID-19 lockdown preparing for the first stage of this project, adding, “This is an amazing opportunity for Weston School. The funding will enable our school to work to provide a range of learning experiences that we could not have otherwise provided for all of our teachers and students.

It is a very exciting undertaking

for our school and community.”

At a higher educational age range, the Wellington Faculty of Architecture and Design’s 3D Modelling Workshop provides a range of digital fabrication equipment for physical modelling production and is used by students from first year through to master’s and PhD candidates.

Specialist technical staff provide a workshop induction

to all students wishing to use the resources, with specific training, supervision, and technical advice as required.

Laser cutters ‘are ideal learning and production platforms for students’, according to the university.

Who would argue? Certainly not those keen to embrace and create innovative, future-focused 21st century learning environments.

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TECHNOLOGY

33

Work smarter! But how?

By Heather Barker Vermeer Industry Reporter

on effect, stimulating interest, creating familiarity, and instilling tech appreciation and knowledge in our young people, which has the prospect of leading to wellpaid technology sector careers.

Technological development is unending and so are the ways to integrate this into education, inside and outside the classroom.

Tech Week 21, held in May, included a series of handson workshops on a range of smart classroom topics, including VR, AR, Minecraft and Micro:Bit. The aim was to expose education professionals to innovative tech such as like Augment/Virtual/Mixed Reality, Minecraft, Microbits and Internet of Things and how these technologies can be integrated into teaching, across subjects. The recent changes within digital technology areas of the curriculum have meant all teachers are required to integrate digital technologies into their teaching, which focus on the construction rather than consumption of technology.

We’re all keen to ‘work smarter’ but what does this mean when it comes to making the classroom a smart one?

Over the past three years particularly, schools in New Zealand have experienced a technological shakeup, changing the nature of teaching and learning. The introduction of digital technologies to the curriculum in 2018 could be described as the biggest widespread change affecting Kiwi schoolchildren in over a decade.

Since then, ‘bring your own device’ has become commonplace for students and schools are integrating different education technologies to provide teachers and learners with more tools in the classroom.

By adding touch screens, smart boards, interactive whiteboards, computers/tablets, laser cutters, and smart projectors, schools have been creating more and more advanced ‘smart’ tech to their classrooms, teachers are reducing paperwork and waste, saving time, enhance teaching and promoting new and innovative ways of learning.

In February this year, the Ministry of Education launched a tech programme that lets teachers and school leaders behind the scenes of tech companies to experience their latest technology firsthand, outside the classroom environment. It aims to enable teachers to understand how to relate their local digital technology curriculum with real-world use and provides ideas on what is required in the workplace tech ecosystem.

As well as educating teachers on new technology, and giving them space to explore this, the nationwide programme relies on teachers sharing their experiences with their students, back in the classroom. Often

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With more funding available for PLD in tech than ever before, 2021 presents an opportunity for schools and teachers to immerse themselves in an ultramodern classroom experience, which, crucially, excites and engages their pupils as well as gives them the best chance at adapting to, and thriving in, our increasingly digital future.

School News gathers opinion from industry experts:

Images courtesy of Epson Australia & New Zealand

excited by tech advancement and how it can be used to make school ‘more fun’, students may also gain interest in tech sector careers. Being held in Auckland, Hamilton, Wellington, Christchurch, Dunedin, Rotorua, Palmerston North and Tauranga, the programme is just one of the collaborative initiatives linking the tech sector and the Ministry of Education to create tech-ready students.

And, perhaps surprisingly, the tech sector needs help in engaging young people, according to the findings of the Digital Skills for our Digital Future

survey, published in January this year. The national survey found declining levels of student interest in computer science subjects across New Zealand.

In the report, produced by the New Zealand Digital Skills forum, the number of students completing The National Certificate of Educational Achievement (NCEA) technology standards has been decreasing by two percent a year over the past five years. This is despite the tech industry being New Zealand’s fastest-growing sector.

Integrating more tech into our schools is sure to have a flow-

TECHNOLOGY

Makerspace representative, Marcus Lund spoke with us about the growing popularity of laser cutting over 3D printing in the smart classroom.

He said: “Laser cutters are an easily achievable technology for users of all ages and technical abilities, whereas we regularly find that schools have 3D printers that are left to gather dust. This is due to a variety of reasons from purchasing substandard printers to lack of technical understanding among staff. Those schools with 3D printing champions that have a good technical handle on 3D printing are able to achieve great results. However, ultimately, the time that is invested in 3D printing is the reason that they are less popular - unless a class Term 3, 2021 | schoolnews.co.nz

Images courtesy of Makerspace

has a bank of 5+ printers (and the budget to keep them functional) it is not practical to complete full class sets of prints. Often, 3D printers are left to run overnight while fingers are crossed that they don’t have a print failure!”

for schools to understand that they need a laser cutter as a core piece of their technology equipment. The laser cutter has great applications in art, soft/hard materials, and digital curriculums – super versatile.”

“Laser cutters represent the cornerstone equipment item for school makerspace/STEAM workspaces. It is now standard

Epson’s Graeme Durham has noticed the increasing use of ultra-short throw projectors in classrooms. He explained:

“They maximise image size and minimise shadowing to allow the teacher to be close to the board when presenting. The use of laser technology in projectors that are quieter, more energy efficient and maintenance-free (no lamps to change). Interactive projectors allow children and teachers to interact with their content in the classroom, making learning a more fun and positive experience.

Larger projection technology in school halls can also be used, not just for presentations

but as thematic backdrops for school productions, plays, music, dance, etc. Secondary schools that employ a more lecture-based style of teaching seem to benefit particularly from the larger image.

“Important considerations when choosing a display are image size (can everyone in the class read the content), quality, features like interactivity and wireless capability, high quality from a respected manufacturer with a good warranty should also be considered.”

Laser cutters

– central to STEAM

Laser cutters/engravers are a popular choice with schools throughout NZ as they prepare & implement the new digital curriculum.

GENESIS “machines for creation” by Makerspace NZ are a popular choice for many reasons... With applications in both hard and soft material technology, the machines incorporate digital technology including design and prototyping.

It’s easy to see why so many schools are installing Genesis “machines for creation” laser cutters/engravers to meet their curriculum requirements.

With simple to use software and control systems, plus Makerspace NZ’s turnkey approach, your teaching staff are quickly able to gain competency with the technology.

Term 3, 2021 | schoolnews.co.nz

Schools frequently comment about how a laser cutter has freed teachers up to assist with design and digitisation of the project (rather than administrating or operating the machine) thanks to the inherent speed and ease of use that the laser cutter facilitates.

Individual projects are often cut/engraved in seconds to minutes rather than hours.

Contact us at 0800 810 365 or visit www.makerspace.co.nz TECHNOLOGY

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Smart projections After

Bringing a new level of smart to the classroom invariably brings a new level of enthusiasm and engagement. When Torbay School saw the potential of integrating the latest smart teaching tech to their setting, they acted upon it and haven’t looked back.

Graeme Durham recently delighted in showcasing the Epson EB-1485Fi model, which was a very welcome new addition to the primary school on Auckland’s North Shore. “This model is Epson’s top of the line interactive projector for education or corporate applications. I call them ‘managing director-friendly’!

We’re trying to show educators how this technology can be used as a multi-purpose teaching tool to enhance learning,” says Graeme.

“We want to demonstrate how a teacher can use this to achieve various outcomes; make workloads easier, engage students and create a bigger impact.”

The projector is multi-purpose and can be used in interactive or non-interactive modes. “With a flat panel TV, for example, if you have 20-30 children all gathered around, they can’t all see what the teacher is presenting. That’s not the case with the projector; it has a much bigger scope, as well as a number of ways it can be used to enhance teaching and learning and make life in the classroom easier.

“Projectors are not what they used to be! At Torbay, they’ve got the projector that teachers and students can interact with, in such a way you would with an electronic whiteboard; you can annotate on

36

before. Lead technology teacher at Torbay School, Jennifer Dawe is a convert; she feels there’s a lot to love about the new tech. “We have loved having the Epson interactive projector in our school. We love the size of the projection and how clear and easy it is to see. The kids enjoy interacting with it, using pens to add ideas to brainstorms and to share their learning.”

After

– the bigger the better! In many ways, it really does help schools see a new, bigger picture!”

top of it, print out from it, have multiple pages open and scroll through, and much more. They are very, very clever tools!”

Graeme says school feedback has been hugely positive. “The response from the school has been really, really good. And we hope this prompts other schools to consider such smart projector technology. We want to illustrate what an asset this technology can be to a school and how much it can help teachers as well as students.”

Bigger is always better for classroom displays and projectors are the most cost-effective way to achieve a large image.

“Projecting at around 100 inches is ideal,” says Graeme. “Content can be projected onto existing whiteboards or other surfaces

The new smart classroom technology fits well with the school’s smart new look – an impressive, vast building opened in June, housing 12 new classrooms.

And the school received a special video message from Prime Minister Jacinda Ardern to mark the occasion. It now moves onto stage two of its redevelopment, which will include finishing groundwork around the new building, removal of old classrooms, moving the playground, creating a new parking area and new gardens.

As Torbay School embarks on Term 3 and beyond, Epson tech will ensure that, in line with their school motto, they’re ‘flying high, learning for success,’ like never

It brings more flexibility – and more fun – to the classroom, says Jennifer. “I love how we can use any software with it. It’s fast to start up and helps us to make our teaching more hands on and interactive, keeping our students engaged and excited about their learning.

“It’s so great that we can screenshot things we annotate, save that to a USB and then later re-open or print it for students to use.”

Graeme says, via our reseller partners, Epson is proud to have worked alongside such schools as Whangarei Boys’ High and St Peter’s School, Cambridge in installing their latest smart tech into classrooms in secondary school settings. He’s pleased to see schools beginning to adopt the technology being used in many corporate businesses. He says, “We’re involved with a lot of schools where the principal or teachers have been exposed to the technology and decide they need it in their schools too!

Once you’ve seen or experienced what’s out there, it’s hard not to want it for your school too.”

For information on how Epson can assist your school visit www.epson.co.nz/sizematters

Before

TECHNOLOGY

Term 3, 2021 | schoolnews.co.nz

Helping teachers support tamariki with anxiety Life Education Trust outcomes reporting continues to identify anxiety as a major concern for young people in schools. This year 90% of school leaders see anxiety as an issue for school children with 37% reporting it is a significant issue.

“The workshops recognise that teachers are often the first port of call for families who are concerned about their child’s emotional wellbeing or behaviour.

The teacher-focused programmes offer insights into childhood anxiety and strategies to support anxious children,” says Chief Executive of Life Education Trust (NZ), John O’Connell.

The workshops for teachers, together with their team of specialist teachers in mobile classrooms teaching children, reflects Life Education’s focus on supporting sustainable change by supporting both tamariki and their teachers.

The pace and unpredictability of our world means resilience is more important than ever. Yet, we’re seeing more children struggle with emotion resulting in increasingly disruptive behaviour in classrooms.

In 2020 Life Education began a partnership with Anxiety NZ to create Healthy Minds as a response to increased demand from schools to support and teach resilience and stress management.

Life Education’s Secondary School Programmes

Anxiety is a normal human emotion and experiencing stress helps build resilience. However, increasingly more and more tamariki are affected by anxiety and it interferes with their day-to-day life. Teachers play an important role in supporting students with anxiety but many report they need to better understand anxiety and how to support students. The Ministry of Education NMSSA report on the Health and PE curriculum identified less professional development opportunities exist for health compared to other curriculum strands.

FOR YEAR 10

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SMASHED uses powerful live theatre and interactive workshops to teach rangatahi about the risks of drinking alcohol and peer pressure.

www.smashed.org.nz Term 3, 2021 | schoolnews.co.nz

Healthy Minds helps empower young people to grow their hauora, teaching strategies to grow resilience.

To increase that support Life Education and Anxiety NZ are providing a nationwide series of teacher workshops and more than 500 teachers will participate.

The session will help primary and intermediate teachers to recognise symptoms, and how to proactively support children and whānau when symptoms of anxiety first present themselves.

TEACHER’S TECHNOLOGY DESK

According to Life Education Trust Educator Rachel McKinnon it needs to be a team effort to set boundaries that protect children from being overwhelmed. “We’re all pieces of the puzzle and whānau are the foundation. Often whānau see their children at their most vulnerable, especially at the end of the day when levels of resilience may be depleted following the day’s experiences and interactions.

“We need to make sure our kids are being heard despite the busyness of our days, and we need to set more boundaries around device use and interactions,” says McKinnon.

Life Education Trust has been teaching health in Aotearoa for over 33 years. Today, they are New Zealand’s largest health education provider in schools, used by 86% of primary schools. Teachers working for Life Education have an average of ten years classroom experience each, before choosing to specialise as health teachers and Life Education is accredited to manage their teacher registration. The Healthy Minds programme is supported by the Anxiety NZ team of clinicians.

Learn more about Healthy Minds at: www.lifeeducation. org.nz/healthy-minds Find out about the free teacher workshops at: www. lifeeducation.org.nz/Anxiety-PD

37

Health, wellbeing, above all else

By Heather Barker Vermeer Industry Reporter

For any school worth its salt, student and teacher wellbeing is the biggest responsibility.

Central to the New Zealand Curriculum is the aim of developing young Kiwis who are “confident… positive in their own identity… resilient… and able to relate well to others.”

Creating foundations for lifelong wellbeing within schools can take many forms and can provide priceless ripple effect throughout the school, its community and the lifetimes of its students and staff.

What could be more valuable?

Last year, the New Zealand Government committed $8.94 million, over three years, to support the wellbeing of educators in early learning, schools and kura.

When Education Minister Chris Hipkins made the announcement, which included providing frontline counselling and advice services for educators, he said: “Teachers and leaders in early learning and schools have done an incredible job supporting students and their whānau during COVID-19.

But this has come at a cost for many in the profession.”

The 2020/21 educator wellbeing package came about as a direct result of the 2019 Accord between NZEI, the PPTA and the Ministry of Education, who committed to finding solutions together. The Accord partners worked alongside representatives of school trustees, principals, and kindergartens to develop the package.

Over $6.2 million was earmarked for counselling, with $1 million to specifically support Maori with services being offered in Maori medium, and $1.5 million to be spent on ‘developing a nationwide wellbeing online hub, for the education workforce of 130,000, and their whānau, providing easily accessible advice, peer to peer support, and support materials specific to the education sector’, said the Ministry of Education. The announcement said: “The hub is expected to be up and running before the end of this school year.”

The online wellbeing hub for

38

Image courtesy of LifeEducation Trust

teachers intended for launch by the end of 2020 is still not yet operational, as of July 2021.

Ellen MacGregor-Reid, Deputy Secretary Early Learning and Student Achievement, told School News, “The launch of the wellbeing hub for teachers has been delayed due to unforeseen technical issues, which are still being worked through by our supplier. We expect to launch the hub when the issues are resolved, later this year.”

While the NZ education sector awaits this launch, resources can be found at: wellbeingatschool.org.nz.

This site features the Wellbeing@ school Toolkit, which includes self-review process, student surveys and planning modules.

The Teaching Council also offers resources, including the Teaching Today Podcast: Teacher wellbeing episode featuring Professor Meihana Durie and psychologist Jacqui Maguire discussing the importance of teachers taking care of themselves and each other, including keeping emotional intelligence in check: teachingcouncil.nz/resourcecentre/teaching-today-podcast/ A simple, proven way to increase wellbeing is gratitude. Research from Harvard Medical School found that, “Gratitude helps people feel more positive emotions, relish good experiences, improve their health, deal with adversity, and build strong relationships.”

So, improving your wellbeing can

be as simple as downloading and listening to one of the plethora of gratitude-promoting apps – Headspace and Gratitude apps are a popular, proven effective place to start.

Grant Rix, Director, Pause Breathe Smile Trust, spoke exclusively with School News about developing a whole-school approach to wellbeing. He said: “It’s important that there is consideration of our ‘Kiwi-ness.’

Programmes that are developed here in New Zealand are generally more aligned and easier to integrate with the New Zealand curriculum, and home-grown initiatives will resonate more strongly with both teachers and students as well as build on wellbeing foundations already being established in schools.

“Ensuring the approach to wellbeing is strongly based around evidence-led principles and is relevant to Māori and non-Māori learners is also critical.

This involves not only reviewing research based on the approach (e.g., mindfulness) but also conducting specific research on programmes a school is considering taking on board.”

What are some key indicators someone may be struggling emotionally or mentally? For students and/or teachers.

Grant suggested: “We all have our own warning signs that indicate the need to stop and take care of ourselves. For adults, these can include notable changes in sleep patterns and appetite (e.g.,

TEACHER’S DESK

observable signs of tiredness or changes in weight), significant changes in energy or mood, negative thinking patterns (observable by verbal behaviour), difficulty switching off from worries, social withdrawal, and increases in addictive behaviours (e.g. smoking, drinking).

“For children, we might observe difficulty concentrating in the classroom, withdrawal from social interaction, increased outbursts or conflict with peers, tummy aches or other reported pains, changes in eating behaviours, and increased absenteeism. It can be helpful to talk to others to see if they have noticed any other changes as well.”

Life Education Trust NZ Programme and Development Manager, Jo Mortimer shared some observations gleaned from working with teachers on wellbeing resilience: “Teachers are seeing more students struggle with their emotions and are experiencing increasingly disruptive behaviour in classrooms. These behaviours impact on the learning of those individuals and on the learning of others in the class.

“The drivers are complex, and the consequences are significant.

People blame social media, busy parents, the ever-changing world, and students whose resilience is spent, and emotions can’t be regulated. Everyone agrees that whatever the cause is, the outcome is growing disruption in classrooms.”

Term 3, 2021 | schoolnews.co.nz

is an important part of building wellbeing and resilience that is sustainable. Already, we have seen the impact that a shared understanding, a common wellbeing language, and growing the mana of school leaders and students can have. We know that having a shared purpose and sense of agency are the things that can shift a whole school towards a place of wellbeing.

What are some key indicators someone may be struggling emotionally or mentally? For students and/or teachers.

Jo advised: “When someone is struggling emotionally, we might see symptoms such as: •

feeling unusually irritable, unsettled, tired or lethargic

•

finding it hard to articulate what feeling is being experienced

•

a quick change of emotions (more extreme highs and lows).

“When someone is struggling mentally we might see symptoms such as: •

Problems growing out of perspective

•

Seeming to be less resilient than usual or feeling helpless when faced with challenges

•

Likely to be engaging in negative thoughts/ unhelpful thinking

“There is significant neuroscientific research that explains how a sense of belonging

Image courtesy of Pause, Breath, Smile

has a profound effect on knowledge and skill acquisition.

Students who have good relationships with their teachers and other students are likely to feel happier and more at ease in the school environment. This explains why teachers spend a great deal of energy getting to know their students and their families to develop good routines and establish ways of working in the classroom and school environment.”

Lex Davis, CORE Education wellbeing facilitator, told School News that, “as educators, we

bring so much of ourselves to our mahi, so it's important that we 'refill our cups on a regular basis”.

“This starts with being aware and intentional with our own wellbeing. One of my personal strategies is to look, every day, for things I’m grateful for – to hunt the good stuff. This helps to improve my motivation and resilience.”

How should schools embark on a whole-school approach?

Lex said: “Weaving connections and understanding through school leadership, kaiako, support staff, students and their whānau

“Improving the wellbeing of our ākonga is at the centre of a good programme. Once a school settles on the model of wellbeing that is going to suit their community, work on what that looks like when it is used in and outside the classroom.

“Student agency is crucial; working with students so that they have voice, impact and purpose in their wellbeing programme. We do this through the integration of student projects and inquiry into the wellbeing process. Being in a safe environment and where the same language and ideas are formed collectively, leads to improved learning overall.”

Develop collective wellbeing in your learning community Based on the latest research and evidence, and designed specifically for Aotearoa, the Hauora | Wellbeing programme supports educators to develop collective wellbeing in their learning communities.

This programme is suitable for funding via regionally-allocated PLD* (we can assist with applications). It can also be delivered directly to learning communities. * Funding only available to early learning services through a Kāhui Ako application.

Find out how the programme can work for your learning community - contact ngaire.shepherd-wills@core-ed.ac.nz | 021 166 0158

core-ed.org/wb21-sn

In partnership with

Term 3, 2021 | schoolnews.co.nz

TEACHER’S DESK

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13-15

AUGUST 09-10

NASDAP 2021, Christchurch

CONTACT: secretary@teakatea.co.nz

CONTACT: nasdap@confer.co.nz

WEBSITE: www.teakatea.co.nz

WEBSITE: confer.eventsair.com/nasdap-2021-conference/ ABOUT:

18-20

There are many reasons for Assistant Principals and Deputy Principals to come together but none more important than the opportunity to ‘Reflect, Reconnect, and Rejuvenate’ through professional development and the sharing of ideas and experiences.

2021 NZ Area Schools Association National Conference, Christchurch

The conference focuses on Te Akatea Work streams, leading and growing leaders and Principals.

28

New Zealand Resource Teachers: Literacy Association Conference (NZRTLIT Conference), Hamilton

ABOUT:

WEBSITE: www.nzasa.org.nz

27

ABOUT:

WEBSITE: www.nzrtlit.com/conference2021

CONTACT: lesleym@mangakahia.school.nz

ABOUT:

Te Akatea New Zealand Maori Principals' Association National Conference, Manukau

An automatic invitation to the conference extends to all past Principals, Exec Members and staff who have received an Area School Recognition or Lifetime Award to attend during the day and join the conference dinner. Speakers include Hon Chris Hipkins, Shane Ngatai, Sonjia Wilson (NZSTA Board training), Lorraine Kerr and Tamahau Rowe – Teachers Council.

Coaching in Education Symposium, Auckland

Includes a celebration of 20 years of the Resource Teachers of Reading, which has now become the Resource Teachers: Literary Service - a group of 109 specialist literacy teachers hosted in schools across the country. Speakers include Olympic rower Eric Murray and Assoc. Prof. Dr Tom Roa.

OCTOBER 27-28

Mental Health and Wellbeing in Schools, Auckland

CONTACT: www.educationgroup.co.nz/contact-us/

CONTACT: reception@conferenz.co.nz

WEBSITE: www.educationgroup.co.nz

WEBSITE: www.conferenz.co.nz/events/mental-health-and-wellbeing-schools

ABOUT:

The Coaching in Education Symposium – Moving On Up! brings together global coaching in education thought-leader and academic, Professor Christian van Nieuwerburgh, together with Growth Coaching’s executive team and local practitioners for a one-day event.

SEPTEMBER 7-8

ITENZ Conference, Auckland

ABOUT:

This event will address the challenges of the return to education, settling back into school routines, supporting pandemic-related anxieties, encouraging positive behaviour and re-establishing the relationships that enable children, young people, staff and families flourish.

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Neurodiversity in Schools, Auckland

CONTACT: reception@conferenz.co.nz

CONTACT: admin@itenz.co.nz WEBSITE: www.itenz.co.nz

WEBSITE: www.conferenz.co.nz/events/neurodiversity-schools

ABOUT:

ABOUT:

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The programme will include a range of interesting and topical sessions to choose from, as well as high-level updates from government-aligned education groups. This conference provides an opportunity to consider what our future as a PTE sector might look like in a restructured tertiary world and how we can work with each other and with our various stakeholders to build a stronger education sector for all.

TEACHER’S DESK

This inaugural conference recognises the increasing challenge for teachers and school staff to effectively manage a classroom with individuals with diverse needs. Attend the conference to hear from leading academics, psychologists, specialists, and practitioners to gain a deeper understanding of neurodiverse children, their behaviour, and practical tools to manage this in mainstream schooling.

Term 3, 2021 | schoolnews.co.nz

Discover the natural world at Auckland Zoo. Learn about Aotearoa’s hidden taonga and more with our FREE education resources.

Unlimited Reading Resources Years 1-8 Available in Individual and Team Memberships

Sign up now: topteachingtasksmembers.com

School Subscription

Access to all our te reo resources in one place!

Teaching Recycling?

There’s a resource for that!

Visy Recycling operates Auckland’s Material Recovery Facility, responsible for sorting all of Auckland’s kerbside recycling.

We know recycling, so if you’re looking for information about how it works, try our free download before you look anywhere else.

www.sciencelearn.org.nz/resources/ 2656-waste-a-growing-challenge

Incredible resources for incredible teachers.

Unleash your students’ potential with the highest quality teaching resources, developed specifically for New Zealand classrooms.

Join us! Register today at:

www.tereosingalong.online

Term 3, 2021 | schoolnews.co.nz

www.userfriendlyresources.co.nz

TEACHER’S DESK

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Zoo-topia sparks learning joy

Image courtesy of Auckland Zoo

Image courtesy of Auckland Zoo

By Heather Barker Vermeer Industry Reporter

environmental understanding, develop compassion, experience hands-on learning, increase self-awareness, explore boundaries and enjoy outdoor exercise, are among the learning opportunities.

“We’re all going to the zoo tomorrow, zoo tomorrow, zoo tomorrow…”

It’s a song that’s been sung for decades on the eve of that most universally loved of all school trips. And while the song may not have changed, the zoo definitely has…

With the global climate in crisis, our natural environment has never seemed so precious to preserve. With wildlife under threat, conservation is a pressing topic that is being embraced and promoted among young people more than ever before.

Add to that, the lack of ability to travel freely to witness much of the world’s wildlife in a natural habitat, and you have all the more reason to put a

The zoo manages to hit that elusive formula of being as fun as it is educational. Of all the school trips, this is the one that they’ll want!

Image courtesy of Hamilton Zoo

trip to the zoo high on your list of school trip priorities.

Providing a sensory overload, with sights, sounds, and often, smells, the zoo is likely to have your pack of children keen to run wild and explore it all – lack of enthusiasm is rarely an issue

Image courtesy of Auckland Zoo

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with this excursion. Not only is the joy of seeing majestic creatures previously only seen in books and movies is a memory-maker for life, but the educational benefits on offer are endless, with opportunities to develop speech and language skills, widen world views, gain

Auckland Zoo passionate about nurturing future conservationists As a conservation science organisation on a mission to bring people together to build a future for wildlife, Auckland Zoo is passionate about nurturing Aotearoa’s next generation of conservation scientists.

Image courtesy of Hamilton Zoo

EOTC

Term 3, 2021 | schoolnews.co.nz

We’re nurturing Aotearoa’s future conservationists.

We offer tailored conservation learning experiences for pre-school to tertiary students. Bring your tamariki to our stunning outdoor classroom.

Download our FREE lesson plans and resources now.

others to do the same, and leave with small manageable actions that they can do to contribute to conserving species in the wild.”

Zoo sessions also give students a wealth of other learning opportunities – from encouraging oral language and writing skills to using design principles from the Technology curriculum when investigating our worldclass animal habitats.

At Hamilton Zoo, our on-site educators work alongside teachers adapting New Zealand curriculum programmes to meet the learning needs of their students.

Image courtesy of Auckland Zoo

The diverse range of themed programmes offered by the Zoo’s Conservation Learning team is testament to this passion and commitment.

Programmes include everything from pre-school Tamariki Time (story-time through song, dance, and play) to primary and secondary programmes especially adapted to year level and New Zealand curriculum needs, and specialised sessions for Tertiary groups.

“Our Zoo is a stunning 16+ha outdoor ‘classroom’. It’s an exciting place for curious young minds and gives students incredible opportunities to be in nature and connect with, learn about and be inspired by wildlife species from throughout Aotearoa and around the world,” says Conservation Learning duty operations manager, Lizzy Lockhart.

“For some tamariki, it can offer a chance to connect with nature in a way that they

have never done before and open up a whole new exciting world of learning for them.”

Conservation Learning sessions happen in the Zoo’s dynamic classroom spaces as well as out in the Zoo and are linked to the New Zealand Science curriculum with a particular focus on the Living World and Nature of Science strands.

“Running through all our sessions are key Zoo values; that as we are all connected to nature, we all have a responsibility and role to play as kaitiaki of our precious wildlife and wild places, and that we are conservation optimists who can stand together for good!

“Whether your students are focused on endemic taonga here in Aotearoa, or on exotic species deep in South East Asia or Africa, students can learn about these threatened wildlife and the range of conservation issues they face. They can interact with Zoo staff who are passionate about making a difference and inspiring

WHERE LEARNING COMES NATURALLY BOOK AN EDUCATION VISIT

Education sessions are tailored to your students needs and offer an experience they will always remember.

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Our education programme offers a range of resources online that can be used in conjunction with a trip to the Zoo or standalone.

Teachers have used a visit to the zoo to cover various learning areas from the curriculum – Social Science, Science, Technology, Engligh, The Arts and Mathematics and Statistics.

Students from new entrant right through to Year 13 visit regularly and have the opportunity to learn through a variety of authentic contexts, e.g. trade of endangered species (flora and fauna), traditional medicines and plant use, the impact of people’s actions on animals (through looking at threatened, endangered, and extinct species), the role of Zoos through history (and in the future), conservation and sustainability (management of natural resources such as the Hamilton Zoo wetlands and the Lake Waiwhakareke Natural Heritage Park development).

When school groups visit Hamilton Zoo, the experience has a positive impact on their participation, engagement and achievement in their schoolbased learning. Students have opportunities to inquire, solve problems and apply skills in practical situations.

Contexts used are real and students can interact with industry professionals on real issues. By the very nature of our 25ha site, a visit to Hamilton Zoo allows for greater physical exploration. Comments by teachers and the enthusiasm and engagement of students show that this aspect of the visit is especially appreciated.

Here at Hamilton Zoo we work to conserve wildlife and provide a recreational resource for local residents and visitors. Our educators provide inspiring learning experiences that give students opportunities to connect with local and exotic flora and fauna and empower them to take action to live in better balance with the natural world. We strive to educate, motivate and inspire students to be connected, confident, contributing, lifelong learners by providing learning opportunities to foster reflective thought and action and reinforce a greater sense of responsibility for their own learning.

Check out our online information sheets under the education section of our website which will give you all the information for planning and visiting the zoo. Call our education team so we can discuss how to make the most out of your students time with us.

Bring your students on a journey of discovery to Hamilton Zoo. STARRY SLEEPOVER

Star-gaze and sleepover at the Hamilton Observatory, then enjoy breakfast and explore the zoo the next day.

EOTC

FOR DETAILS OR TO BOOK VISIT: hamiltonzoo.co.nz/education zoo.education@hcc.govt.nz | 07 838 6887

Term 3, 2021 | schoolnews.co.nz

Does your excursion have an educational narrative?

By Heather Barker Vermeer Industry Reporter

School excursions can bring the curriculum alive. Defined by Longman dictionary as, a ‘short journey made for pleasure, usually by several people together’.

The school trip is often among the highlights of the academic year and can provide lifelong memories and learnings. A coach journey is often part of the fun of the field trip, but school days out don’t necessarily need to involve lengthy travel. Local options can be as successful and memorable as great adventures.

Place-based education can incorporate short journeys to discover and experience local outdoor experiences that can enable students and teachers to cement their sense of belonging or standing, their Tūrangawaewae.

It can prompt a re-examining of the historical and social contexts of places in Aotearoa from a kaupapa Māori perspective.

A ‘place-responsive’ approach to education outside the classroom is a concept researched by senior lecturer at the University of Waikato Mike Brown, whose study ‘A pedagogy of place: Outdoor education for a changing world’, co-authored by Brian Wattchow, challenged the narrative around the ‘emphasis on risk and challenge’ in education outside the classroom.

He writes, “Outdoor education has a long history in schooling in Aotearoa/New Zealand and it is generally believed that it can contribute to students’ personal and social development. Current practices that place an emphasis on risk and challenge in outdoor environments can be traced back to the imperial and militaristic antecedents that influenced early theorists and practitioners (Lugg, 2004; Nichol, 2002).

Term 3, 2021 | schoolnews.co.nz

Image courtesy of the National Aquarium of New Zealand

“It has been argued that the focus on adventurous pursuits, based on balancing risk with competence to achieve a “peak experience”, has privileged certain ways of thinking about outdoor education (Zink, 2003).

The quest to provide excitement and fun, through increasingly novel or contrived activities, has arguably overshadowed nuanced debate around the educational value of such experiences.

It has been suggested that outdoor education programmes have largely been defined by risk rather than educational narratives (Brookes, 2002).”

So perhaps it’s time for a more narrative-led approach to educational trips than a challenge-based one? Brown found a place-responsive approach to outdoor education programmes ‘requires a rethinking of outdoor education as a set of activities’ and ‘encourages a cross-curricula approach to teaching and learning.

For example, integration of elements from HPE, EfS, science.’

Extreme STEAM experience Experience the cold, extreme environment of space through one of our Mission to Space programmes at the International Antarctic Centre.

Give your students an immersive STEAM programme with our new and exclusive Mission to Space STEAM programme that brings STEAM learning to life.

Based in NZ’s developing space hub, Christchurch, and led by NASA trained STEM educators, this camp includes educational workshops and team challenges such as EOTC

Nano Rover construction and experiential Astronaut training.

Students will learn about robotics, aerospace and the environment, inspiring continued STEAM learning pathways and the development of critical future focused skills.

Open to NZ schools years 7-13 with educational content tailored to the learning levels, we have daily programmes, including the Kids in Space Outreach programme, 3 day and 5-day camps running throughout 2021 and beyond.

For more information please visit: www.iceberg.co.nz

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“Localised programmes can provide opportunities for students to be challenged and engaged in learning that is contextualised and relevant to them,” says Brown.

Across the whole curriculum this lens of contextualised and culturally relevant delivery must be applied, inside or outside the usual learning environment.

Having intended learning outcomes and integrating content within the curriculum are a given when planning your next excursion, with the lens of contextualised and culturally relevant delivery applied. Enriching days out with a wider, community or environmental purpose can also help broaden the benefits.

Removing barriers with MOTAT STEAM Cells in schools

minds-on learning experience.

STEAM Cell visits can be arranged across the North Island and Communities of Learning are even booking out a MOTAT Steam Cell and Educators for blocks of days to share the experience for all their students and pool the costs across the schools.

Sometimes it is daunting trying to book this type of education service, but we provide beginningto-end support and advice. This could mean creating a bespoke experience to address a class’s specific learning intentions, finding the best combination of dates to accommodate multiple year-level bookings or planning the day to fit with your school timetable structure.

Cultivating environmental care in school group excursions

An LEOTC visit to MOTAT is a highlight for both students and teachers, and school trips create great memories. But sometimes the hassle of arranging transport, adult supervision and cost of bus hire can leave this option in the ‘too hard’ basket.

MOTAT education programmes delivered via our STEAM Cells are increasing in popularity for these very reasons, paired with teachers’ desires to give their students a unique learning experience.

Our STEAM Cells are compact trailers that are packed full of specialised STEAM equipment, teaching resources, and museum collection items, and driven over to you by our educators. The exact resources we bring in the STEAM Cell are chosen to meet your students’ learning needs and, with expert facilitation from the MOTAT Educator, will provide you and your students an engaging hands-on and

educators who enjoy sharing their knowledge and passion for Antarctica. The programme is supported by the online Science Alive Mātauranga Curriculum and the New Zealand Curriculum.

“Our onsite, offsite and virtual programming aims to connect all participants with nature and the ocean environment. We do this by encouraging learners to see real wildlife up close (in person or virtually), handle real natural history specimens (shells, bones, shark teeth and more) and through awe-inspiring immersive experiences. Building not only on an individual’s key knowledge and understanding, but also enhancing positive attitudes, emotion, natural curiosity and empathy for others and the world we live in.

The programme includes: a guided tour through the Antarctic Attraction and Penguin Encounter where you can see what a colony of rescued Little Blue Penguins get up to during the day in their purpose-built enclosure; an ‘Antarctic Storm’ in a room filled with real snow and ice chilled to -8°Celsius with simulated Antarctic winds, which introduce a wind chill factor that feels like -18°C; ‘hands-on’ displays on current science research, animal adaptations, and even a dinosaur.

“Regular auditing of programming enables the National Aquarium to deliver sessions that aim to build scientific knowledge, integrate mātauranga Màori, foster interest in STEM subjects and careers, and build positive pro-environmental behaviours.

“We are also currently developing an eLibrary of pre- and post-visit resources for teachers to utilise, for inspiration in the classroom.

We can also connect schools with other partner organisations offering their own programming and experiences, to enrich learning experiences further.”

Image courtesy of the National Aquarium of New Zealand

Education manager at the National Aquarium of New Zealand, Amy Stevens, told School News: “We have a number of educational programmes on offer to school audiences that align to National Curriculum content and standards for learners.

Image courtesy of MOTAT

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"Our educational programming and activities can be delivered onsite at the National Aquarium, offsite while immersed in natural environments like the rocky shore, or at your school either in person or virtually.

Create entertaining, educational and interactive experiences The International Antarctic Centre in Christchurch provides a unique opportunity for learning outside the classroom. The education programmes are delivered by positive and enthusiastic

Students can experience the cold, extreme environment of space through one of the Mission to Space programmes at the International Antarctic Centre.

School groups experience an immersive STEAM programme based in NZ’s developing space hub, Christchurch, and led by NASA-trained STEM educators.

The camp includes educational workshops and team challenges such as Nano Rover construction and experiential Astronaut training. Students learn about robotics, aerospace and the environment, inspiring continued STEAM learning pathways and the development of critical future focused skills. They can either experience space learning through the Kids in Space outreach programme at their school or through the Antarctic Aerospace programme at the International Antarctic Centre.

Image courtesy of The International Antarctic Centre

EOTC

Term 3, 2021 | schoolnews.co.nz

Immerse your class.

They’ll experience the awe and wonder of the ocean.

Inspire your students with nature.

Book a virtual education session for your class.

We`ll answer your student’s questions and introduce them to the amazing wildlife at the National Aquarium.

Contact: education@nationalaquarium.co.nz Marine Parade, Napier 06 834 1404 nationalaquarium.co.nz

By Heather Barker Vermeer Industry Reporter

Baggy trousers and woollen shirts were worn for many sports – cricket, basketball, football, golf and more. Early female tennis players wore corsets and full-length, layered skirts.

Equality is a factor in team success and a matching sports uniform can help create this sense of equality among players.

In the Olympics’ modern era, 1908 was when uniforms were first provided to participants.

Competitors had to wear ‘a

sleeved jersey’ and ‘loose drawers to the knees’, as well as a number to distinguish them in their chosen event. ©makieni - stock.adobe.com

Wearing a coloured scarf so it made it more apparent who your fellow team members should pass the ball to, was an early example of a sports team ‘uniform’ used on the football field back in the mid-19th century.

The original Olympians wore even less of a uniform – some competed entirely naked! At the very first known Olympic Games, in 776 BCE, athlete Orsippos began a race wearing a traditional athletic loincloth garment, which fell off midrace. He went on win, without clothing, reportedly starting a new Greek tradition that then began to differentiate the Greek competitors from neighbouring civilizations who apparently found the naked look unacceptable.

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Wool continued to be worn until the textile boom of the mid-20th century saw a range of modern, practical fabrics introduced that better suited sporting activity.

The advent of synthetic fabrics brought sports uniforms that began to resemble something near to what we have today, with thinner polyester and nylon materials used for their practical benefits, being co-ordinated in matching team colours.

Unity is key to any team and uniform plays an important part in creating that. Strong camaraderie and team spirit can be akin to having an extra player on your team and wearing colours that not only match, but that have a sense of history and belonging, can give players a sense of heritage and provide that extra one-percent boost.

SPORTS & RECREATION

Term 3, 2021 | schoolnews.co.nz

©matimix - stock.adobe.com

On each other’s team

When you’re playing for each other and playing for pride of a team, club or school, it encourages players to think beyond themselves and work together for the greater good.

Team uniform encourages the unity of the team and can keep players motivated to perform better on the field. This, in turn, can increase enthusiasm and the desire to succeed. Without a uniform, there would not only be less unity and allegiance – there would be on-field chaos!

Equality is a factor in team success and a matching sports uniform can help create this sense of equality among players.

Every member of a sports team - including coaches and managers - plays a role in the success of the team. So, wearing an identical uniform promotes a sense of equality; it shares the message that every member of the squad is equally important. Isn’t that what teamwork is all about?

By wearing the team uniform, individual players shed their usual separate visual clothing

identity and become one unit.

Whatever they do – win, lose or draw – they do as a unified team and not as individuals. The team kit helps cement that belief.

Creating a visual identity and distinguishing players of different teams is not only a practical necessity for performance reasons, but also allows supporters to buy in to that brand identity too. The identities of individuals can be displayed with named shirts, or players can choose or be allocated numbers.

This can sometimes have a positive influence on mindset, with some people believing particular numbers to be lucky or significant for them.

Fans may wish to show their support of a particular player by having their name or number on their supporters’ jersey too.

And it’s not just playing shirts and shorts that schools need to consider – training jerseys, hoodies, sports jackets, socks and sports bags are also now commonplace in the school P.E. uniform shop.

Time to standout Opening our doors back in 2002 Sportclub has successfully provided schools and sports teams with all their sporting equipment and clothing needs for over 19 years.

Sportclub specialises in fully customised uniform, stock uniform and all your sporting equipment. With thousands of teams stretching across New Zealand Sportclub understands the importance of comfort, durability, and easy care whilst, not forgetting standing out from the crowd too!

Sportclub is passionate about your sport and bringing your

team together. We can refresh your kit, inspire your students, and unite the team with a uniform they are proud to wear.

Sportclub’s fully customised option uses the highest quality inks, fabrics, and technology. This process is called sublimation.

This is our affordable premium service, good quality, and what every team dreams of having.

At Sportclub we are ‘pros’ at helping schools with funding applications and much more, so let us help you find a solution.

Sportclub, 100% NZ owned and operated. For more information visit www.sportsclub.co.nz or call 0800 778 252.

Does your team kit need a refresh?

Do you look like other schools?

Do you have missing garments in your set?

Well it may be time to reach out and let us help you create a winning team with our custom design clothing.

We believe here at Sportclub the best way to unite a team is uniform. With over 19 years in the game we know a thing or two about standing out from the crowd.

So if your team is ready to make an impression that lasts, join the club!

Sales Manager -nic@sportclub.co.nz Sales Manager - sam@sportclub.co.nz 0800 778 252 sportclub.co.nz

Term 3, 2021 | schoolnews.co.nz

SPORTS & RECREATION

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©Dembowiak - stock.adobe.com

©makieni - stock.adobe.com

Fabrics, like designs, are ever evolving and the space age ‘smart fabrics’ used in sports clothing today would appear completely alien to the early 20th century wool-wearers. So-called ‘skins’ and other compression wear have physiological and potential performance benefits. More and more, we’re see clothing used to track and monitor performance.

In her research paper, Skin in the game: the use of sensing smart fabrics in tennis costume as a means of analyzing performance, Tara Chittenden writes, “Advances in fabric science

Durability, while not such an issue for the heavily sponsored, wear-it-once professional athlete, is key to a budget conscious school sports department. mean it is now possible not just to look at a costume, but to look through it, via biometric capture, to a performance realized within

data space.” She quotes PailesFriedman, “…what makes smart fabrics revolutionary is that they have the ability to do many

things that traditional fabrics cannot, including communicate, transform, conduct energy and even grow” (Gaddis 2014).

Durability, while not such an issue for the heavily sponsored, wear-it-once professional athlete, is key to a budget conscious school sports department. The wear and tear – quite literally – of the sports kit needs to be considered in any purchasing decision.

Thankfully, the high-performance materials of today are made to last – notwithstanding the odd over-zealous rugby tackle.

Sports uniforms with a difference Sports Distributors have been supplying schools and Sports Clubs with our Iconic sports brand ‘AVARO’ also Globally branded sporting hardware for over 55 years. We have been supplying schools with the latest sports uniforms for decades.

Our experienced team will give you the best support through the challenging task of ordering team wear, from our speedy quoting process, to mock-up, and order confirmation.

With our in-house graphic designer and production coordinator, you will receive the best service and the quickest delivery of your next sports kit.

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We use the latest technical fabrics and specialise in sublimated sportswear.

Sublimation offers you: •

Unlimited design options and colours

•

Free logos

•

Free nicknames

•

Free numbers

We cover almost every sports code... Football, Netball, Rugby, Basketball, Touch, Hockey, Rowing, and more. We supply Hoodies, Jackets, Polos, Tees, Singlets, Tracksuits... We do it all!

SPORTS PROPERTY & RECREATION

Term 3, 2021 | schoolnews.co.nz

Digital futures: A sign of the times

By Heather Barker Vermeer Industry Reporter

In the digital age, schools appear behind the times if they don’t keep up with the play and embrace digital technology – and not just in the classroom.

Schools must consider how they position themselves to their wider community and there is no more public facing, physical mechanism than the school sign. If it is not digital, is your school showing itself to be an up-to-date, tech-friendly hub of innovation? Probably not.

As well as removing the temptation of lettering rearranging pranksters, digital signage has many benefits.

Sharing school event information and community notices such as open days, parent interviews, and term dates has never been easier than flashing it from the front gates on a digital signage, especially if the school sits on a main road and more so if that road is susceptible to traffic queues.

invisible to the end user until it is far too late and it is more important to pick your supplier than trying to pick the product."

service by displaying the current time, temperature or even a thought-provoking quote or fact of the day!

“The capability, reputation and support provided by the supplier is more important than any perceived differences in technology.”

Messages that move – literally – attract and engage more than static signs. Adding tech to your notices allows you to share multiple messages at once. It also removes the need for the school caretaker, receptionist, or teachers to trail outdoors in all weathers to insert letters into a grid.

Ease tends to please staff and touch button will trump manual task completion every time.

Writing the right message

What are some pros/cons to different types of signage? “On the surface, the basic technology of LED signs seems to be largely the same from all suppliers, with the only obvious differences between any two signs being the size and resolution, however the quality of componentry is usually

Words cannot only inform but uplift and entertain. A humorous headteacher might use the school’s signage to spread a few extra smiles around the neighbourhood – everyone likes to laugh, right? Spreading good cheer, especially around Christmas time with a season’s greetings wish, sprinkles goodwill around the school’s reputation. Or your school could provide a handy community

School successes and individual achievements can be broadcast in LED light to passers-by, doing much to enhance the school’s reputation and demonstrate a culture of value and of celebrating success. Digital signage can play a key role in building a school’s branding and identity.

Digital signage is great to give your sports games the professional edge. An illuminated scoreboard is great for players and spectators alike and can be portable and multi-purpose.

Industry insights According to WiPath Communications’ Managing Director and digital signage expert, Craig Meldrum, “electronic signs used to just be a sign on a pole”.

However, “nowadays, the electronic sign will often be incorporated in a plinth with vinyl graphics emphasising the school's brand or with more elaborate structures, often including cultural elements”.

Term 3, 2021 | schoolnews.co.nz

Software that enables you to dictate what appears on your LED signs is easy to use and allows for the display of text, numbers, video or images in most standard formats.

A breadth of messaging can be scheduled, allowing various words and images to be displayed in whatever sequence and frequency is required. Signs can often be split into different sections to accommodate both static and moving images simultaneously.

Images courtesy of WiPath Communications

SPORTS PROPERTY & RECREATION

The tech in the market allows for signage and visual opportunity beyond simple orange lights on a black boarding, however, with single colour illumination being just one option. There are a range of full colour, immersive displays available; how much would a 4K ultra-HD video wall lift the wow factor among your school’s audience? Digital screens of this quality can be attached to windows and walls, be single or double-sided, come as part of a freestanding plinth or be fitted to existing infrastructure, indoor or out.

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Hear more, shout less!

Image courtesy of Asona

By Heather Barker Vermeer Industry Reporter

“What was that, Miss?” The negative implications of poor classroom acoustics are wide ranging and can have deep, lasting impacts way beyond the classroom environment.

“Poor classroom acoustics amplify noise, which disrupts comprehension, mental cognition and engagement.

These effects are amplified tenfold for those with disabilities or a second language,” according to research published in September 2020, by AUT PhD scholar in built environment engineering, Megan Burfoot.

dynamic solution to classroom acoustics’. “The system I’ve developed recognises that dynamic changing spaces need dynamic changing reverberation times,” she says. “It uses intelligent algorithms to interpret the sound waves, categorise the exact activity then calculate the required rotation of the louvres.

The reverberation is optimised in real time, meaning both students and teachers have a better classroom experience.”

hypothesis being that it ‘should enhance voice clarity and aural comprehension, and enhancing connectedness in the classroom’.

The system, which Burfoot says would be useful from primary to tertiary education settings, is being tested in five classrooms, with the

Not only are students disadvantaged by poor acoustics.

What invariably follows the request to repeat information is a teacher raising their voice to

Background noise in New Zealand classrooms is believed to generally range between 28 – 60 dB, according to The Oticon Foundation. The Ministry of Education currently requires that ambient noise levels in a classroom, or flexible learning space, should not exceed 35 – 45 dB.

“Classroom design has changed enormously,” says Burfoot.

“Modern learning environments are dynamic and vibrant.

Unfortunately, despite their modern design, the acoustics of the classroom are all too often neglected, which affects learning and can result in voice disease for teachers. The implications in terms of motivation to learn and on general wellbeing are serious.”

Burfoot’s research provides ‘a

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be heard more clearly. Speaking loudly for lengthy periods of time can lead to vocal strain, which, for teachers, is recognised as being a serious occupational hazard.

Acoustic observations and advice from the industry All schools have very similar needs but quite a varied range of solutions required to meet them, according to Brandstand NZ representative, Richard Spicer.

He shared some observations with us that he noticed over the last 12 months and during lockdown, where “teachers and schools really had to think on their feet and implement never before seen on that scale remote learning initiatives that taxed technology and teachers to the max.

“The key consideration has to be flexibility; to be able to manipulate the acoustic screens in more than one way to be able to create varied learning spaces from the existing building footprints.

Image courtesy of Versare

PROPERTY

“More classrooms are accommodating teacher aids within the teaching environment than ever before: students that require teachers Term 3, 2021 | schoolnews.co.nz

Image courtesy of Brandstand

aids benefit from less noisy atmospheres in which to learn.

"Cross contamination during a shared classroom situation can have detrimental outcomes for all those involved, teachers, aids, and students. Ideally, each class of students and their teachers would have their own classroom.

"Due to many reasons, including population increase and a lack of funding for increased infrastructure within the school system, many schools with the ability are dividing classrooms to create multiple learning areas. It is only after

creating these split learning environments that schools are becoming aware of these acoustic issues as these issues are generally not considered early in the planning process.”

Versare’s manager, Chris Davies explained that with the right acoustic tools, “one multipurpose classroom can be quickly and easily transformed into a dual activity space, a group learning area, a break-out space or a one-on-one student and teacher meeting area as needed, essentially a classroom that limits distractions.”

Supporting NZ schools for over 19 years with locally manufactured acoustic ceiling and wall panels to meet mandatory DQLS acoustic requirements.

Call our technical support team for sound advice.

Phone 09 525 6575

DQLS Compliant Systems

www.asona.co.nz Term 3, 2021 | schoolnews.co.nz

PROPERTY

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Image courtesy of Asona

engage a qualified acoustic engineer during the design process, and to read all the DQLS documents and quick guides.

He offered some advice to schools in the process of a major redesign or new build: “It is a great opportunity to rethink how students learn best and to craft an environment that supports them. But schools should consider the impact of their spaces on student success whether they are able to make big changes or not.

"Teachers can redesign their rooms to offer students more opportunities to direct their own learning, with separate activity areas, spaces for group collaboration and more.

"Tools like whiteboards, portable partitions, and flexible seating can help.

"Wall-mounted acoustic panels can aid in managing noise levels and incorporating a few plants into the room will add a natural element and take your classroom to the next level.

“The addition of portable room dividers is important as they open the door for a variety of

“New schools would have better thermal insulation, warmer roof designs, and better room acoustics with balanced reverberation times from low to high frequencies.

Ventilation rates are also being improved to provide more fresh air and vent away unwanted CO², humidity and odours.”

Image courtesy of Brandstand

space options beyond dividing a classroom. In addition to providing a physical barrier, portable room dividers also provide noise reduction properties, critical to learning and teaching. They offer seclusion and remove potential distractions within a classroom, creating an environment that promotes productivity and focus.”

According to Asona’s managing director, Neil Ridgway, the “big change” for schools to be aware of is that “NZ classrooms now have a new acoustic standard

to meet, which applies to all new build and refurbishments”.

“Good acoustics improved the learning outcomes of students and make the spaces better for teachers. There is a lack of understanding of good acoustics with how different materials behave. This is a big reason why the new DQLS 3.0 mandatory requirements have come in, there is also more involvement from acoustic engineers.”

His advice is for schools to

Offering his key considerations for balancing acoustics in flexible learning environments, he said: “Better use of broadband sound absorbers in the ceiling and walls, ideally 40 to 50 mm thick so that low and mid frequencies can be absorbed, would be beneficial. Most classrooms only have thin 8 mm carpet tile and 10 mm polyester wall coverings, which only absorb sound at high frequencies. This results in unbalanced acoustic RT spectrum and reduced speech intelligibility.”

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