School News - NZ - Term 3, 2022

Page 1

The essential industry guide

Issue 58 | Term 3, 2022 | NZD $12 incl GST |


Learn wild, exploring zoos & wildlife parks STUDENT STRUGGLE:

Dire new NCEA results

Essential Reading for Principals • Department Heads • Teachers • Professionals

Boys will be boys mindful

Three out of four teachers in an independent research study said Pause Breathe Smile had helped the boys in their school better describe their feelings and understand the feelings of others, the core of empathy. The Ihi research study, which captured the thoughts of 143 teachers and 58 children, found that Pause Breathe Smile strengthened schools’ “culture of care,” positively impacting the classrooms, playgrounds, staffrooms, and beyond. Pause Breathe Smile is brought to schools FREE by Southern Cross. Working together to support healthy minds. Contact to see how this initiative can support wellbeing in your kura. Delivered under licence from


EXTENSIVE RESEARCH: 2 years of product development before launch.





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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: Union wins brighten busy return for Term 3........................ 05


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

Disclaimer Any mention of a product, service or supplier in editorial is not indicative of any endorsement by the author, editor or publisher. Although the publisher, editor and authors do all they can to ensure accuracy in all editorial content, readers are advised to fact check for themselves, any opinion or statement made by a reporter, editor, columnist, contributor, interviewee, supplier or any other entity involved before making judgements or decisions based on the materials contained herein. School News, its publisher, editor and staff, is not responsible for and does not accept liability for any damages, defamation or other consequences (including but not limited to revenue and/or profit loss) claimed to have occurred as the result of anything contained within this publication, to the extent permitted by law. Advertisers and Advertising Agents warrant to the publisher that any advertising material placed is in no way an infringement of any copyright or other right and does not breach confidence, is not defamatory, libellous or unlawful, does not slander title, does not contain anything obscene or indecent and does not infringe the Consumer Guarantees Act or other laws, regulations or statutes. Moreover, advertisers or advertising agents agree to indemnify the publisher and its’ agents against any claims, demands, proceedings, damages, costs including legal costs or other costs or expenses properly incurred, penalties, judgements, occasioned to the publisher in consequence of any breach of the above warranties. © 2022 Multimedia Publishing Ltd. It is an infringement of copyright to reproduce in any way all or part of this publication without the written consent of the publisher.

Principal Speaks: Community Lessons I Bring As Tumuaki, Principal........ 06 Special Report:


Shining light on solar sustainability in schools.................. 10 Inclusive classrooms make incredible schools................... 16 A consistent approach........................................................................ 20 Student struggle: Dire new NCEA results............................. 21

Administration Flexible seating trends to surge over next 5 years........... 24


Revamp the bell...................................................................................... 28 New pay rates, work matrix for admin support staff....... 34

Teacher's Desk Case Study: Valued HPE curriculum boosts student engagement............................................................................ 36 Keep well, schools and kura........................................................... 38

Teaching Resources Laser focused purchasing decisions......................................... 40

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

EDITOR Rosie Clarke, INDUSTRY REPORTERS Heather Barker Vermeer and Shannon Meyerkort



EdTech solutions bloom in 2022.................................................. 46 This school was 3D printed............................................................. 50

EOTC Learning wild, exploring zoos and wildlife parks.............. 52


Sports & Recreation


Sports Uniform Superstardom...................................................... 58

CONTRIBUTORS Davida Suasua and Carla McNeil

Property Tree care essentials.............................................................................. 60

KEY Commercially funded supplier profile or supplier case study Supplier information or content 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!



A class act in acoustic design....................................................... 62 Digital Signage Dos and Don’ts................................................... 66

Front Cover: Image courtesy of Orana Wildlife Park Term 3, 2022 |

Kia ora! Welcome to the Term Three issue of School News!

This term has launched with a bang! In the few weeks prior alone, shocking concerns have been raised around the new NCEA standards (page 21) and new pay rates have been settled for admin support staff (page 34). Reflecting on the settlement, NZEI Te Riu Roa President Liam Rutherford told us: “Overall, the feedback has been very positive because our admin and support staff members have waited a very long time for their work to be recognised after we raised this claim in 2018. “We’re very much in the implementation stage, with documentation due to be released next week. We’ve also invited principals to attend webinars early next month with the Ministry and New Zealand School Trustees Association to discuss how the

equity settlement, which NZEI Te Riu Roa added goes a long way to acknowledge the mana that kaiārahi bring to te reo rangatira and our education system: “Kaiārahi I te reo use their in-depth knowledge of te reo and tikanga Maori to support their school communities. “Should the offer be endorsed by those covered in the claim, a kaiārahi i te reo currently earning $23.03 per hour would be paid $41.31 per hour. Proposed pay increases range from 77 to 83 percent.

Rosie Clarke,

Editor, SchoolNews

agreement will be applied.” Also settled in July, was a history-making seventy-nine percent average pay increase for kaiārahi i te reo. This marks the first proposed pay equity settlement for a Māori workforce in New Zealand history. Kaiārahi i te reo employed in Aotearoa schools and kura will receive the life-changing pay

The settlement includes commitment to improving professional learning and development, a new parental allowance, an overtime allowance, better rules for progression and an updated work matrix to determine grading. A comprehensive 18-month investigation conducted by NZEI Te Riu Roa and the Ministry of Education confirmed that the value of kaiārahi i te

reo skills, responsibilities and experience has been significantly undervalued because they are predominately wāhine Māori. “He uara nui tō te Kaiārahi i te Reo ki roto i ngā kura huri noa i te motu. Kua tae te wā kia utu tika ai tēnei hunga, kua roa nei e hāpai ana i ngā kaupapa Māori mo te oranga tonutanga o te reo Māori me ōna tikanga. He mea nui tēnei kirimana kia mātou, kia whai mana ai a mātou mahi ahakoa ki hea mātou noho ai,” e ai ki a Lenora Roberts (Te Aitanga-ā-Hauiti, Ngāti Porou) He māngai Kaiārahi i te reo mō te roopu NZEI Te Riu Roa.” The new rates will apply from 20 August 2021, the date NZEI Te Riu Roa and the Ministry of Education confirmed the evidence of historical genderbased undervaluation. Got plans for your school in 2022? Write in and let us know so we can feature you!

Group accommodation in the heart of Rotorua

Blue Lake TOP 10 have a wide variety of accommodation options available to suit every budget, from 180 powered and non-powered tent sites to standard and self-contained cabins. The facilities at the park will keep your group entertained and active, with free Kayak hire available and a private or sole use marquee with attached kitchen and BBQ that can accommodate up to 80 people.

Okareka and Rotokakahi are all within 2km of the park, and a short 8km drive will find you in the centre of Rotorua. Blue Lake TOP 10 offer large groups heavily discounted rates from February 1st – December 20th (excluding peak season only) and can work with you to accommodate any size group and any budget. For more information please call 0800 808 292 or visit

The park is central to a variety of local attractions. Lakes Tarawera, Term 3, 2022 |




Union wins brighten busy return for Term 3


Community Lessons I Bring As Tumuaki, Principal

All Images courtesy of Tangaroa College

In this Principal Speaks column, Principal Davida Suasua talks about the abundant lessons learned during her prosperous time at Tangaroa College as she gears up to take over as Principal at Rosehill College in Term 3… Māori and Pasifika people and their Polynesian ancestors lived close to the sea and relied on it for food and other resources. The sea also has spiritual importance. According to Māori traditions, the god of sea and the progenitor of fish is Tangaroa, the son of Ranginui and Papatuanuku. Māori believe that water is an


relevance and importance to the community it sits in. The estuary that runs along the back of the school connects to the Waikato River, which we know connects to the sea, therefore, Tangaroa is our neighbour.

Davida Suasua Tumuaki, Principal, Rosehill College, Papakura

energy, with many moods: it can be calm and life-giving, or dangerous and destructive.

Tangaroa the energy of the sea We often take for granted the name behind a school and its

The school motto, Waiho i te toka tu Moana - steadfast like a rock in the ocean, reflects the challenges we face, the need to be resilient, the understanding to hold on as the storm passes, giving respect and understanding to the mood. There is relevance in knowing who you are, your history, your turangawaewae and for many of us Tangaroa has been there as a surrogate, stepping in, in good times and bad. I have been in the Tangaroa College community for more than 25 years and as the


Tumuaki for 7 years. I have learnt to appreciate, admire and at times envy the cultural capital and intelligence the Tangaroa College community has. There is something humbling and raw about the honesty of a community which faces adversity as much as Otara has, from the Dawn Raids to gang rivalry and everything else that sits in between, when you tell people you teach in Otara. Leaving a community that you have strong ties with sits outside your job description and has been a difficult decision, but I know that Tangaroa College has given me an abundance of kai which has fed my wairua, my tinana and my ngākau and that they are in a good place with excellent staff.

Term 3, 2022 |



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All Image courtesy of Tangaroa College

responsibilities are greater now than ever for school communities and their leaders to develop strong strategic plans that articulate clear pathways for students, for teachers and for communities.

Our Kaupapa have similarities too of, Manaakitanga, Hihiritanga, Rangatiratanga and Whanaungatanga - Tangaroa has connected both schools.

achieve the very best we can. The local iwi Ngāti Tamaoho, in whose Rohe Rosehill sits, have already connected with the College; they are working in collaboration with historians, researchers, orators, and ecologists, so it is important to know where our turangawaewae is for our College community. Their fundamental principles align with Rosehill and Tangaroa of kaitiakitanga and manaakitanga.

The Rosehill College school motto is ‘Together we create an environment for personal excellence’ and exemplifies the importance of relationships to

No doubt, we are in an unusual space as we grapple with post Covid issues, curriculum refresh, and the introduction of New Zealand histories. The

They have never been on an equal playing field, so stepping outside the box for innovative ideas is a challenge for a school and its community to understand, when traditional educational practices are so deeply entrenched and expected.

Rosehill College sits on an estuary that is also connected to the Waikato River, which connects to the sea. Tangaroa College and Rosehill College have the same awa - The Waikato river.


Tangaroa College has taught me that education is a definite privilege and the pathway to university is not an expectation for many of our students.


How do we make shifts? My lessons from Tangaroa College have been: 1.

Know who you are.


Know where your turangawaewae is, so when times get tough, your feet are firmly on the land you belong to. Waiho i te toka tu Moana.


Know and understand the stories of your community.


Challenge the norm and each other.

Never underestimate the name of a school or the Rohe on which it sits or how relevant and important it is to its community. Our connections are there, we just need to take our sunglasses off.

Term 3, 2022 |


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Shining light on solar sustainability in schools

By Heather Barker Vermeer Industry Reporter

In May this year, the New Zealand Government released its first Emission Reductions Plan (ERP), setting out Aotearoa’s path for climate action over the next 15 years. It outlines the direction to be taken and the targets and actions needed for the country to reach a cleaner, greener destination over the next two decades. Markers have been made across every sector of the economy and, among the targets set is that 50 percent of total energy consumption will come from renewable sources by 2035. The education sector, with its infrastructure and teaching remit, is tasked with being a


purveyor of positive climate change modelling for the future. For example, as part of its climate protection promise outlined in the ERP, there has been a government commitment to replace all remaining coal boilers in schools by 2025, in a bid to create cleaner energy production across the education sector. In May, Climate Change Minister James Shaw announced a $10 million dollar investment to replace all 180 remaining coal boilers with renewable biomass or electric heating sources, reducing carbon emissions by around 35,400 tonnes over 10 years. The School Coal Boiler Replacement Programme began prioritising schools with the oldest, least efficient boilers, allowing them to transition to clean energy thanks to an allocation from the government’s $220 million State Sector Decarbonisation Fund.

“Clean energy in schools is a win for our kid’s health and the climate and shows that what’s good for the environment is also good for New Zealanders,” said Shaw in a statement. Setting up with solar power is one of the key moves schools can make towards emission reduction and taking steps towards long-term, truly viable sustainability. It is, however, an outlay versus long-term investment balance scale that has long led to solar finding itself in the ‘too hard basket’ for schools and kura. In 2015, Sylvia Park Primary School in Auckland became the first school in New Zealand to install solar panelling. Last year, the country’s largest school solar power system was installed at Kerikeri High School. The 174-kilowatt system has already seen electricity bills at the school cut by half since


it took the bold step towards sustainability and far-sighted cost saving. According to Consumer NZ research in 2021, the Northland township was paying the country’s highest power prices – on average, 40 percent more than similar households in Auckland where incomes average 25 percent higher. Therefore, installing solar power made sense. The college’s 174-kilowatt system dwarfs what was previously the largest school solar system at fellow Northland secondary, Kaitaia College which created a 101kW solar panel set in 2019. There are many individuals, organisations and agencies looking to contribute to the change, and competition for a seat at the solar table, in terms of supply an installation, education and partnership, is fierce. There is public funding, private partnership, reputations and revenue at stake. Term 3, 2022 |



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scholarships to a Canadian University and another a full scholarship to UK’s Cambridge University (Sir Douglas Myers Scholarship), I truly understand the power of education and that I feel a need to give back too.” So, what are the main barriers to progress in the school solar sphere?


Vendor Engagement

Is it due time for an independent body to exist to offer unbiased advice to empower and enable schools and their communities regarding the range of sustainable energy options on offer and how to navigate their way towards achieving emission-reducing change? Simon Parker thinks so. He is one of those leading the charge for change in the solar sector, calling for the creation of a Clean Energy Schools Trust,

which he hopes to establish as the New Zealand arm of the international Solar for Schools community, already operating across six other countries. Parker has a history of advocating for and enabling large-scale sector-wide innovation and change, his work includes the establishment of a charitable trust for line companies to share the complexity, risks, and costs of migrating to what was

then untested in NZ asset management software for recording power and fibre networks. His Engynious energy solutions company has its NZ base in Wellington. With his two children on strong educational paths, Parker is mindful of the contribution he can make to the future of (clean-powered) education in Aotearoa. “This is a topic so critical to the future of our students. With my own children having won

Boards of Trustees and principals are, more often than not, timepoor and lack the necessary expertise on the whole to determine the requirements of their school’s clean energy and energy efficiency transformation strategies. It’s these stumbling blocks that can bring a swift end to best laid plans and intentions to push forward into a cleaner power programme. Parker explains how he worked as a project manager to help a New Zealand school complete and submit project documentation to their Ministry of Education Property Advisor. “For another, I worked out the MoE architect design standards regarding watertightness,

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Term 3, 2022 |

electrical solar interconnections, and working from heights. Plus, I costed a system for another school to show the premium they were been made to pay. One school I helped because a vendor had walked away, another didn’t provide the power consumption profile of the new HVAC system, for example.

His push for a sector-wide Clean Energy Schools Trust, he says, would provide a mechanism through which to share learnings, expediate solar energy production and monitor progress.

Financial Management Access to low-cost capital funding because schools are capital-poor is another block to progress, says Parker, even if schools are managing sound operational budgets. “BoTs and principals lack time to fully understand return on investment calculations and


“I have many more examples of lessons learnt that, if shared, would assist so many schools hence the need for the Clean Energy Schools Trust governed by the schooling sector.” how to deal with the NZ solar vendor sector in terms of design quality-control, fair-pricing and electrical/regulatory standards. Plus, they often struggle with how to deal with electricity retailers; NZ has a skewered domestic vs commercial electricity variable rate system that can penalise schools. “Again, this is where a Clean Energy Schools Trust is needed, otherwise a sizeable number of schools simply won’t be able to afford solar given how many schools pay an extremely low variable rate and very high fixed

rate for grid supplied electricity, so they will need a donation from the trust to make it work.”

Leap of Faith Overcoming reluctance by boards of trustees and principals to step into the unknown to adopt and adapt to change can add value to a school in numerous ways. “Implementing their school’s climate and energy transformational learning packages backed up with experiential learning

approaches,” says Parker, is multibeneficial. He has experienced “real reluctance by schools to implement anything new while they are understandably swamped with mandated changes to the curriculum and so will only consider it if other schools have already done it. “The need is now to provide a noncommercial orientated education package to students explaining climate change and what it really means and how, through true comprehension they may feel better about what they can do and how their futures are secure.”

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Allaying fears and effecting change – fast – is important, says Parker. “For the uptake by students to be at a pace that, actually, our families need, we have to have a mixture of student and teacher change-leader-development courses, in-class enhancement materials and student focused self-learning education.” He cites apps such as the UK-centred Solar for Schools app and says that although the internationally sourced material it contains “is 99 percent applicable to NZ”, it needs “Kiwi-ising”, as do the other education components. He sees the creation of a Clean Energy Schools Trust as key to providing governance, resources, and a shared platform for teachers to standardise the education to all schools. Having the confidence to take the leap and be assured of the viability of the venture is paramount to schools. At Kerikeri High School, a retired engineer grandparent of current pupils gave his stamp of approval, which proved pivotal to the project’s progress. Not only has the school experienced huge power cost savings that will increase over time, teachers have explored ways in which the accumulating solar power data could be incorporated into a range of curriculum areas. It’s been a school-wide success. Parker says, “I’m keen to share insights and lessons learnt between schools, as they face one of the biggest transformational challenges in recent times.” A background that includes working in the tertiary sector, government and perhaps most significantly, leading roles concerning technology and


Access to low-cost capital funding because schools are capital-poor is another block to progress – Simon Parker organisational transformation, have put Parker on the path he now treads: “Much of it, volunteering my time to support [schools] to access low-cost funding, free in-class resources and internationally sourced interactive education on climate, energy designed to instil a belief in a brighter future for our students, tied to the UN Sustainability Development Goals, STEM and OECD 2030 Future Concept model.” New Zealand Green Investment Finance (NZGIF) was established by the government, “to accelerate investment that supports decarbonisation in a way that lowers domestic emissions, crowds-in private finance, makes investments on a commercial basis, and undertakes a market leadership and demonstration role”. Last year, NZGIF announced it was continuing its investment in solar by providing an $8 million senior debt facility to finance solar panels on schools across New Zealand, alongside energy services provider solarZero. The energy initiative solarZero Schools was launched in 2021 to enable Kiwi schools “to convert sunshine into solar energy to power their school and contribute to an increase in New Zealand’s renewable electricity generation capacity” by setting up a facility to provide financing for the installation of solar arrays

(including operating costs) using power purchase agreements (PPAs). NZGIF reports it is also holding $10 million in reserve for future extensions to the finance facility as demand grows. NZGIF CEO Craig Weise said: “By financing solar panels on schools, we are helping demonstrate in a tangible way to future generations what a low carbon world can look like. NZGIF’s finance will enable solarZero to deploy distributed solar across schools. This investment will accelerate the uptake of distributed renewable energy projects and contribute to the decarbonisation of the education sector.”

supporting solarZero to finance Power Purchase Agreements for solar installations on commercial buildings, which will enable up to 40MW of solar generation. solarZero CEO Andrew Booth said, on the programme’s launch last year: “Tens of thousands of school students from across Aotearoa have called for action to meet the climate emergency head-on. Now, for the first time, there is no financial barrier to stop schools from going solar to lead the way for our communities' transition to 100 percent renewable energy."

But is the demand there? Progress appears to have been slow.

Pandemic delays and subsequent supply chain pressures have affected installation of solar panels through the solarZero Schools programme, according to NZGIF. An update request on school investment progress made so far by solarZero was not provided prior to print deadline.

To date, the government has committed over $400 million of capital into NZGIF, including over $300 million through the 2021 budget process. As of February 2022, NZGIF has invested $77 million in capital and committed a total of $123 million. This includes

Parker says: “We must find a way to better support schools if they are to speed-up their transition to clean energy and provide internationally expertcreated education on what is climate-change and how today’s students can adopt to it now.”

A key feature of NZGIF’s facility is its ability to scale to meet demand across the education sector, it says.

Has your school made the switch to solar power? What have been some of the learnings or barriers that have led to your school adopting this or deciding against it? We’d love to hear from you at


Term 3, 2022 |

The smarter, electronic way to run key-based access control eCliq is a wireless access control system which enables schools to regain and maintain control of their locking system. For those who need to monitor and control access to their facilities, the reality of navigating streams of different people at any given time and ensuring that those who are authorised to have access to premises can easily do so, and those who don’t are prevented from entering, can be a huge challenge. It may be surprising that one of the most sophisticated, up-to-date access and security devices looks, at first glance, like one of the oldest. Based on the traditional lock and key, eCLIQ retrofits seamlessly into existing locking

systems; cylinders are made to the same dimensions, and all electronics are selfcontained, powered by a battery within the key. Without the need for wiring, eCLIQ electronic keys offer features like programmable access rights, time scheduling, audit trails and blocking of lost keys. Simply put, if one of these is mislaid or taken away (either inadvertently or intentionally) the facility manager isn’t landed with the onerous task of rekeying the entire facility. See who opened what door and when, easily change a person’s access rights by sending information to their key and control the time periods when keys are operational. Installation is simple and straightforward, both for new school construction or retrofitting to existing doors at established schools.

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• Lost keys – Block or eliminate any lost or stolen keys to maintain the integrity of your system without having to replace the locks • No wiring – Gain the functionality of access control without the hassle and expense • Audit trails – See who opened what door and when • Change access – Easily change a person’s access rights by sending information to their key • Schedule access – Control the time

Inclusive classrooms make incredible schools By Heather Barker Vermeer Industry Reporter

Inclusive education fosters a culture of respect and belonging, accepts individual differences, and allows individual to work towards their own goals and pathways while being a valued part of a learning community. Schools and their environments, systems and processes need to adapt so they have adequate support for all learners, including learners with diverse or more complex leaning needs. No student should


Schools are legally required to be inclusive under the Education and Training Act 2020, which is reinforced by the New Zealand Disability Strategy. feel their capacity to learn is limited by the need to fit in.

The New Zealand Curriculum and Te Marautanga o Aotearoa require all students’ identities, languages, cultures, abilities, and talents to be valued and recognised. By its very nature, it is an inclusive programme designed to create an educational environment in which all students are able to thrive.

Image courtesy of Solutions NZ

How schools represent, respond to, and recognise difference can have lifelong impacts on individuals. Enabling students of all abilities to be present, enjoy learning and achieve their potential is essential to provide an equitable environment for teaching and learning within the school setting. It requires careful, considered thought and ongoing action.

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While students on the Autism Spectrum require individually tailored support, teachers can use effective strategies to provide a rich learning environment by creating safe spaces in the classroom, for example, where students can take a break from social interaction, decompress, and process information in their own time. Dyslexia, dyscalculia, dysgraphia and ADHD, once professionally diagnosed, require collaborative input from staff and student, and ideally, whānau. When a student presents with a learning difficulty, the pathways taken by teachers can mean the difference between years of


success and years of struggle, so providing staff with the right resources and insight is critical. Keen observation in a classroom setting can lead to a helpful diagnosis that sets students up with the support they need to learn. For instance, the Ministry of Education outlines early identification and practical support as central to a successful dyslexia programme in schools. As such, ensuring teaching staff and aides know how best to provide practical support, suitable tasks and activities, is key and PLD is widely provided across the motu by public and charity organisations, as well as private providers. Producing confident, empowered learners and teaching staff requires a holistic, schoolwide approach and a shift in attitudes of old. Being non-prescriptive, the NZ Curriculum allows for a flexible learning approach and schools/kura have a mandate to develop their curriculum in a personalised way which responds to the needs of all their learners. Term 3, 2022 |

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Teasing out sensory and behavioural issues can be a real challenge, but an outside perspective can be invaluable

and the neurodiverse child’s inability to cope, manifesting in antisocial moods or meltdowns. “Many neurodiverse children find it exhausting having to try their best to interpret non-verbal communication, and often ‘mask’ to fit into the classroom dynamic. “It’s no wonder they are prone to meltdowns and seek the calm and solace of a quiet sensory corner. “By implementing small sensory corners in classrooms, overwhelmed or over stimulated learners can retreat for a few minutes or more into a sensory black out tent with a pair of shh muffs, fidgets, or other sensory tools, before re-emerging to engage in classroom activities.

Image courtesy of Sensory Corner

Industry Insights: Inclusive Classroom Tools and Design

withdraw to when the external stimuli of an active and social classroom proves too much.

Sensory Sam’s Allanah Bazzard informed School News: “There are huge benefits to teaching and learning collaboration involving multi cell classroom ‘open workspaces’ for student and teachers alike, but neurodiverse children should also have private safe spaces they feel they can

“As a parent to a child on the Autism spectrum, part of the strategies I’d recommend teaching students with neurodiversities is to recognise the need for flexibility and adaptability to ‘the rules’ and understand the difference between defiant behaviour

“A combination of tactile, audial, and visual sensory resources are ideal and these can also help encourage fine motor skills and encourage vestibular and proprioceptive input, improving balance, coordination and self-regulation. “SENCO support staff often utilise weighted lap or shoulder coverings to give deep touch pressure that reduces cortisol in the body and creates a sense

of calm. Wobble cushions and silent fidget toys are also popular, allowing children to quietly stim without creating disruption to other students or teachers.” Speaking with us from Sensory Corner, Rachel Cheung said: “I think teachers and schools have become much more aware of sensory issues in the classroom and this awareness has enabled teachers to identify the kinds of sensory support students might need at school. “Unfortunately, sensory issues are not acknowledged in public funding like other health and disability issues, so that can make it difficult for schools and students to access support. “We have seen an increase in the use of fidgets, earmuffs, and weighted equipment in schools, which indicates that teachers are much more aware of the sensory needs of their students, and that it is a huge and increasing need in all schools. “Sensory issues can be quite complex, especially in classrooms and schools where there are potentially multiple students together with a range of sensory needs, and sometimes competing needs.

Images courtesy of Sensory Sam



Term 3, 2022 |

An example might occur where a student needs absolute quiet, but another makes noise to self-soothe. My only real advice to teachers is to access support where applicable, possibly through an occupational therapist or a professional who is able to give advice on sensory and behaviour. “Teasing out sensory and behavioural issues can be a real challenge, but an outside perspective can be invaluable. It is sometimes difficult to see the causes of behaviour and sensory responses when you are in the situation. “Assessment through observation, or even formal assessments will help everyone working with the student, greater understanding and clarity about the interventions required to support. “Sometimes, the only real way to know whether something will work, is to give some things a try. Safety is obviously the most important thing to consider when introducing sensory approaches in a school setting, so seeking advice, and discussing within the school about appropriate equipment or techniques is crucial.” Maree Whitworth from Solutions NZ offered some advice to teachers: “If you have a student with different needs in your class, learn about how they learn, what they need to be able to cope in a classroom setting.

“First, if possible, ask the student what helps them to learn. Is it a timer on the wall that can help them to pre-empt when a task is finishing and how long it might take? How about a visual schedule so there are fewer surprises as the student knows what to expect and what is happening? Is there an area that your student can go to take a break? People who have sensory challenges are not able to concentrate as effectively in noisy or bright settings for lengthy periods of time.



“As the teacher, you can also encourage students to support each other by buddying up or ‘body doubling’ for particular in-class tasks.” “In terms of school purchasing trends related to inclusive classroom items: “Timers are very popular across primary and secondary as they not only help students with learning differences to stay on task, but they help all students in the same way, knowing that there is an end to each task. “Sensory toys, such as squeeze balls and fidgets are also extremely beneficial as they improve learning by allowing the brain to filter out extra sensory information.

The wide selection of books, toys, educational games, puzzles, visual supports, sensory products, fidgets, DVDs etc. have been carefully selected to enhance the unique needs of individuals with different needs.

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“Often, the sensory/tactile input and repetitive movement is required to help individuals self-regulate and focus.”


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A consistent approach Ensuring every child is supported in their literacy learning so that they can access and participate in their education can be complex, due to the variety of needs in the classroom. We must aim for no exclusion by recognising the diversities and responding with a consistent, evidence-based approach that best supports the needs of our ākonga, albeit in culturally responsive ways. There’s currently variability in many schools in New Zealand as to how literacy is taught. Variability in classrooms, intervention, and with assessments and resources used. Unfortunately, these variables may also include popularly employed teaching approaches that are not the most effective for our vulnerable learners and struggling readers. Put yourself in the place of a vulnerable learner or struggling reader. If you are in a literacy learning environment that is not conducive to your needs, that teaches in a way you don’t learn best, with little alignment or consistency, how would that make you feel? Confident? Willing to participate? Included? Probably quite the contrary. The approach the International Dyslexia Association identifies as one that “not only helps students with dyslexia, but there is substantial evidence that it is more effective for all readers” is Structured Literacy. The Ministry has also identified Structured Literacy as the most effective method for teaching dyslexic

Carla McNeil, Managing Director, Learning MATTERS

ākonga. What would it look like if we normalised this evidencebased approach in the classroom in core curriculum times? Coming back to that aim for no exclusion; teaching with an approach that best suits our struggling readers in daily classroom management and practice will help establish a successful literacy learning environment for all. This can be further supported with appropriate and aligned intervention that gives ākonga with literacy learning difficulties time to process information at their own pace, through more targeted or individualised support. Consistency is key to feeling like you belong both in and out of the classroom.

and their personalities to the table, but ultimately what leads to success for all will be when we have consistent knowledge and practice. When we match our instruction to what the science says about how the brain learns to read, we will enable literacy success for ALL ākonga. We can gamify it, make it social and storify it while teaching in a consistent way to ensure an evidence-based educational pathway is in place.

Developing an evidence-based educational pathway requires consistency in teaching practice, and when implementing Structured Literacy, it’s important to understand the WHY behind the approach. This means kaiako receiving consistent training in how brains learn to read, so they are empowered to teach in a way that is conducive to this. Of course, kaiako can still bring themselves,

We have the privilege of working with schools to implement evidence-based Structured Literacy. We’re observing that with consistency of knowledge and practice, kaiako are using common language in the classroom (and the staffroom), and expectations are clearly communicated and regularly discussed. In these schools ākonga move from class to class, from kaiako to kaiako,

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

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from year to year, and know what is going to happen when it comes to Structured Literacy, they know what to expect. Building an evidence-based educational pathway that is consistent and aligned with an evidence-based approach removes barriers so our vulnerable learners can feel safe to engage. They do not feel excluded, and can move at their own pace. Progress is measurable and evident to all stakeholders. Kaiako feel empowered, they have direction, and take systematic and cumulative steps to implement a structured approach through a scope (content for teaching) and sequence (order to teach). Whānau are engaged, and grateful for the progress measures shared. The steps make sense, and they too feel they have access to being able to support their 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


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Term 3, 2022 |

Student struggle: Dire new NCEA results of students failed the new numeracy and reading standard.

By Rosie Clarke, Editor

Discussing the fallout following results of a pilot study of new NCEA standards, he told School News: “I think teachers have a fairly good idea of the literacy levels of young people.” His comments have come as a point of difference to media outlets and educational experts who have expressed shock reacting to early pilot results that show two thirds of Kiwi students fail the new writing standard,


“I don’t think it should come as any surprise to teachers who are paying attention,” says Dr Michael Johnston, Associate Dean of Victoria University’s School of Education. Dr Johnston said he hoped the news might be motivating for teachers and school leaders: “We need some pressure from the teaching profession to reform the way in which we approach literacy, and numeracy for that matter, especially in primary schools. “We need to use much more evidence-based approaches that actually work, and for far too long in NZ we’ve used approaches

that don’t work for too many children, and this is the result.” Those results from the Ministry of Education’s pilot study of assessments for incoming NCEA standards in representative schools across deciles and geographical locations were released under the Official Information Act, and have surprised the wider public by revealing that one third

In response, independent think tank, The New Zealand Initiative has published a list of recommendations to steer the ship around, authored by Dr Johnston. Summarising these, he advised School News, “we need, at least in the interim, to have some programmes in secondary schools and perhaps upper primary schools for those who have missed out on the most effective teaching in literacy and numeracy.” He said: “The Ministry of Education really needs to step up and provide some resources to do that. So far, they seem to be sticking their heads in the sand; they’re not really admitting that there’s as much of a problem as there is, so that’s a little bit of an issue.”


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“To me, that’s where school leaders can really help and make some public noise about the problem.”

Ministry representative Ellen MacGregor-Reid, Hautū (leader) Te Poutāhū (Curriculum Centre) summarised: “As part of changes to strengthen NCEA, new literacy and numeracy | te reo matatini me te pāngarau standards are being introduced as a corequisite to the qualification. This is to support young people with the foundational skills required for learning, life, and work. Last year, a small-scale pilot took place with learners in 13 secondary schools, six kura and two tertiary providers across Aotearoa New Zealand.” According to Ms MacGregorReid, “the mini pilot cohort in 2021 meant the results were not representative and can’t be regarded as likely NCEA attainment levels for future learners as most participants in the mini-pilot were Year 9


Do the pilot study results provide an accurate representation of the NCEA changes?

or 10 ākonga, who will have further opportunities to sit the assessments again”. However, Dr Johnston said: “They think that the pilot they ran last year was not a representative sample and pointed out it was run on Year 9 and 10 students rather than Year 11 students who, by and large, will be the ones to whom it’s aimed. But, first of all, the sample was representative enough to give us a good idea of what’s going to happen. And second, unfortunately, students don’t make much progress on literacy between Year 9 and Year 11. So,

maybe they’ll do a bit better than they did in this pilot but [with just] 34 percent achieving in writing, you could come up 20 percentage points from there and still have a catastrophe on your hands.” When approached for comment, Ms MacGregor-Reid told us: “In creating new standards, we are updating and reinforcing the sector’s shared understanding of what foundational skills in these areas look like. As such, the results could reflect the need for further support for young people with literacy and numeracy | te reo matatini me te pāngarau.

“The Ministry is supporting the sector with newly available resources and with additional funding for regional experts to prepare for the changes. As well as this, the Ministry will be implementing the Literacy and Communications & Maths Strategies and Hei Raukura Mō Te Mokopuna to provide change across the whole learning pathway.”

What approach should teachers take? “They need to take a more structured approach to teaching literacy and numeracy,” said Dr Johnston, advising that teachers be trained to draw on cognitive psychology, “what they sometimes call the science of learning, which is about how memory systems and attention systems work. We know a lot about that now, and yet when our teachers are trained, they’re not exposed to that information nearly enough and so they don’t get taught, during their training, the most effective ways of teaching literacy and numeracy and, again, this is the consequence.”




Term 3, 2022 |

“And they should’ve seen it coming. I mean, they really ought to know what the state of literacy is in our schools—they’re the premier agency responsible for implementing education policy in New Zealand, they ought to have a better idea than they seem to have.” ©

He also believes PLD should be a significant part of the solution: “Certainly, practicing teachers need to be given the information, knowledge, and skills to teach literacy and numeracy in the most effective ways. So yes, there is certainly a PLD component, but fundamentally we need to go back to teacher education and make sure that new teachers going through the system are prepared properly.”

The Ministry’s timeline for new NCEA standards “The new standards will be piloted for one more year before they become mandatory corequisites to NCEA in 2024,” according to Ms MacGregor-Reid. “This means learners, schools and kura have an extra year to transition to the new standards. Over this time, the Ministry will be releasing further resources to support good teaching and learning of literacy and numeracy | te reo matatini me te pāngarau across the Curriculum. This is in addition to the resources that were released in March this year.”

In 2022, she advised School News: “Over 200 schools, kura, and tertiary providers are piloting the standards and the results of the first assessment event this year will be provided to the students in late August. “The results and evaluation for both 2022 assessment events will be released in the first quarter of 2023, noting that there is a much larger sample to understand national student achievement. Next year, we again expect more schools to use the standards.” Delaying the implementation of

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these new standards, however, is “not going to make much difference”, according to Dr Johnston. “If they want to implement these standards for NCEA, and I think they should be implemented when the system is ready, but I don’t think we can do it now because far too many students would be shut out of qualifications.” Rather, he recommends that the Ministry formulate a more immediate action plan: “They really should be saying, ‘yes we have a real problem and here’s what we’re going to do about it’.

School leaders called to action: “Make it clear we need some reform” “They need to talk to the Ministry of Education and make a bit of noise about it publicly,” Dr Johnston said: “Make it clear we need some reform because we shouldn’t be living with a situation where so many of our young people are coming through schooling without having learned to read and write and do basic numeracy properly. That should be the primary focus. “I totally get the importance of making sure teachers are happy in their jobs, I think there’s far too much pressure on teachers in lots of different ways. But we’re letting young people down at the moment.”




chapter add more excellent activities for extension or extra practice to the highquality tasks in the books. Schools that have purchased this series can access these online resources at no cost.

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Flexible seating trends to surge over next 5 years By Heather Barker Vermeer Industry Reporter

Inflexible seating design can inhibit discussion, pedagogy, and performance. Thus, it will come as no surprise to most teachers that flexible seating is now one of the key trends driving market demand for school furniture over the next five years, according to global market research by Mordor Intelligence, published in January of this year. The research suggests strong demand for flexible seating configurations in classrooms is connected to growing concerns around children's posture, and flags school sector interest in eco-friendly furniture, design innovations resulting in new flexible products, and multifunctional chairs and tables, as influencing this growing trend. In the Asia Pacific region specifically, the report adds that demand for flexible seating and furniture is also due to increasing private school enrolments and the expansion of extra-curriculars in the Asia Pacific region particularly.


Clearly, there are big benefits to flexible seating for schools. The first is student agency: learners feel empowered by having a degree of choice and control over their environment and flexible seating enables autonomy as students choose how they sit. Certain pieces enable them to rock, wobble, bounce, and these movements help them to self-regulate during class, aiding blood flow, metabolism and even core strength. Aesthetic appeal makes the classroom more attractive to children, staff, volunteers and parents. Flexible seating options are also varied enough that coordinating colours across your floorspace can add impact, create a calming environment, soothe or liven things up. Of course, flexible seating still needs to be durable, which is where quality suppliers are an essential resource, so we spoke with three experienced suppliers this issue to find out what flexible seating trends are gaining popularity here in New Zealand. Here’s what they told us:

“Ingenious” students use seating to their creative advantage Furnware representative Helen Jones informed us there is “a definite shift towards recognising ergonomic performance” and that “the most creative use of seating I see is from students!” She said: I am always amazed at the ingenious ways students position seating to meet their individual learning needs, especially in junior schools. For this reason, students must be provided with a variety of seating options that they can move themselves. Floor cushions and small ottomans are ideal, and younger students love booth-style seating that allows them to create a quiet nook for reading or collaborative work. This is particularly important in large ILEs as it allows students to create a more intimate micro-environment within the larger, busy space. “Not only does this create a dynamic environment for all types of learning, but it also gives the students greater agency. The key is to consider pedagogy and how activities will be delivered; not only do flexible seating


options empower students, but they allow teachers to mix up the delivery and break down the student-teacher classroom hierarchy to boost engagement. “For more traditional learning at individual desks or tables, a well-performing ergonomic student chair at the correct size for each age group is the best option. For more collaborative learning, couches, ottomans, or stools positioned around collaborative tables might be more effective. Too often, we see schools investing in great student chairs and then opting for hard rigid stools for art rooms and labs. Another common misconception is that student stools should have backs. On the contrary, a well-designed student stool will position the user's body at the correct angle to engage core muscles, encourage correct posture, and effectively keep students more actively engaged. Stools should be selected at the right height for respective tables and it is the distance between the seating surface and tabletop that is critical, not the height from the floor (assuming the stool has a correctly positioned footrest for students’ age and size.” Term 3, 2022 |

addition to the curriculum, and here seating needs to be far more relaxed and adjustable to recline. Additionally, architectural height stools are sought-after, especially for workshop classrooms in innovation centres where a mixture of sitting, perching, and architectural height stools allow for posture change and support while working at different workstations.”

Image supplied by Sebel Distinction

Moreover: “We often see school gymnasiums doubling as venues for performing arts or assemblies, so it is important to consider all potential uses for the space. Some fantastic, tiered seating options are now available that retract back against the wall when not in use. Alternatively, quality linking seating that can be stacked and stored when not required is a good option.”

Innovation Centres, architectural chairs, e-sports upswing A large increase in new school innovation centres, which are single buildings that house a variety of speciality subject areas dedicated to design, innovation and manufacturing across many industries, has increased the need for flexible seating catering to different subjects, according

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to Buro Seating representative Matt Jeffers, who told us about three key chair design trends that have arisen as a result: “Architectural chairs on castors are popular; the architectural base provides some extra height range, allowing teachers to walk between groups and engage at eye level without having to crouch down or sit at a lower level. E-sports is a huge emerging

Meanwhile, “classrooms are continuing to evolve rapidly and there are now a number of focal points in a classroom. Alongside the traditional whiteboard, we have remote students joining via a display screen elsewhere in the room. There’s also the use of projection screens and screens for group work. With these evolutions, it’s imperative that learners are able to view all areas, so chairs need to be a variation of heights, with swivel mechanisms and move on castors. We must allow for as much variation as possible and allow learners to adjust seating for optimal view of presentation or display screens. “As such, the key thing is to

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Term 3, 2022 |

colleagues about what they like, then visit other schools to see what they have done and what works for them. Ask sitters questions like, ‘hard or soft? traditional or adjustable stool?’, ask whether they prefer firm or flexible, stationary or rocking, casters or no casters, chairs paired with desks or tables?

Image supplied by Buro Seating

use a range of seating heights in learning spaces, varying from traditional desk height to perching and standing; a good example is the new specialist facility at Saint Kentigern Boys’ School, which uses a variety of seat heights to support different learning and teaching styles. Their facility includes casual breakout spaces with adaptable soft seating to enhance collaboration and modular furniture offers

flexibility as individual seating blocks can be rearranged to promote group communication or individualised tasks.”

Keeping kids more alert with micro movements While “it may seem counterintuitive”, Sebel Distinction representative Michael Hellyer said, “the more we let kids wiggle, rock, and bounce, the more their brains pay attention”.

“Even micro movements increase oxygen flow to the brain, keeping kids more alert, and students who feel they have a choice in where and how they sit, stand, rock, or lounge in the classroom feel more personally invested and empowered to learn. So, give kids choice and you will have a more engaged and focused classroom. “The best way to choose new classroom seating is to firstly talk to your students and

“In terms of seating options to consider, mobility is key in multi-purpose areas. Storage with these pieces is another factor to consider--flip tables and stackable chairs are two things schools might want to look at here but it's best to talk to your provider about what is required. As for stools, they should always consider table heights in relation to corresponding stool heights, and also whether it might be advantageous to have stools with backrests and/or footrests. “I am currently working with a school on a rebuild where scale models are being used to give the teachers an idea about classroom design and how the rooms will work. It’s a bit like going back to playing with dolls and doll houses, but very fun!”

Flexible seating trends to enhance learning The ways we teach and learn are rapidly evolving and so are the spaces we do it in. Whether you need seating for; a new specialty-subject innovation centre, offices, breakout spaces, corridors, or auditoriums, choosing flexible seating will enhance the student and teachers' learning experience. Discover seating trends by ergonomic experts, Buro Seating.

Choose chairs with architectural gas lifts Consider the poor ergonomics of teachers in a traditional classroom setting, crouching to engage with students. Choosing a range of table heights and chairs with architectural gas lifts, allows teachers to walk between groups and engage at eye level. Term 3, 2022 |

Choose chairs with castors and a swivel base Chairs that wheel and swivel allow students to adjust their position and direction for as much variation as possible. Optimising learning; from a traditional whiteboard setup, remote via a display screen, a large projection screen or through group learning with smaller screens.

Choose soft seating Foster collaboration and creativity with modular soft seating such as the Konfurb Block and Konfurb Star Series, which can be arranged in numerous ways changing the learning layout. Contact Buro Seating to discuss your project or find a reseller near you. ADMINISTRATION


Revamp the bell By Rosie Clarke, Editor

Has your school considered upgrading its communications system? When deciding on budgets and key purchases to streamline school operations, it’s important to note that IP paging and PA systems have moved on from the classic brass bell that used to signal break times. In fact, IP paging and PA systems have a range of new functions that boost security, enable creative use of speakers for schoolwide events and competitions, more efficient communication between classroom teachers and school administrators, emergency messaging, and more. Yet, few school staff seem to know about these innovative features and technologies. School News investigates how IP paging and PA system designs have evolved to meet new needs in today’s rapidly evolving educational landscape…

IP Paging and PA system recommendations for schools: Industry experts sound-off Tony Edwards, Director of Sound Choice Pro Audio, advised us that: “The new technology currently available with IP paging systems is a real game changer for schools. No longer is the school bell just a bell sound. For example, playing a song in te reo Māori during Māori Language week.

Illustration supplied by New Era Technology

“Some of the main features of the new IP Paging systems is the ability for individual classrooms to play their own music through the system speakers. “A teacher can play the audio from their laptop and if a paging announcement is made, the laptop audio will mute and continue once the announcement ends. This saves the school money as

there is no duplication of equipment in the classroom. “It is also possible for school admin or other staff members to listen in on a classroom if a teacher has to leave the room briefly. “Intercom links back to the school admin desk or main office are becoming popular too, as teachers can call and have two-way conversations.

“Unfortunately, schools are unaware of a lot of the features now available, I get a lot of feedback from schools saying that they wished they had known more about the features and costs savings that IP paging systems can offer. The schools get limited budgets, so it makes sense not to have to spend money on different standalone systems that are not integrated with each other.

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or other ad-hoc uses there is the possibility of someone accidentally giving that music priority over the lockdown or evacuation functions. “It can be made harder to do this by controlling logins and who has access to make changes, but it’s a risk – buy them a small DJ set for the quad instead.”

Image supplied by Edward Sound System

“One of the biggest advantages of an IP-based system is this scalability; you can add new zones, additional speakers, input panels, intercoms, etc., by simply having a spare data port so that the system is futureproofed for years to come.” Schools’ top considerations when installing or upgrading IP paging and PA systems should be clarity around what you need, according to Edwards Sound representative, Jonathan Neil: “Don’t get sold add-ons that are not useful.

emergencies, and the bell) rather than providing access to many users and connecting additional equipment. While you can change the bell sound for any piece of music and allow for some creativity, I suggest keeping the piece short (10 seconds, not three minutes!), and don’t change it too often. Keep the bass under control too as the speakers used for paging and bell systems are designed to provide the best clarity in vocal frequencies. For instance, nightclubs use very different speakers for bass!

“While there are a lot of add-ons, apps, and automation available, my advice is usually to keep it simple. Keep the paging system for what it is for (housekeeping,

“The equipment interface is robust and user access can be controlled, but if it is configured to allow children to run a radio station at lunchtime

He added: “One use that is often requested is connection to the fire alarm in addition to the lockdown and evacuation messages. This is possible but your fire alarm is a standalone system with very strict rules around maintenance and performance. The paging system can be a secondary warning and play the evacuation messages, but your fire alarm must stand alone and not rely on the paging system at all.” Voicepro’s Technical Service Manager, Simon Gillett suggested schools first consider “something that is future proof and easy to maintain”. “The school admin team should be able to self admin most of the features they would need by way of a website that can be accessed from any school admin computer.” In terms of functionality: “More schools want to administer complex bell and PA solutions in-house. The beauty of most solutions these days is they

have user friendly options for changing bell times, schedules, alert sounds, speaker volumes, and classroom zones. So, there's no need for a specific server which is complicated to access, difficult to program and can often crash with windows updates or IT network changes so if the school going into lockdown updates can be updated from anywhere not from one microphone or PA desk phone stuck in reception.” “Other new features include playing music throughout the school during an opening day, having different bell schedules for each day of the week, integrating into CCTV/ security systems to set off a school wide message warning intruders to leave the property, and full integration into either existing phone systems”. “Each PA speaker unit can have everything it needs built-in, like volume controls, amplifier, and zone programming so if one classroom needs renovating you can simply unplug the speaker out of the way and plug it back in again or reposition it to another data point when ready.” “This also means adding on additional speakers/classrooms are a breeze, all you need is the additional speakers, no clunky copper wiring back to aging amplifiers and worrying about voltages, overhead wires, and distances.”

Image supplied by VoicePro



Term 3, 2022 |

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.


BELL SYSTEM UPGRADE AND WITH NEW TECHNOLOGY “IP audio” means there is no limit to distance - if you move your offices you just unplug the microphone or speaker and reconnect it in the new location. Add new classrooms, new blocks, configure it in software, add the new speakers and plug them in. Once the initial IP audio system is in place, future maintenance is quick and easy. “IP audio” simply uses your network to connect speakers. They look like regular speakers, but you get some extra advantages:

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the AV system. It must be on its own standalone network with the number of switches (hops) kept to a minimum, as this is often the weakest link.

New Era Technology’s Solutions Architect Michael Askew said that “lots of schools are thinking about a bell replacement” but urges schools to consider the many other exciting functionalities that IP Paging and PA systems bring.

“For PA systems, even audio coverage, speech clarity and acoustics that avoid unnecessary sound reflections is important as well as user-friendliness.”

“They are able perform the function of a classic school bell but are modernised so you can adjust what sound the bell will be. Some schools decide to use music for the bell and the students get to decide what the music will be. At Alfriston College, for example, whichever whanau is winning in whanau points gets to decide the song for the next term and students must be in class before the song finishes. However, he told us that “scalability” is his top consideration for schools: “You want to be able to add, move or remove, a new speaker easily. It's a good idea to take advantage of the PoE switching that is being offered as a part of the Te Mana Tuhono (Network Hardware Replacement) program offered by N4L (Network 4 Learning). Lots of speaker systems can be powered via your data network which saves a lot of money. “Another consideration is that this system can be maintained by your IT provider. Traditionally, it has been up to the property team to look after the system, but with the trend moving more towards a network-based solution, it makes sense for IT to be able to support and maintain this.” Additionally, “I find a lot of schools are moving towards VOIP phone solutions in response to the copper network being phased out within New Zealand. This opens a lot of opportunity to

Moreover: “Due to the open architecture platform of some control systems, settings can be customised via iPad for paging systems if necessary. Staff enjoy the simplicity of switching between a touch panel and mixing console with the touch of a button. As the sound files are digital, schools can easily change the sound for an event, so if a school were to have a ‘retro week’ using the classic bell sound, they could easily do that.”

Image supplied by JPRO

Staff enjoy the simplicity of switching between a touch panel and mixing console with the touch of a button

implement an IP paging system and I’m also seeing trends towards more specialty labs for media as the requirements for these subjects is a fair bit higher than your average BYOD user.”

For an IP based system, JPRO representatives Eli Murray and Nicholas van Dyk recommended that schools prioritise network infrastructure: “This is vitally important to the success of

“Battery powered portable sound systems are also becoming more popular. These systems have built-in audio mixers and sound processing that help eliminate feedback, are remote controllable via an app and provide a true ‘all-in-one’ sound system experience. “Some portable battery powered all-in-one column array speakers can carry sound farther and clearer than conventional point source or horn speakers, without the sound having to be too loud or annoying in the front. These produce good quality sound and can be used in many settings such as indoor and outdoor assemblies, sports days, and within drama departments. “We also recommend schools look out for options to demo an audio solution before purchasing. This allows you to know how a system will perform before it is installed.”

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Term 3, 2022 |

Not all loudspeakers are made equal Have you experienced talking through a portable PA system and those around you couldn’t hear clearly, or a loudspeaker that only reached halfway down the hall or school field before becoming muffled? Not all loudspeakers are made equal. JBL Professional have designed purpose-built speakers in-house for over 75 years and have loudspeaker solutions for education so that every pupil can hear and stay engaged. “Good quality speakers mean better coverage at a lower volume, often with less speakers due to their efficiency in professional audio design,” says AV designer Nicholas van Dyk from authorised JBL distributor JPRO. “This in

“Each school has their own requirement and we tailor solutions specific to their needs. We can offer a demonstration of our solution based on our design as a ‘try before you buy’ approach, which is beneficial for decision makers to know how a system will perform before it is installed.” JBL innovations in amplifier, loudspeaker and battery technologies have led to the rise of compact, portable battery powered PA systems that set up fast, are easy to operate and pack a sonic punch.

turn has a positive impact on teachers and pupils as they are not mentally fatigued or lose focus due to poor sound and acoustics.” When an existing school sound system is no longer suitable or a new facility requires a complete AV solution, JPRO can

help. As a leading NZ distributor with nationwide support, JPRO designs world-class technology sound systems for schools and has been doing so for more than 30 years, providing a wide range of Layer 3 audio, video and control (AVC) solutions.

“When considering PA systems to purchase, it is important to remember that not all loudspeakers are equal. Take into consideration product warranty and serviceability, frequency response, audio SPL and local product support. Buying any professional sound system should be considered a long-term investment, providing many enjoyable years of use.” Would you like to know more about JBL and JPRO solutions? Email hello@jpro. or call 09 275 8710

Podium Hand Mic Projector FOH Mixer

powered portable PA systems, to classroom AV communication tools and large-scale sound systems.

Term 3, 2022 |



By Rosie Clarke, Editor

A settlement has finally been reached after evidence of genderbased inequitable pay was found... 11,000 school administration support staff, predominantly women, will receive new pay equity rates ranging from $22.75 to $55.62 per hour effective from August 20, 2021, once the first round of funding is delivered to schools via an operational grant in October this year.

Admin support staff who return to work for six months after taking parental leave will also receive a lump sum equal to six weeks' pay, and a new graded work matrix has been developed to better assess the pay rate that an admin support staff employee should be on. The Ministry of Education has confirmed that it has reached agreement with NZEI Te Riu Roa to settle the pay equity claim for school administration support staff. The settlement is another milestone among the various ongoing pay equity claims in the education sector.


New pay rates, work matrix for admin support staff Immediate actions required by schools and kura

The Ministry provided a timeline of when resources will be made available to help schools and kura follow the new roadmap.

According to the Ministry, schools must take several actions in Term 3 to ensure their employees have up-to-date job descriptions, payroll information, and where to place new employees on the newly introduced work matrix.

As such, the full rundown of what is required from schools and Kura going forward has been made available via the Ministry of Education website.

There are also new templates for employment offer letters that schools will need to use, and a procedure for regrading employees based on the new work matrix.

According to the Ministry, following the school holidays, NZEI Te Riu Roa, the Ministry, and NZSTA will release guidelines to help schools and kura act upon the changes resulting from this settlement:

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A series of webinars with NZSTA and NZEI Te Riu Roa will also become availabe in Term 3 to take schools and kura through the changes and steps to implement the settlement.

PLD promises The settlement also includes a commitment to improving professional learning and development and systems of funding school administrators. Administrators do essential work in schools, they are the face of the school for parents, provide support at all levels and are the glue that holds the operation of the school together. This claim covers administrative work in finance, human resources and the front office, as well as principal executive assistants, board secretaries, and coordinators including sports,

homestay, and gateway. South Auckland school administrator and pay equity negotiation team member Julie-Anne Roberts was heartened that people now entering the profession would know that the work they contribute is valued. “School administrators constantly go above and beyond and that’s been even more the case since the pandemic began. “We work alongside our community, interact with students, parents, and staff, coming up with unique solutions for our school. “Many of us are making do on part-time or term-time only hours,” says Mrs Roberts. NZEI Te Riu Roa National President Liam Rutherford says this is a life-changing win for the 11,000 school administrators across Aotearoa and was only achieved because union members supported and pursued the claim. “The evidence uncovered during the investigation was stark but proved what we already knew – the work of school administrators has been


"The guidance includes information on the ongoing funding from the Ministry, the new work matrix, pay rate translations and regrading information" and "will be released on this page from the beginning of Term 3, and no actions are required of schools and kura until this time".

undervalued for a long time because it’s a female-dominated workforce,” says Mr Rutherford. “The pay equity process is fundamental in putting that right. School administrators

have waited a long time for this moment. “This is another step towards ensuring all women in the education sector are fairly paid for the mahi they do.”


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Term 3, 2022 |




Valued HPE curriculum boosts student engagement while also learning physical and interpersonal skills. More students are choosing to be active at break times too, the principal has noticed.

By Sport NZ

When students at Papakura’s Edmund Hilary School went into lockdown again in August 2021, take-home play packs and gutter boards made by the school’s caretaker meant they were encouraged to stay active at home. It’s one of a handful of recent school-wide physical activity initiatives that put student-voice and wellbeing at the centre of decision making. Others include hiring a classroom assistant to design lunchtime activity programmes based on student input, a Magic Play Box for the junior school, and new play equipment including a giant chess and Jenga set. This string of creative actions is the result of Edmund Hilary School’s collaboration with the Healthy Active Learning team at CLM Community Sport, which supports 36 Healthy Active Learning schools in Counties Manukau. This is part of a nationwide initiative from Sport NZ, the Ministry of Health, and the Ministry of Education that’s


CLM Healthy Active Learning advisor Nikki Johnson agreed the impact on the wider school culture had been dramatic.

Images supplied by Sport NZ

now operating at 800 schools and kura around Aotearoa. Since joining Healthy Active Learning two years ago, the school has been supported to design a new HPE curriculum and provide professional development around it for staff. This had led to increased teacher confidence in delivering HPE and a deeper school-wide understanding of the value of the curriculum and physical activity to students’ overall wellbeing. Principal Kataraina Nock says the impact has been felt beyond the curriculum: “Professional development and other opportunities provided by Healthy Active Learning have

led to new possibilities for our school and helped us to think more about how we can keep improving children’s wellbeing. “We’ve now got high levels of student engagement because of improved teacher knowledge and understanding. Students have an appreciation that it is a whole-school focus and that everyone is participating, which is a change in the school ethos that was previously absent.” Principal Nock says teachers are now more confident and excited to deliver the HPE curriculum and are increasingly taking students outside the classroom to do so, encouraging more students to enjoy being active


“It’s great to see kids laughing, problem solving, interacting, and having that active outdoor learning opportunity, knowing the effort we put in today may influence their decisions and future outlook on active recreation. “This really has been a story of significant change over the past 15 months. From where the school was at to where it is now is tremendous and can be attributed to the hard work of staff and their belief in what we are advocating for,” she said. The physical activity component of Healthy Active Learning is delivered in partnership between Sport NZ and regional sports trusts and sees a skilled regional physical activity workforce support schools to improve active learning environments and better connect schools to their local communities. Term 3, 2022 |

Physical activity in schools made easier Sport NZ is committed to supporting schools and kura so all students can take part in quality physical activity and enjoy being active in ways that suit them. This enhances their learning and contributes to their wellbeing. We are proud to be supporting teachers and schools through: MoveWell

Tū Manawa Funding

Healthy Active Learning

A joint initiative between Sport NZ, Physical Education New Zealand and ACC, supported by the Ministry of Education, MoveWell is a practical games-based resource that has strong links to the health and physical education learning area in The New Zealand Curriculum. MoveWell is available in hard copy at your school. You can also download a copy from the Sport NZ website.

Tū Manawa is a Sport NZ fund managed around the country by Regional Sports Trusts. It provides funding for play, active recreation or sport opportunities for tamariki and rangatahi, Tū Manawa has helped kiwis to be active through more than $25m of funding, and funding is available to support school-based initiatives, particularly for those who are less active or have limited access to opportunities to be physically active.

Healthy Active Learning is about improving the wellbeing of tamariki and young people through healthy eating and drinking, and quality physical activity. It’s a joint initiative between Sport NZ, the Ministry of Education and the Ministry of Health. Now in 800 schools and kura nationwide, Healthy Active Learning is supporting schools and kura to create healthy and active learning environments, and better connections to their local communities. If you’re not already part of Healthy Active Learning you can still take advantage of our online resources.

In Our Backyard

Regional Sports Directors

With New Zealand hosting a series of major sporting events over the next two years, Sport NZ has developed a suite of resources and a framework called ‘In Our Backyard’ to support schools and kura, sporting organisations and local communities to work together in collaborative and innovative ways to help students learn through sport.

Sport NZ, with secondary schools, supports a nationwide network of Regional Sports Directors responsible for coordinating inter-school sport opportunities, connecting schools with community sport organisations and providing support for school sport staff.

For information on these initiatives and opportunities visit

Keep well, schools and kura By Heather Barker Vermeer Industry Reporter

Educator Wellbeing Some schools are choosing to innovate and produce bespoke resources for teachers themselves. Auckland's Sancta Maria College chose to address staff wellbeing after teachers were found to be experiencing workload intensity, demands on time and an unbalanced approach. They created their own mental health wellbeing booklet to help staff develop new habits to look after themselves, containing weekly activities, tips, and strategies. Tailoring solutions to your school’s particular scope of need can increase ownership, buy in, and achieve the aim of better wellbeing outcomes. Staff surveys can be a way to start a conversation and


Schools are renowned for being resourceful, but it is essential that they have the time and budget required to deliver adequate wellbeing support as continued PLD and community buy-in is essential if we want to ensure equitable access to thriving pandemic recovery and sustainable wellbeing education.

and Williams says the school has also added ‘strategic and planned regulatory breaks’.

begin to address any wellbeing imbalances across teaching, leadership, and support teams. By asking the right questions around mood, productivity, pressure and perspective, staff can be encouraged to share not only what they feel are the problems, but brainstorm solutions. Organisations like Workplace Wellbeing can provide holistic assessments, strategies, and programmes that combine fun challenges and team activities, leadership training, and help your school develop its own support network for staff.

Student Wellbeing How does your school assist students to manage their emotions, maintain their focus, build relationships, and improve their coping skills in different situations? Free resources are

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available from such campaigns such as Pause Breathe Smile, with a raft of tools for students to use and teachers to introduce, such as guided mindfulness practices, classroom activities like creating mind jars, balloon breathing, and gratitude experiments. Leading the charge in ensuring student wellbeing is Jase Williams. The Principal of Henry Hill School in Napier and his team received the latest Prime Minister’s Excellence in Education Wellbeing Award for their outstanding work in this space. Williams has immersed himself in trauma informed practice learning and has become one of only three people in Aotearoa to be qualified in the Neurosequential Model in Education, and the only Māori certified in this approach in the world.

A Whole-School Approach Showing true hands-on investment in community and whanau being has seen Principal Williams and his team immerses whānau in learning experiences through a Community Day, shifting away from the classic student/parent conference has led to a 100 percent attendance rate. Each month, the ‘Dad’s and Mum’s Hui’ at school gives staff a chance to share this Kaupapa and starting each day with yoga, student-led and facilitated in Te Reo Māori schoolwide, also sets a calm tone for the school day. It is followed by karakia,


“This is to reset our brains to intake more cognitive content and to aid in transitioning between activities. We share with our kids what’s happening and going on inside their brains when they’re upset, angry, frustrated, and anxious, and they know ways how to self-regulate.” Creating a large quiet place in the school where students can go during learning time or breaks ‘to regulate themselves’ has proven beneficial, as has the introduction of their awardwinning Sensory Garden: Te Āhuru Mōwai, which includes “a large and winding sensation pathway filled with all kinds of textures and elements designed to stimulate the brain,” says Williams. Mental health was a key priority in the Government’s Wellbeing Budget this year. After coming under fire for a slow rollout out of support services to schools, it pledged to pump more funding into providing help, more quickly. There are school wellbeing support services being expanded across five more regions thanks to a $90m budget funding boost. Children in Northland, Counties Manukau, Bay of Plenty, Lakes and the West Coast will soon benefit from this, after 10,500 children were given access to psychologists, counsellors, social and youth workers at school in classroom, group, and individual settings in Canterbury region. Mental health support will continue to be provided through the Ministry of Education in schools and kura across these areas through to the end of 2024. Also, supported by a $47.6m government investment between 2020 and 2024, Sport New Zealand have developed a raft of whole-school resources as part of the Healthy Active Learning initiative, designed to improve the wellbeing of tamariki through healthy eating, drinking and quality physical activity. Term 3, 2022 |

Boys will be boys mindful How can we help mindfulness resonate with young boys, especially if they’re bored, resistant, or suspicious of their feelings? We spoke to Gavin Hughes, Year 5 teacher at Wellesley College, Lower Hutt, who has been teaching Pause Breathe Smile for eight years, most of that time been exclusively to boys. Gavin brings a guy’s perspective as someone who has uses mindfulness personally. He also knows all too well the challenges that Kiwi boys and men face with their mental health and emotional wellbeing. Gavin was profoundly impacted by the death of his mother when Gavin was just 13 years old. Back then, there weren’t many men talking openly about their feelings and how they’re really doing. Initially he quashed the feelings and grief; it was only when he had children of his own that he spoke with a professional about processing his loss. Now teaching at a boys’ school, Gavin takes seriously his position to be a role model and to combat the widespread mental health challenges that Kiwi men face. Being transparent about his own experiences with stress, emotions, and anxiety, both from the past and current, is part of how Gavin gets his Wellesley students to ‘buy in’ to mindfulness. “I want them to see it isn’t just something you do at school. It’s something adults use and that it’s beneficial for them over time, not just at school and in this class,” says Gavin. To get hesitant or resistant boys to see the value of becoming more aware of their feelings and thoughts, Gavin draws them in with the idea of a challenge. “I tell them that to sit and focus your mind on your breathing is a challenge – a hard thing to do, not natural to do,” explains Gavin. For instance, they might hear a Term 3, 2022 |

“It’s about looking after yourself and if you are sad or mad you can make – Year 3 Tamariki yourself peaceful.” hand and examine it,” says Gavin proudly. “Seeing him get that was one of the best moments of my work with Pause Breathe Smile.” Gavin Hughes, Year 5 teacher, Wellesley College, Lower Hutt

distracting sound like a basketball bouncing, a door slamming, or voices in the corridor, but he encourages them to "hear and see things as a distraction that’s trying to pull you away.” It’s a “competition within themselves.” Gavin sees major benefits for his students from using mindfulness. One student would get very frustrated and would yell and scream as an outlet, unable to regulate his big emotions. Eventually, with Pause Breathe Smile and some extra work with him, this boy learned to recognize his triggers and “when his emotions were taking over.” He had learned some “skills to sit down and do his breathing or go for a walk, hold a leaf in his

Gavin’s stories from using Pause Breathe Smile with his boys are reiterated in findings from an independent research study of PBS schools. Three out of 4 teachers in the study said that Pause Breathe Smile had helped their male students better describe their feelings and understand the feelings of others, the core of empathy. The Ihi research study, which captured the thoughts of 143 teachers and 58 children, found that PBS strengthened schools’ “cultures of care,” positively impacting classrooms, playgrounds, staffrooms, and beyond. In the past few decades, much has changed for guys in recognising the importance of noticing and

talking about their lives and emotions. “A lot of men are starting to talk about their feelings. When I go out with friends, go for a mountain bike ride, it’s become normal to talk about challenges and things that aren’t going so well,” says Gavin. It’s “important for [my students] to see that as something masculine, that it’s something everyone should be doing,” not just girls and women. Gavin remains committed to using mindfulness in his own life and with his students at Wellesley College. “We’re making inroads in NZ mental health but not to the extent that we need to,” says Gavin. “I’m going to go carry on with my practice of role modeling and promoting mindfulness in the school, because it’s important to do something to actually address the problem we’ve got in NZ” with mental health in boys and men.

For more information please contact



By Heather Barker Vermeer Industry Reporter

into prototypes, construct scale models of buildings, vehicles, and project dioramas, create or engrave jewellery, awards, and other accessories.

During World War II, physicist Charles Townes used radar assisted bombing systems, microwave generators, following a theory developed by Einstein. Einstein in the 1950s, created the “MASER” (Microwave Amplification by Stimulated Emission of Radiation) before joining forces with his brotherin-law Arthur Schwalow and a graduate student called Gordon Gould to develop what they called the “LASER” (Light Amplification by Stimulated Emission of Radiation). They understood the principles but could not build a working prototype themselves. It was in the 1960s that Thomas Maiman made the first synthetic ruby laser, producing a straight red laser beam. Decades later, schools have added this technology to their toolkits, manufacturing unique designs with wood, MDF, acrylic, cardboard, and even leather materials. Computercontrolled, commercial laser


Schools can also use them to make promotional materials, display stands, and other useful items. Of course, schools should understand the laser safety classification and the safety protocols of their new machines, implementing well-documented operating procedures. Don’t forget to utilise available training sessions provided by your chosen laser supplier and continually upskill your operators to meet safety requirements.

Industry Insights on Machine Use in Schools Image supplied by Makerspace NZ Ltd

cutters use high-powered infrared lasers to burn, melt, or vaporise material and activate assisting gas to clear away burned matter, resulting in cuts as small a diameter as 0.1mm or even smaller with ultra-specialist equipment. Another popular option for schools is the ‘computer numerical control’, otherwise known as the CNC router. A

machine that cuts hard materials like wood, stone and metal, as well as softer materials such as various plastics and foam, CNC routers cut directly into the material as opposed to the impact being laser driven. Device software is programmed by the user, transmitting instructions to the router to carry out the task. With these technologies, students convert product ideas


School News asked two experienced suppliers what they believe should be key considerations for schools choosing equipment to purchase for student-use. For Director and “Chief Do-er” at Makerspace NZ Ltd, Marcus Lund: “One of the biggest frustrations that we come across is from schools that have had ‘bean counters’ in sole charge of purchasing decisions. P42 Term 3, 2022 |


Laser focused purchasing decisions

Laser cutter & design software encouraging student inquiry Scott Symonds Design Hangarau Teacher at Ross Intermediate in Palmerston North talks about their new laser cutter and CNC and how they have worked with MakerspaceNZ We recently undertook a substantial overhaul of our Design and Technology curriculum, facilities, and equipment with an emphasis on pulling the subject into the 21st century. We sorely lacked any sort of digital design and CAD/CAM gear, and with this as a priority we choose MakerspaceNZ based on their prompt response and excellent consultation. MakerspaceNZ supplied and installed our laser cutter and CNC, and have provided substantial ongoing support in the form of training, maintenance and the

Our laser cutter has been very successfully integrated into our curricula. What it offers as a ‘tool’ is the ability for students to create complex products with a level of finish that would have been unavailable to them previously.

supply of consumables. They have a great knowledge of the machines they sell and customers they work with and have become key partners in our redevelopment. Prior to redevelopment, our Art, Design and Technology facilities were solidly locked in the 1970’s, with vintage equipment leading to ‘vintage’ projects. Whilst students still enjoyed these lessons and learned valuable skills, we wanted to provide students with the means to design and realise

their own creations through an inquiry-based approach that more closely resembles a commercial product design process. Our laser cutter has become central to much of what we do, allowing students to rapidly prototype technical designs using vector design software, as well as producing more decorative products and finishes using tablet and stylus. We use the laser across Hard Materials, Soft Materials and Art.





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Staff love being able to quickly create resources to inspire students, as well as making doubles of excellent examples of student work. Beyond its practical benefits, we have found that the machine along with the design software that we have available, promotes a unique level of engagement that encourages student inquiry and experimentation. Feedback from students and the parents who visit our facilities has been so overwhelmingly positive that we are now looking to invest in another machine dedicated to Soft Materials and Art.


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P40 “As we all know, the cheapest is cheap for a reason—be it poor components, poor build quality or simply no backup from the seller in terms of expertise, servicing, or even spare parts. That cheap machine is more than likely going to become an expensive ornament.” “We see so many examples of brilliant integration of digital cutting machines into curriculum/STEM programmes, one of the standout ones is

the use of iPads to generate vector-based artwork and a laser cutter to cut stencils out of acetate sheet. Students then use these stencils with an airbrush to create amazing artwork on their projects. “We are finding that as more schools get on board with laser cutters and, to a lesser extent, CNC routers, there is a greater interest in some of the other lower cost accessorytype machines that can be used in synergy with existing machines. For example, an

acrylic bending machine is the perfect accessory to a laser cutter, while a vacuum former makes a great accessory to a CNC router. These lower cost accessory machines further enhance the scope of work and complexity of products that can be created by students.”

how schools now integrate these technologies: “Until recently, laser technology was predominantly used in secondary schools, but we are experiencing increased integration between primary, early learning, and senior schools.

In terms of maintenance: “Keep your machines in as dust free an environment as you can. Regularly clean them with a gentle cleanser (applied to the cloth, not sprayed onto the machine). Once you've cleaned it make sure you lubricate the parts that should be lubricated. We recommend using sewing machine oil on laser cutter linear rails.”

“From the school’s perspective, open plan and multi-use spaces enhance collaborative learning, encourage accountability, and maximise the potential for integrating the laser across many areas of the curriculum. Some schools develop collaborative projects between early learning and senior school programs. A popular idea is to integrate the laser into a ‘greater good’ program, which can be as simple as creating a laser group within the school to bring about positive interactions with the

For Trotec Laser representative Reece Moore, there has been a noticeable shift in

Images supplied by Trotec Laser



Term 3, 2022 |

Image supplied by Makerspace NZ Ltd

wider community. For example, laser cutting COVID masks for nursing homes; working with the local community shed; and supporting charitable initiatives or outreach programmes. “School-made products we have seen include earrings and other personalised gifts, to raise money for consumables at recess and lunch time; flat pack easter bunnies, where students learned to temper chocolate and laser cut; furniture construction with complex joining mechanisms

and inlays; marshmallows and engraved staff gifts; fabricated plastic components for the Subs in Schools programme; and schools have also been processing recycled plastics to reduce landfill.” On how teachers might integrate the machines into the curriculum: “Schools are increasingly thinking outside the box and no longer teaching students to use a laser just to make a keychain. Instead, thinking about processing different

Image supplied by Makerspace NZ Ltd

levels of material, testing, and reporting. For example, students can collaborate with mathematics for instruction in creating geometric shapes using Bezier curves. “Alongside the traditional design and technology curriculum,

consider opportunities to integrate the laser into studies related to enterprise and business innovation. After all, it is not uncommon for school leavers to start their own laser businesses after graduation by utilising skills they learned in the classroom.”

Meet the Q400, your cost-effective solution from the preferred laser supplier in Education Austrian engineering CE safety certified Local training and support Huge range of materials for schools Manufacturer of Trotec and Rayjet laser machines Engrave and cut 10mm material with a bed size of 1030 x 630mm 0800 876 832 Hamilton | Sydney | Newcastle | Brisbane | Melbourne | Adelaide | Perth

Term 3, 2022 |



New ways of learning for a new time in learning.

the right resource in the right form to the right person for the right outcomes

The home of New Zealand’s best print and digital educational resources

Unuhia mai te māpuna mātauranga, ka pūngarungaru ana ngā tai ki uta. Draw deep from the well of knowledge, allow the ripples to reach the shore. It is an exciting time with curriculum change and the NCEA review. There has also been an increasing demand for both online and print resources since Covid has affected the nation. Rising to meet this challenge is LearnWell. LearnWell is the new home of New Zealand’s best print and digital educational resources. Education print resource leader ESA publications has joined with iQualify for Schools (New Zealand’s online blended learning specialists). Together, we are combining our skills and expertise under the new brand LearnWell. LearnWell launched in late July to serve schools, teachers, parents and learners with a broad range of online and print resources, including: all of the current print titles 200 online resources for secondary students upcoming print and online resources, that work in harmony to meet the challenge of the new teaching environment and incorporate mātauranga Māori. Proudly based in Aotearoa, LearnWell is unique. LearnWell resources are led by design and are created with the learner at the centre. The talented learning design team work with kiwi teachers who are skilled in teaching their subject. This knowledge is woven into focused and interactive resources that apply Universal Design for Learning practices. As a result, you can have confidence that learners will build their way through the necessary skills in their subject and year level. LearnWell will provide you with a seamless experience, bringing together support and expertise to get you the right resource in the right format. As always has been the case for both ESA and iQualify for Schools, our clear aim is to get the right outcome for learners. Whether you are primary aged student, learning the essential skills; a junior secondary school student needing help with your math; or a NCEA student striving for excellence; we have a resource that can help all learners to achieve their goals. To celebrate the launch we have reformatted and refreshed our StartRight series for primary school students. This series which the Ministry of Education used to support students in lockdown has a fresh new, colourful design and a cast of helpful characters providing tips and instructions to help students master essential skills and gain important knowledge. Check out our website today:


Learning Guide

LearnWell Digital

EdTech solutions bloom in 2022 By Heather Barker Vermeer Industry Reporter

Educational technology (EdTech) is designed to foster improved student participation and teamwork in the classroom. It has swiftly become a booming industry since the pandemic began and various technologies stepped up to support different learning styles through lockdowns, presenting partial solutions to the digital learning divide across Aotearoa. In 2020, $173.5 million was spent on education software alone in NZ and this figure is set to rise to almost $320 million by 2025, according to a 2021 study. It can enable students to grasp concepts, create, organise, share in a flash, often speeding up the process of learning and the pace of collaboration. From touch tables and touchscreen teaching stations to interactive projectors and whiteboards, classroom technologies are shifting into a sphere we may have seen on futuristic film and TV as kids.

Tech and Identity

akonga closer together through digital learning and experiences. The EdTech sector is constantly evolving with new companies bringing different innovative offerings to the collective table. The Education Technology Association of New Zealand (EdTechNZ) is the voice of EdTech in New Zealand, supporting the growth of the sector. The not-for-profit’s 2021 report, Aotearoa EdTech Excellence: Transforming educational experiences, digital innovation and economic outcomes, explores how educational technology will


How technology can be used to empower learners, educators as well as reinforce identity is a question very relevant to the now. Using Kiwi innovation, companies are changing the way we distribute and consume education, bringing kaiako and

Image supplied by Perché Limited


enhance lives and Kiwi identities and suggests a set of key goals.

Japan,” said Education NZ CEO Grant McPherson.

The first is a National EdTech Strategy developed by government and industry. Another is to “improve access to, and content of, Professional Learning and Development (PLD) to support educators to more seamlessly integrate digital tools into the classroom to improve learning outcomes.” That is, more funding and more options. Another is making digital learning “equally available to all learners and educators through better access to digital equipment, networks, tools, skills, and training”. Here, it is advised that the EdTech sector play a role in supporting digital equity and government funding for basic digital equipment and internet access.

“These early experiences with New Zealand Education technologies will lay a foundation for later engagement and study with New Zealand.”

“Young learners around the world will be learning English on New Zealand made apps and platforms and participating in New Zealand te ao Māori experiences such as indigenous coding camps in Papua New Guinea and


As we navigate our next steps, as educators and as a nation, we have an opportunity to shape a more connected future both within our classrooms and outside of them.

EdTech Speaks Out: Sector Viewpoints Are we designing schools that are capable of effective information sharing? School News asked Managing Director John Duffin from supplier of EdTech to schools, Perché Limited. He revealed: “The education sector is familiar with the notion of designing spaces specifically for information sharing. For instance, when designing school buildings, architects must be able to identify the spatial solutions that support pedagogical objectives. Term 3, 2022 |

7 weeks



15 weeks



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He told School News: “The main downside of traditional, school-based PLD is that it tends to be an isolated set of sessions based on a topic decided by the senior leadership, and usually changes from year to year. This approach doesn't use a distributed leadership model, doesn't grow organically from teachers' concerns and needs, and doesn’t provide a cogent career learning journey. “In terms of PLD for technology in the classroom, this model also means that many teachers will be getting no support in this area if the school's main PLD focus is elsewhere. On the other hand, there are other channels through which PLD happens, whether it is through staff who have dedicated technology roles in the school, or groups of schools coming together to create communities of learning.

Images supplied by The Mind Lab

“As knowledge sharing is the main function of these spaces, traditionally one of the key challenges facing designers has been how to successfully integrate AV-technology into the building structures and rooms. “However, with the increasingly adaptable and flexible use of these spaces becoming more important than ever before, fixed AV solutions are becoming a hindrance or straight out obsolete. New demands have been placed on AV solutions to enable hybrid education as information is now shared and accessed instantly and in a myriad of ways. “Consequently, movable AV-technology is a viable and tempting alternative that frees designers from the time-consuming process and constrictions-in-design caused by installation and cable planning. Movable AV solutions and products have the added benefit of increasing the utilisation rates of individual spaces. For instance, presentations and AV dependent lessons are no longer limited to a single room or space; instead, movable AVtechnology can transform any space into an efficient learning environment with up-to-date and simple data sharing and teleconferencing capabilities. “However, these movable AV products should be flexible and cost effective as well as upgradable for use in the


The main downside of traditional, schoolbased PLD is that it tends to be an isolated set of sessions education sector. This obviously is a tall order and sets new and stringent requirements for this new-gen AV-technology. To ensure the usability of new tech, it must also be easy-to-use, and its appeal should not be limited to the innovators or early adopters, but rather something that can be integrated into daily use by all adopter categories.” “Also, when dealing with divergent interfaces, new technology must support any device without additional software installation or troublesome docking stations.”

Offering his prediction for the future of edtech, John ventures that “fixed AV and TV monitors may become obsolete as this new technology rolls out”. He explained that “portable AV solutions provide effective presentation and hybrid learning opportunities, along with easy set up and the flexibility to be used anywhere at any time, reducing the cost of installing AV equipment school-wide.” Teachers passionate about EdTech should diversify their PLD pathway, encourages National Postgraduate Director at The Mind Lab, David Parsons.


“Outside formal PLD options staff have through their schools, there are many ways teachers and support staff can develop themselves professionally. One way is to attend external training course that, depending on skill and confidence level, may range from local evening classes to courses that carry qualifications. Some teachers even progress their professional development journey through to achieving a master’s degree or even a professional doctorate in education. “Increasingly, courses at all levels can be studied fully online, so regardless of where they are, teachers have access to global learning platforms as well as options from local and more traditional education providers. For teachers interested in a specific technology, there are options too: for instance, they can become an Apple Teacher or complete some Google Educator certifications. “Teachers can also manage their own learning through self-study by selecting their own learning material from a range of sources, preferably supported by working with others in a community of learning, even an informal one through Facebook groups and shared interest communities. Developing skills is always much easier if you can do it collaboratively with other learners.” Term 3, 2022 |

Digital Presentation Technology made easy Let’s face it – technology can be a challenge. Having the right technology in the right place and more importantly, having it simple to use and connect to can be a headache. As time goes on, more and more quality teaching materials are presented digitally. Research tells us that even an 80inch screen is too small for students at the back of the class to see clearly. Whether its presenting or showing video, a larger screen is vastly more effective. Artome is a Finnish company who set out to resolve these issues for education, designing a new product that is portable, super easy to connect to, and providing a screen size up to 150” on any light coloured surface.

For wireless connection, simply connect a Miracast or Chromecast unit in the control panel and link to your Wi-Fi, so you can cast any content from a mobile phone, tablet or laptop. And for collaboration with remote students, you can connect a video camera, and bring them into the classroom with genuine presence given the screen size.

Included is an impressive sound system and connectivity to cameras and microphones.

How does this work? The Artome M10 has an Epson Ultra Short Throw laser video projector built into it. This provides a 150” screen size with the unit just 60cm away from the wall. It’s also fitted with an impressive sound system.

But the genius is in the Hybridock unit that binds it all together. Hybridock allows any laptop to be connected and the Artome M10 will mirror the screen immediately. If the laptop is a touch screen then you can use that for your presentations. No further support from your tech department is required.

Completely portable, Artome M10 in an easily moved compact piece of furniture. By condensing all this tech into a compact piece of furniture, Artome M10 allows a single unit to be used on demand across the school campus. Artome M10 has been changing the face of learning in Europe since it’s release, and it is now available here in New Zealand from Perche Ltd.

Interactive hybrid learning Scalable image size up to 150 inches Tranforms any space for learning

Artome in education

Artome M10 -transforming spaces for presentation, learning and hybrid education. Artome M10 is a movable all-in-one smart furniture providing easy-to-use technology to support hybrid learning and dynamic learning environments. It’s easy-to-use as it is installation free and compatible with any device or software. Artome M10 supports hybrid learning and interactive communicating with plug-and-play accessories including camera and microphones. Everything can be easily controlled from your own laptop via the provided HDMI-cable, or you can cast from any mobile device wirelessly. Don’t miss seeing the Artome M10 at the NZPF Conference in Christchurch 14-16 September

More info or book a demo: Ph John Duffin | 021729198 |

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This school was 3D printed By Heather Barker Vermeer Industry Reporter

Classes began in the world’s first 3D printed school in July of last year. It was built in just 18 hours. Traditional construction methods would likely have taken months. “The school is proof that 3D printing can play a key role in bridging our world’s education infrastructure gap by building high-quality classrooms for children in a sustainable, affordable and fast-paced way at scale,” representatives of the project said in a statement. The school was built in Malawi by 14Trees, a joint venture between Swiss cement maker Holcim Group and UK development firm CDC Group that aims to build affordable schools in countries with a serious shortfall of classrooms. In Malawi, for example, it would take 70 years to construct the 36,000 classrooms that are needed using conventional methods, according to UNICEF. According

to 14Trees, this infrastructure gap could be bridged in just ten years with 3D printing. Kiwi schools trying to keep up with progress in the 3D printing space know how their introduction has revolutionised the teaching of many subjects from architecture to the arts, engineering to food technology, jewellery making to woodwork and more. When and where the first 3D printed NZ school will appear remains to be seen. At the start of the pandemic here in New Zealand, in March 2020, Hamilton Primary School made headlines when it put its 3D printers to use to create face shields for healthcare workers. After previously using the technology for making basic items such as keyrings, teacher Frank Young spearheaded The Shields Up project to put the printers to positive use, receiving over 6000 orders for mask parts by the end of March that year. With the uses for 3D printing only being limited by the imaginations of the users, who knows where this mind-blowing

technology will lead us in the education sector and beyond? The range of careers accessible through gaining expertise in 3D is growing all the time. Medicine, video games, architecture, manufacturing, product design, special effects for TV and movies, automotive, construction, biotechnology and more now utilise 3D print for innovative purposes and to improve efficiencies. Creative STEM pathways can be explored through this means and more and more, 3D print technology is being showcased in tech week arenas, with some astounding applications (3D printed car, anyone?). Used productively, 3D printers have the capacity to effect untold positive change in the world. The more the world of manufacturing opens up through the use of ever evolving, increasingly accessible technology, the more potential risk, but also the more potential reward. Increasingly, schools are adding this technology to their toolkits, and they serve as an

attractive draw to prospective students keen to be exposed to the most up-to-the-minute technology in their learning. New technologies provide ideal production platforms for students, putting product manufacture at their fingertips. The advent of ever more affordable 3D printers opens up new avenues in teaching that are increasingly accessible. Students with a predisposition towards tactile or kinaesthetic learning are among those most likely to benefit and to become engaged and enthusiastic learners. Essential training support is available to enable teachers and students to use 3D printers safely. Suppliers will be able to tell you about the safety requirements, explain why a machine has been designed the way it has and what, if any, protective gear is required. Most suppliers offer training sessions and support for clients so that their machines are not only used, but maintained, correctly for maximum efficiency and longevity.

The world’s first school built with 3D printing developed with CDC Group, and 14Trees in Malawi’s Salima district. Its walls were printed in just 18 hours, compared to several days with conventional building materials. Photographer: Bennie Khanyizira



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Creativity is calling Our very first APS-C EOS R System mirrorless cameras have landed, with the EOS R7 leading the way! With 32.5MP, lightning-fast continuous shooting at 30 frames per second and 4K 60p movie recording, this camera packs a lot of tech into a compact body.

flash, this is the perfect camera to re-ignite that creative fire.

The EOS R7 boasts superior build quality and a lightweight design.

The EOS R10 allows you to shoot RAW bursts of up to 23 frames per second with AF tracking. In RAW burst shooting mode, the EOS R10 also captures 0.5 seconds of pre-shooting, ensuring that you never miss a moment of action. The EOS R10 captures video at up to 4K 60p with 6K oversampling. You can also shoot cinematic slow-motion in Full HD at 120p, making the R10 a fantastic addition to any content creators kit.

Sharing many features from our professional model R series cameras, the EOS R7 allows users to experience high performance speed, and high-quality imaging with an APS-C sized sensor. The EOS R7 allows you to shoot RAW bursts of up to 30 frames per second with AF tracking, helping you capture

The EOS R10 combines high end AF tracking and exceptional speed within a compact and lightweight mirrorless body. Equipped with a 24.2mp APS-C CMOS sensor and an expansive range of creative filters and scenes, the EOS R10 is packed full of features to capture every important moment.

the decisive moment in sharp focus when photographing fast moving subjects. The EOS R7 includes 5-axis In Body Image Stabilization, which in conjunction with selected RF lenses, can achieve up to 8 stops of image stabilization, allowing you to shoot handheld

in dim light or while using slower shutter speeds. While it may be the lightest camera in our EOS R range, the new EOS R10 is packed to the brim with features. From 23 frames per second continuous shooting to a built-in

EOS R7 32.5 megapixel APS-C mirrorless 4K 30p video Eye Detection AF + Animal Detect AF

EOS R10 24.2 megapixel APS-C mirrorless 4K 30p video Eye Detection AF

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By Heather Barker Vermeer Industry Reporter

Chances are, you’ll have memories of a school trip to the zoo from when you were a student. It’s one of those school experiences that stays with you. On mine, a greedy goose ate someone’s sandwiches, we temporarily ‘lost’ one of the less attentive members of the group, the orangutans got overly amorous, someone stank out the coach with their egg mayonnaise sandwiches, and sick bags proved convenient for someone up the front. Never a dull moment. Whatever your experience, it’s sure to be unique and memorable. And despite the unpredictable shenanigans, modern zoos are now places of education, not entertainment. The zoo trip is a versatile way to expose students to a range of new ideas, activities, real-world issues, and hands-on learning experiences that can be linked to curriculum topics across many subject areas. Whether travelling locally or venturing farther afield, schools provide an opportunity for developing interpersonal skills, as well


as conservation and climate health learning, animal care and environmental protection. A safe place for children to gain confidence in navigating their way, zoos can be ideal for orienteering activities, allowing students to gain map reading and directional skills. Research from a leading International Zoo Association, estimates 183 million people visit an accredited zoo every year, 69 percent of which are made up of groups or parties that include children. Armed with a newfound knowledge and admiration for the wonders of the animal world, children are more likely to become ambassadors for its protection, on learning about the impact of conservation efforts. This can lead to in-depth projects post-visit and help develop compassionate kids with a thirst for lifelong learning. Development of language skills, understanding of biological concepts and knowledge of different habitats are all on offer, beyond learning about various animals and their conservation. Children will love to learn about the food chain, feeding some of the animals themselves. The sensation of having a giraffe wrap its long tongue around a

stick of celery and extract it from small hands is a memory that will live on long after the meal has been digested. Throwing apples to the elephants and watching how they twirl their multi-purpose trunks to acquire their snacks is a sight to behold.

“With our range of exotic and native flora and fauna, habitatthemed landscapes and staff expertise, Hamilton Zoo can inspire students in terms of future career aspirations, and a lifelong commitment to living in harmony with our natural world.

Zoos and wildlife centres increasingly offer ‘behind the scenes’ school excursions that require active participation in learning, such as the chance to become a zookeeper for a day. Clearing out animal dung is a fragrant but fun task and can provide a sensory experience to remember! Some offer special events and chances to be involved in research programmes, as well as providing curriculum-based learning plans, making the zoo an inclusive outdoor classroom for students of all ages and abilities.

“Our programmes incorporate key curriculum skills and values with a focus on wellbeing and the natural environment. We are continuously adapting models and content for a changing world with a flexible programme that is collaboratively designed and tailored to learning outcomes for diverse groups. Our experienced educators will collaborate with teachers to develop crosscurricular programmes built on the strength of our resources in the heart of the Waikato, inspiring future lifelong learners and solidifying their sense of identity. We have a range of different activities and unit ideas available on our website for teachers and students to modify and use. We discuss learning objectives with teachers ahead of their visit, and teachers that haven’t visited before can do a pre-visit to the zoo where an educator will discuss what they would like from their visit for their students.

What’s On at the Zoo? School News hears from three of NZ’s most exciting school zoo programmes… “When school groups visit Hamilton Zoo,” says Hamilton Zoo Educator, Ken Millwood, “the experience has a positive impact on their participation, learning engagement and school-based achievements”.


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Learning wild, exploring zoos and wildlife parks

Images courtesy of Hamilton Zoo

“Working closely with teachers we can provide information and activities for teachers to use with their class before and after their visit. We encourage learners to use our website and existing education resources or email us questions, allowing us to be an ongoing resource. The use of zooms pre and post visits are one resource option that teachers are finding as added value to their Hamilton Zoo visit. “The overall experience promises to engage learners with authentic,

student-centred, interactive, and memorable education but also has the added benefit of engaging wider whaanau in their heritage, culture, conservation efforts, and conversations about their future.” At Auckland Zoo, Duty Operations Manager – Conservation Learning Patrick Murphy tells us, “excursions enable students to participate in conservation learning sessions that are curriculumbased while connecting to nature and getting to see magnificent animals up-close”.

“Our sessions are interactive, experiential and provide great opportunities to leave the zoo inspired to take conservation actions from home or school. Our sessions cater to a diverse range of learners and our facilitators adapt them to suit different learning levels as well as to connect with the current unit of study. “All of our programmes at Auckland Zoo correspond to learning objectives from the New Zealand curriculum including

Images courtesy of Auckland Zoo



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Image courtesy of Auckland Zoo

Tamariki Time from ECE level all the way to high school sessions. We provide schools with a large variety of useful resources and in diverse formats including printouts, online resources and even videos, that can be used before or after their visit. To ensure we tailor our support for each school group, teachers discuss their expectations with a Conservation Learning Facilitator prior to booking confirmation to make sure that they have picked the correct session for their local curriculum learning objectives. Our Conservation Learning Facilitators can then suggest a different session if it fits better into their current learning. There are

a number of resources available on our website that teachers can use to prepare their students for their visit to the zoo, but one thing some schools have done recently is also book a virtual session before their visit which are available on the website. Doing something like this will introduce vocabulary that is zoo relevant to help make the sessions go smoothly on the day. Teachers are also welcome to come for a free pre-visit and we have created a health and safety video to remind students, teachers and adults of the behaviour expectations when in the zoo setting.”

WHERE LEARNING COMES NATURALLY Bring your students on a journey of discovery ZOO ZOOM SESSIONS:




Bring the Zoo into your classroom! Led by our Zoo Educator, these sessions have been a hit. Limited spaces available so book now.

A unique experience. Star-gaze at the Hamilton Observatory by night; then explore the Zoo by day.

Includes an education session tailored to your students that provides an engaging experience they’ll always remember.

This 60 hectare gem opposite the Zoo provides the perfect backdrop to connect your students with nature through hands on activities.


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Image courtesy of Orana Wildlife Park

Image courtesy of Hamilton Zoo



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Orana Wildlife Park’s representative, Elizabeth Rutherford is excited to tell us about the park’s “zoo school”, set in 185 hectares at “New Zealand’s only open range zoo”. “A visit to Orana provides a truly authentic, inclusive and enriching learning experience where ngā ākonga can observe and learn about the plight of endangered species. We specialise in providing memorable experiences that connect people with nature in unique biodiverse settings. Motivating young people to help them discover how they can play a part in protecting species and become ngā kiatiaki of our precious taiao is a key highlight. Ngā ākonga take part in experiences that cannot be replicated inside a classroom, including hand-feeding our majestic giraffe, meeting New Zealand’s only gorillas, encountering mischievous kea and much more. “Our experienced team provide ready-made and bespoke programmes for Years 1-13 that create a unique student experience. Programmes support a diverse range of curriculum

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areas including the popular Year 13 Trends in Human Evolution and Kaitiakitanga. Whether your learning is focused on the impact of humans on the environment, unique Aotearoa, or what it means to be part of a community, learning takes place through appropriately themed programmes that use the zoo as the ‘classroom’. We can work with all themes, including those based around the Key Competencies, Values and Principles of the curriculum. Our dedicated educators will support your learning and can accommodate a wide range of ngā ākonga needs and abilities, for example we have developed an immersive sensory programme for neurodiverse ngā ākonga. “Key take-home conservation messages are incorporated into programmes to support knowledge and encourage discussion. We are committed to developing caring attitudes amongst ngā ākonga and fostering the voices of children, encouraging them to conserve the natural environment and becoming confident, contributing future citizens.”

I am me

I am worthwhile Funding available Please ask us about funding for active recreation, well-being and leadership.

Kokako Lodge (Ak)

A time to refocus Help your students get back on track by a change of environment, EOTC and even team building to grow their support structures.

Kokako Lodge is only 30 minutes from South Auckland. We are surrounded by 17,000 hectares of tranquility, challenge (high ropes) and adventure. Spoken Word, Reflection Journals, team building games and personal challenge (by choice).

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Sports Uniform Superstardom By Heather Barker Vermeer Industry Reporter

can make a huge difference both on and off the field.

When one of Australia’s oldest single sex schools enabled a trans student to remain at the all-boys school despite having transitioned to female, in a largely student-led decision, it made headline news earlier this year.

Sports uniforms are also widely popular among students: fascinating research published recently in the Australian and New Zealand Journal of Public Health found that 62 percent of students who participated in their study reported a desire to wear their sports uniform every day. In the same study, two thirds of students also reported feeling they would be more physically active during breaktime if they were wearing their sports uniform. However, researchers McCarthy et al pointed out that many schools still have policies in place that insist students must not wear sports uniforms on non-sports days. They write:

One of the key factors in creating a sense of belonging was the school uniform. The school collaborated with the student to custom-redesign a version of the school uniform for her that would make attendance feel more comfortable. This story highlights the importance of school uniforms in community building. Whether it is in the classroom or on the sports field, clothing speaks powerfully to our send of personal identity and collective belonging. In sport, the power and pride that comes from shared identity and team recognition


“Given the low prevalence of children, particularly girls, meeting physical activity guidelines and the decline in physical activity as children age, allowing students the opportunity to wear more activity-friendly uniforms may represent a simple, inexpensive

and potentially effective strategy in achieving population-level improvements in children’s physical activity” (94-95). Moreover, in his well-known research, Jon Swain from University College London found that for primary school pupils’ “style of dress was intrinsically linked to their own identity” and so clothes act as a powerful signifier for students’ feelings of worthiness and form an essential ingredient of social acceptability (or, on the flipside, rejection) within their specific peer-groups and cultures. Twain’s study showed that from a young age, students’ sense of identity, community, and belonging are impacted by their clothing. As such, at all age levels, team uniforms instil a sense of unity, value and belonging that can help symbolise the school’s values far beyond distinguishing players across opposing teams. Interestingly, in their 2021 study, researchers Bass et al delved deeply into the correlation between professional sport team


identification and community pride, exploring links between feelings of “pride in possessions” and “pride in performance”, which authors suggest “create a perception of prestige among sport consumers”. As relevant to the school sports field as the international sport world then, pride is a powerful cornerstone in sport team allegiance, and one which can be enhanced in various ways. Wearing the school colours and crest on your chest can be as symbolic as it is practical on the field.

The makings of a stellar school uniform As design and manufacturing innovation continues apace, with a trend towards sustainable production, school uniforms are increasingly created for practicality and performance. With unlimited budgets, the sportswear world is a school’s oyster – aerodynamicism, breathability, and ergonomics can all come into play at a level accessible to a school’s clothing coffers. Term 3, 2022 |

Modern fabrics include bamboo and hemp for their sustainable properties.

Schools usually aim to strike a balance between fashion, innovation, performance, practicality, and the aforementioned sustainability. Keeping it cool is important both during the heat of sports battle and in the minds of fashionconscious students. It’s all well and good having the very latest in hi-tech fabric and design if clothing doesn’t fit with students’ perceptions of ‘cool’. There needs to be an acceptable level of wearability for most teens. In other words, school sportswear needs to be a ‘no cringe’ zone. Durability and washability are key considerations and, in 2022, there is no excuse


Adding garments made from these game changing components can provide a boost in unlikely ways, such as environmental feelgood among players and perhaps even a quirky news story to share in the school’s communications to its community or local media. It is certainly unlikely to do your brand any harm.

for providing shoddy shortlife sports garments. Warm waterproof jackets are a heavy-duty item with a long shelf life and seasonal use that can be customised with initials, for example, as well as the school logo and sport name. Initialled pieces say, ‘I’m a part of the team, but I’m also uniquely me.’ They promote inclusion and individuality – cornerstones of sport and life.

Off the field, supporters, often passionate parents and caregivers, love being part of the school sports community. Enabling them to demonstrate their support outwardly with their clothing is a way to include and celebrate, both on the side lines at game day and beyond.

Examination in Professional Sport.” Corporate Reputation Review, vol. 24, no. 2, 2021, pp. 76-94.


Swain, Jon. “The Right Stuff: Fashioning an identity through clothing in a junior school.” Gender and Education, vol. 14, no. 1, 2002, pp. 53-69.

Bass, Jordan et al. “The Role of Pride Feelings in the Team and Fan Community Identification Processes: An Empirical

McCarthy, Nicole. “Australian primary school student’s attitudes to changing from traditional school uniforms to sports uniforms and association with student characteristics.” Australian and New Zealand Journal of Public Health, vol. 43, no. 1, 2019, pp. 94-95.

Sports Uniforms with a Difference For over 55 years Sports Distributors have been supplying Schools with our iconic ‘AVARO’ Brand.

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Let our experienced team walk you through the sometimes challenging task of ordering your new teamwear. We use the latest fabrics and specialise in sublimated sportswear.

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Tree care essentials Tree Maintenance Industry Expertise For Schools:

By Shannon Meyerkort Industry Reporter

Trees are an asset whose value encompasses aesthetic, physical and ecological benefits…

For Tree Fellas’ Ryan Kneebone, trees and schools have an intricate and important relationship: “When I think of trees on school grounds, I think of big established schools like Sacred Heart College in Auckland, of which I am an old boy.

They provide shade and windbreaks, help control noise pollution, attract birds and wildlife and capture rainwater. But trees are far from being a passive asset that can be ignored, and schools must maintain a rigorous maintenance plan to ensure their safety and longevity.

“Running from class to class with huge canopies above you is a memory I’m sure a lot of past and present students will always remember as the old adage, the trees you plant now, you plant for your children and their children.

What are schools responsible for when it comes to tree care? The Ministry recommends that school boards, Principals and Tumuaki comply with local council regulations around protected trees, which are trees that have historical, cultural, or botanical significance. Local councils can advise on whether your school has protected trees onsite, and schools may be able to use the Property Maintenance Grant (PMG) to remove protected trees with council consent, as well as for general maintenance work on trees. Schools are responsible for maintaining their trees to ensure they do not become a hazard. Dead wood or dead trees are susceptible to weather events as the wood becomes weak and prone to snapping. Fast-growing trees also need regular checks to ensure they do not reach power lines or interfere with building components such as guttering. The Ministry stresses regular tree trimming to prevent hazardous

“Recent US studies have shown that students with a view of greenery or a tree seemed to recover from mental fatigue faster and focused longer, retaining information better. “Trees are vital to school grounds, and we need to remember that they are assets that should be managed accordingly.

Images courtesy of Auckland Tree Services

overgrowth and avoid more expensive maintenance once trees become too large. It also recommends removing trees around swimming pools to reduce hazards.

of disease such as changes in bark patterns that an unqualified individual would not recognise.

Scheduling regular visual tree inspections and risk analysis for storms and weather events is beneficial long-term. Take into account tree proximity to playgrounds, buildings, and other equipment. It is recommended to always engage a qualified arborist or tree specialist, as they will be able to diagnose signs

Schools should also consider pruning lower branches to discourage children from climbing certain trees where necessary. Root systems can behave very differently in an urban setting such as a school with hard-top sports courts alongside water-hungry sports fields, so assessment of what is below the ground is just as essential, as visually assessing trunks and branches.

"Poor tree care is usually irreversible and can lead to all sorts of safety issues and a decline in health, which can result in trees having to be removed at a high cost to the tree owner. “The most proactive thing an asset owner can do is have their asset managed by a professional. "Most arborists who manage large entities like schools should have experience in doing so. "Knowing how a large avenue of trees will react to certain types of pruning is important as it could be disastrous for those trees and the significant and aesthetic value they hold for the school.

Images courtesy of Tree Fellas



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“The best starting point is always with sound advice, as most trees are fine being left alone to mature into champion trees while some are planted with issues from the start. A qualified arborist should be able to identify health issues and a good arborist further qualified in tree risk assessment should be able to assess what is ‘safe’ and what is ‘not safe’ as well.” Scott Geddes from Auckland Tree Services warned us that “schools should strive to audit their trees on a yearly basis and carry out at least the work identified as urgent”. “Larger and older trees provide exponentially more ecological value and connecting students with their environment can play a huge role in shaping who they are and how they make decisions. Given the climate crisis that we are in, this is important now more than ever. Trees are an asset to any school and provide countless benefits to the local environment but maintenance is vital to get the most out of these benefits. “I have worked on many scheduled (protected) trees in the past, even as recently as this month for one central

primary school, as well as being involved in the removal of a large, previously protected Macrocarpa on a prominent site in central Auckland. These are usually just a case of reading and adhering to the consent conditions from the council. “As for culturally significant trees, the process is usually done in conjunction with Iwi, and special conditions are often required, such as a karakia at the beginning of the work, and in the case of culturally sensitive sites, cranes and helicopters are sometimes used to lift the pieces off to ensure that there is no damage to the ground. “The gold standard for assessment and inspection is to seek a consultant arborist, or an arborist consultancy company. They generally have far more robust systems for assessing and reporting on tree related risks, as well as a higher education to help them understand more about the health and biomechanics of the trees that they are assessing. For the best bang for your buck, get a free quote from a reputable tree work company, and ask them to look around the site for hazardous trees or limbs and quote to rectify it.”


Servicing Aucklands schools for over 45 years Tree risk assessment • Consultancy • Report writing Hedge Trimming • Stump Grinding • Branch Chipping

• Tree Removal • Tree Pruning • FREE Mulch Service for Schools


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Phone: 09 570 9674 Email:


A class act in acoustic design Image courtesy of Autex Acoustics

By Heather Barker Vermeer Industry Reporter

Clear, balanced acoustics help facilitate clear communication and effective learning. Acoustics go beyond noise. Acoustic design considers how sound travels around a room: whether in the classroom, library, gymnasium or music hall, sound quality makes all the difference as poor acoustics affects learners’ speech comprehension, concentration, behaviour, academic attainment, and wellbeing. Several studies have shown that poor classroom acoustics negatively affect the teaching and learning process, especially in earlier grades. For instance, research by Astolfi et al published in a 2019 issue of Frontiers in Psychology found that “long reverberation times, which are associated with poor classroom acoustics as they generate higher noise levels and degraded speech intelligibility, bring pupils to a reduced perception of having fun and being happy with themselves”. Focused on the experiences of six- and seven-year-old learners, the study also linked “bad classroom acoustics” to “increased perception of noise


intensity and disturbance, particularly in the case of traffic noise and noise from adjacent school environments”.

The two major culprits behind bad classroom acoustics Background noise can come from external sources, such as cars, lawnmowers, sirens, and thunder, as well as from within the building such as students shouting in a hallway, humming computer equipment, air conditioning units, and the ruckus of inflexible furniture being moved around. Background noise in New Zealand classrooms generally ranges 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. Meanwhile, reverberation sounds can bounce off desks or walls and if several sounds are doing this at once, they can be hard to decipher. However, there are several steps schools can take to reduce background noise and reverberation in any space used for learning. Here are some simple solutions we gathered from the sector:

Add rugs or a carpet to the room.

Install curtains or blinds in the windows.

Hang soft materials, such as felt or corkboard on the walls.

Place tables at angles around the room instead of in rows.

Turn off any noise-creating equipment when not in use.

Replace noisy light fixtures and fittings.

Add dividing screens.

Place soft tips on the bottom of chairs and tables to reduce the screech effect.

Industry Viewpoints: Aesthetic Refurbs to Reduce Reverb Autex Technical Development Manager, Rob Jones told us his simple rule when it comes to acoustics in learning spaces: “For good intelligibility, a reverberant sound field cannot exist.” “Modern teaching spaces are often a series of interconnected spaces and, as such, there is greater volume and less available surface area. Because of this, many acoustic consultants believe we can no longer apply too much absorption in these spaces; instead, as many surfaces as possible should have acoustic treatments applied.

Developments in research at AUT, for example, have discovered intelligent algorithms that can interpret sound waves, categorise sound activity, and calculate the required rotation of classroom louvres so reverberation is optimised in real time.

“Ceilings must be acoustically absorbent and, ideally, also assist in reducing external environmental noise from interfering with learning. This means solid linings that do not allow noise to flow through them are essential. After all, if water can leak through, so can sound. The solution is often that solid plasterboard is fitted with acoustically absorbent material to reduce outside noise, and fins, baffles, or clouds are suspended to soak up noise generated inside the space.

If a rebuild is in your budget, the sky (or the ceiling) is the limit!

“For walls, a good rule of thumb is to ensure that at least one

For a more permanent solution, adaptations to ceilings and floors can be made or incorporated into new classroom design.


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Image supplied by Asona, Installation of Triton 50 Clouds for the Ministry of Education Ngā Iti Kahurangi Programme

opposing surface is acoustically treated, particularly when adjacent to glazed panels or other reflective surfaces.”

panel, maximise coverage and don’t rely on thin carpet and wall coverings which are not sufficient by themselves.

In terms of retrofit acoustics, “attention should be paid when choosing to simply remove walls to create an open plan space as they are acoustically troublesome and are different from purpose-designed, connected spaces better able to incorporate higher functioning zoned spaces through non-uniform geometry”.

“Third, when investing in acoustic upgrades of classrooms they should consider buying NZ made panels with high local content, low carbon footprint and environmental accreditation.”

“For new and retrofit projects, specialists can supply examples and case studies with design ideas and working evidence that the products perform as intended.” Neil Ridgway, from Asona, outlined what he believes are three best moves a school can make when it comes to classroom acoustics. He said: “First, schools should consult the Ministry of Education’s Designing Quality Learning Spaces (DQLS) – Acoustics documentation and seek sound advice. “Second, to manage the reverberation time across all frequencies they should use a 40-50mm thick acoustic ceiling Term 3, 2022 |

Space requirements are pivotal when it comes to retrofitting school acoustics: “Having a balanced reverberation time response from low to high frequencies is the goal of the 2020 DQLS – Acoustics. Under the DQLS - Acoustics, all schools under MoE are required to meet standards whether new build or retrofitting. The general recommendation is to engage an Acoustic Engineer.” Moreover, “as we move from remote learning back into learning spaces, we need to be very mindful of moving from a quiet home environment to a full class of 30+ voices. The transition back to the office or classroom after working from home has been significant for all of us and we must consider calming and balanced environments, so acoustic balance is fundamental.” PROPERTY

“...acoustic panelling has delivered the greatest educational impact with schools describing the effects as profound and transformational for children...” DQLS Compliant Systems 63

Autex Acoustics is carbon neutral in everything they do Autex Acoustics is the first company in the interior acoustics industry to have reduced and balanced all carbon emissions from business operations and products to zero. In the latest step in their sustainability journey, Autex Acoustics have achieved global carbon neutrality to contribute to the international effort in addressing climate change. Through smart design, efficient manufacturing, and verified offsets, their global operations and acoustic products are all now carbon neutral. As a business they are committed to the responsible management and manufacture of their products, from the sourcing of raw materials, all the way through to the packaging of finished products, to ensure the long-term sustainability of the planet for future generations. Their ethical, social, and environmental priority is to be carbon neutral in everything they do. Whilst the embodied carbon of their products is naturally low, they still do have a carbon impact. Through their Carbon Neutral Initiative, Autex Acoustics have mitigated their carbon impact by offsetting the equivalent


emissions using certified carbon credits, making their products entirely carbon neutral. These carbon credits are generated from projects focused on renewable energy, fuel switching, and reforestation around the world.

Now that they have baseline data on their global carbon footprint, they are working across the business to establish carbon reduction plans to help further reduce their carbon emissions in the future.

To take action on their commitment to fighting climate change, they actively monitor their carbon emissions and are committed to being a netzero carbon organisation.

Alongside monitoring their emissions, all their products are now carbon neutral. To achieve this, they assess the carbon emissions generated by their products’ supply, manufacture, and delivery and offset them by purchasing certified carbon credits.

In 2017 they began carbon accounting for their core manufacturing facility in New Zealand, however, as their operational footprint is global they decided to extend the scope of their carbon accounting efforts to all global operations in 2019.

This is considered as an investment in the present and future generations and simply a cost of doing business. It also encourages best practices and


sets the bar high as a product supplier in the building industry. Using carbon data calculated by independent experts, they invest in third-party certified carbon credits enerated by the Clean Development Mechanism. Operating at an international level means that they are responsible for protecting a range of communities. This is nothing new to the global organisation as sustainability has been a big part of the Autex Acoustics values for decades now. To date, the move to carbon neutrality is their biggest stride towards reducing the impact that their products and operations have. Learn more about their sustainability journey: Term 3, 2022 |

We have achieved carbon neutrality for all of our acoustic products and global operations. This is what the future sounds like. Scan the QR code to learn more about our sustainability journey.


Digital Signage Dos and Don’ts By Shannon Meyerkort Industry Reporter

example is to provide essential information with immediate updates that can be changed remotely during emergencies.

The demand for upto-date information is constant, and digital signage can play a big part in keeping parents, students, teachers and the broader community informed.

“Second, they are often used to promote the school. Many schools are in a competitive environment competing for students and an electronic LED sign makes the school more visible to the local community, and signals to the community that the school has embraced technology, which allows its virtues and special character to become more widely known.

Digital signage can be used to share school achievements, warn of closures, promote upcoming events, or simply display the time and date, and it is regulated under three main areas: dwell time (how long each message appears for), luminance (how much light the sign gives off) and animation (moving images). Here are some tips to consider when purchasing or upgrading: DO consider the range of messages you will want to promote. Your set-up should be capable of displaying the messages you want, whether that involves text, images, video, or a range of the above. DO consider location – will your sign sit at the corner of a busy intersection that will be viewed by thousands of people or stationed outside the school building just seen by staff and students? Consider weather exposure and check if there are local council regulations concerning signage and possible distractions to drivers.

“Third, the electronic signage often forms part of the overall branding of the school being part of the primary school identification signage and able to promote values, mottos, etc.” Images courtesy of WiPath Communications

right product for your school’s budget, capacity, and needs.

Industry Viewpoint: Why do schools choose digital outdoor signage? WiPath Communications’ Managing Director and digital signage expert, Craig Meldrum told us schools install electronic outdoor signs for three reasons:

“First, as informational tools to provide information to both their school community and often to the wider community. Example usages include: to update parents on upcoming events, promote special events, recognise achievements, and tell the wider community what is going on at the school. Another important

DON’T disregard your older, existing signage if you are tempted to dispose of it as some companies may be able to retrofit new digital screens into existing frames—check with your chosen supplier first to get advice tailored to your school’s situation.

“What is the purpose for the sign? This will inform most of the other technical aspects for the sign including location, size, resolution, etc. What a school should not do is try and compare the technical specifications when choosing a sign. The basic technical specifications that are generally put forward in a proposal or quote can look identical between two signs that are vastly different in quality. “Finally, schools should purchase an LED sign from a company with longevity that can guarantee stock holdings for parts specific to their actual sign for at least 10 years. This is because LED signs have many parts that cannot be replaced 10 years down the line and without replacement parts, schools will need to pay for a total replacement when the sign fails.”

DON’T forget to ensure the materials used are suitable for the space. Are your signs going to be weather and vandalproof? How easy is it to replace broken elements? Communicate with your chosen supplier to ensure you purchase the


On the flipside, “The biggest mistake schools can make is to think that a sign is just another commodity. Unlike many capital purchases, a properly acquired LED sign should last many years longer than most of the technology equipment that a school invests in.” Therefore, he said, schools should consider the following when choosing an outdoor LED sign:


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Providing cover for learning and play Covered Outdoor Learning Areas (COLAs) are a hot topic are the moment and many schools are looking for outdoor and extended learning solutions. They provide a permanent solution improving student flow, enhancing health and wellbeing, and increase the usability of spaces and are fast becoming a must have for school environments. When Broadgreen Intermediate School was looking for a cost effective, durable and attractive solution to give shade and rain protection over a large deck, they found it in Archgola™. The Archgola’s™ Ampelite Corrugated web glass clear

examples of completed projects. See Archgola™ has an unbeatable reputation for offering a quality all-inclusive package. Full-service offer includes arranging council consents, certified engineered designs to installing a cost effective, long lasting and high quality solution for shade and shelter.

roofing provides light to the classrooms while filtering out direct sunlight and stopping the glare – Nelson is, after all, the sunniest place in New Zealand! Spanning almost 50sqm, the Archgola™ provides students with a covered area to enhance their learning space and enjoy

protection from both rain and sun. For schools interested in planning a shade and shelter solution, it is recommended to talk with other schools and sports clubs about the shelter options they have chosen and how the area is working for them. For inspiration the Archgola website has several

Contact us to arrange for an on-site consultation to discuss your ideas and from there measurements can be taken to begin the design and quotation process.

More information To contact your local Archgola Licensee, please get in touch via our website contact or phone 0508 272 446.

• All-weather canopies provide year-round protection for learning and play. • Covered walkways, sandpits, decking and playgrounds. • Choice of trafficable roofing tints, with 99.9% UV protection. • Outdoor curtains to enclose the space. • Owned by Kiwis, built by Kiwis, with locally sourced materials.

Outdoor canopy specialists for shade and shelter Archgola™ has an unbeatable reputation for offering a quality all-inclusive package. Full-service offer includes arranging council consents, certified engineered designs to installing a cost effective, long lasting and high-quality solution for shade and shelter. We are experienced in school installations and can meet the specific requirements of the Ministry of Education design standards for shade structures.

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0508 272 446 l


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