School News, NZ - Term 2, 2024

SAFETY CONFIDENT

We are so devoted to ensuring supreme quality and safety that we have spent 15 years perfecting our grinder that produces our wood chip so that it removes all traces of nails, staples and hazardous metals or materials, and has no “sharp edges”.

Since safety is paramount - we implement an extensive testing regime every two to three years, evaluating the impact eff iciency of the wood chips being produced.

2 years of product development before launch.

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.

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.

© 2024 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.

PO Box 5104, Papanui, Christchurch, 8542, NZ Phone: (03) 365 5575 Fax: (03) 365 1655 mail@schoolnews.co.nz www.schoolnews.co.nz ISSN 1178-9964 (Print) ISSN 1179-2124 (Digital)

EDITOR

Gemma Easton, editor@schoolnews.co.nz

INDUSTRY REPORTERS

Naomii Seah & Sarah Davison

DESIGN & PRODUCTION

Richard McGill, production@schoolnews.co.nz

ADVERTISING

Dee Dawson, advertising@schoolnews.co.nz

CONTRIBUTORS

Nathan Janes

KEY

Inside our term two issue

A wonderful time of year

Autumn is a great time of year. The craziness of the start of the year is well behind us, yet there is still plenty of time before the end of the year to get everything done. Well. At least that’s what we tell ourselves!

Each term as we wrap up an edition of School News, I feel like my work to-do list is finally under control. It isn’t long, though, until the tasks start piling up again as we work on a new edition of the magazine. Things get busy, and we’re all once again in the chaos and excitement of meeting our deadlines. Everything does always get done, though, and it’s a great feeling to be part of a team who work together to make sure we get across the line every time. I expect many of you feel the same way as one term

Gemma Easton Editor, SchoolNews editor@schoolnews.co.nz

ends, and another one begins.

Before the coolest months take hold, you might like to get outside with your class.

As our education outside the classroom feature explains, a visit to Ōtautahi Christchurch can encompass several

outdoor activities, like a visit to the Botanic Gardens or punting on the Avon.

Classroom set up can be a source of debate, with recommendations of best practice changing in recent decades. In our Term 2 Special Report, our reporter Naomii Seah looks at the research, historical trends and most recent recommendations for classroom design. Have a read and see if your classroom aligns with current models. We’ve all been reducing, reusing and recycling in our homes and classrooms for decades. Now, though, the Ministry of Education recommends schools also separate and compost. To find out what this means and how to achieve it, we go beyond the bin to discuss how schools

OUTDOOR CANOPY SPECIALISTS FOR SHADE AND SHELTER

designs, arranging council consents through to a quality installation. Contact your local Archgola team to discuss your school shelter needs! 0508 272 446 / archgola.co.nz

can introduce more sustainable practices. Experts in waste audits and composting share some simple steps schools can take to reduce waste and be more environmentally friendly.

It seems there is a constant stream of news about our education sector. While we can’t cover everything in our print magazine, the School News website provides regular coverage and updates on issues that affect schools and kura, tamariki, teachers, and families. Our weekly newsletter provides a roundup of the important things happening in the education space in Aotearoa New Zealand. You can sign up to our newsletter at our website.

I hope you enjoy this term, and this issue of School News Ngā mihi, Gemma

The modern learning environment debate

By Naomii Seah, Industry Reporter

What does the ideal learning environment for the 21st century look like?

Since the 70s, New Zealand has joined many other countries in implementing new classroom designs that move away from the traditional, siloed and closed structures that characterised schools of the previous centuries. From the 1980s onward, new classrooms and teaching spaces in Aotearoa have been built to be more open, flexible spaces that enable a variety of configurations and teaching styles.

But after decades of pivoting toward these new teaching spaces and styles, some educators and researchers have begun speaking out against such learning environments, claiming that they are counterproductive to effective learning, and citing a lack of research on the effect of such spaces on learning outcomes. Yet other educators and researchers argue that modern learning environments enable better pedagogy and empower learners. Which is the truth?

Is the ultimate goal of an MLE to improve academic achievement, or to develop hard-to-measure student competencies?

This history of modern learning environments in Aotearoa

In 2011, the Ministry of Education released its School Property Strategy 2011 – 2021. The strategy states that one of its goals is to create modern learning environments (MLE) that suit the changes to teaching strategies that have occurred since the turn of the century.

“Modern schools comprise of flexible teaching zones that can easily be reconfigured and used in a variety of ways... modernising classrooms and converting them into modern teaching spaces will be a high priority over the coming years.”

Those that critique the MLE point to this strategy as the beginning of an

“experiment” on children regarding learning spaces.

The failure of open plan

Modern learning environments have in some ways evolved from the open-plan classrooms of the 70s, widely heralded as a “failure” by educators.

Open-plan classrooms were large classrooms where more than one classroom and teacher operated simultaneously. They were meant to increase cooperation among teachers and encourage professional development.

In 1986, the New Zealand Council for Educational Research (NZCER) published a report titled “Ten Years of Open Plan”, which reflected on lessons learned from educators teaching in open plan units. The report

estimated that there were about 44,000 to 50,000 students, or around 10 percent of primary school students learning in these environments, supported by almost 2000 teachers.1

But many open plan classrooms failed, as teachers had been trained to work alone in single-cell units rather than collaboratively. The spaces themselves were noisy and not suited to all learners. However, experienced teachers reportedly preferred these learning spaces over traditional classrooms. Newer or more inexperienced teachers were likely to be overwhelmed.

From open plan to MLE

Open-plan classrooms exemplified many of the issues and problems which critics currently level against the MLEs.

But MLEs differ from openplan classrooms by having a variety of features that enable flexibility of configuration and teaching styles. This means MLEs are not necessarily “open-plan” but have a larger space that can be converted between many different configurations, including an open-plan style room.

Planning a new outdoor space project?

Talk to our award-winning design team and registered landscape architects about your new special space.

PLAYGROUNDS

Modern and traditional equipment-based areas focusing on Play Value based design, fun, socialisation, imagination and physical development.

PLAYSPACES

Transform your underutilised outdoor spaces into an engaging outdoor learning space that stimulates rich play-based learning experiences.

Well-designed play spaces are relevant to all children’s interests, capabilities and cultures, promoting exploration, imagination and cooperative/social play.

Playgrounds designed and manufactured right here in New Zealand for more than 35 years.

One Stop Shop – end to end design and installation including surfacing and shade. Customised

In recent decades, schools due for upgrades or rebuilds have been encouraged to take up MLE. The Ministry of Education has published guidelines for schools considering implementing MLE-style additions, though final designs and decisions about new builds have remained with individual school boards.

These spaces are characterised by large areas that accommodate a range of activities, including a central open space and smaller break-out spaces.

Flexible and mobile elements like partitions, whiteboards on wheels and flexible furnishings are available to accommodate different configurations and activities. Visual transparency is prioritised through use of glass and fewer walls, and technology is integrated into the space.

Modern learning environments aim to retain the benefits of open-plan classrooms like collaborative teaching and learning, while mitigating issues like noise and distraction while enabling a variety of activities to keep students engaged.

The criticisms

Recently, a slew of criticisms on MLE have appeared in the media. One article in the The Post last year suggested that MLE was “a social experiment on a generation of children” and pointed to cases of children who struggled to learn within the format.

Schools themselves also report struggling with MLE as class sizes swelled to 50 or 60 children, creating an atmosphere that was counterproductive to learning and distracting to children. Teachers said they struggled with the format and implementing techniques like collaborative teaching, leading to claims that teachers were not being properly supported by the Ministry of Education to effectively teach utilising MLE spaces.

Critics also point to the lack of evidence showing that MLE contributes to positive academic outcomes.

These struggles reflect the lessons learned from the open-plan classrooms of the last century, leading critics to mistakenly conflate the two.

Speaking to Stuff, former principal of Island Bay School

Perry Rush said, “Often times when you hear teachers say it’s not really working, what you’re really hearing is ‘the way I used to teach isn’t able to be effective in a new environment.’

“Where is the funding and support from the ministry for schools and teachers?”

Classrooms of the 21st century

The debate on modern learning environments is often framed as a battle between new environments and traditional, single-cell classroom blocks.

Innovative learning environments are too noisy, distracting and difficult to manage, claim critics, especially for neurodiverse learners and those with additional support needs. Additionally, there’s little evidence to link new MLEs to improved learning outcomes. Finally, there’s little agreement on what learning outcomes we should be focused on and how they should be measured. Is the ultimate goal of an MLE to improve academic achievement, or to develop hard-to-measure student competencies?

Although these criticisms attack MLEs, they do little to support traditional, singlecell classroom blocks.

Research into effective pedagogy highlights the relationships built between teachers and students. It’s well known that effective teachers build positive relationships with their students and set high expectations. Educators repeat again and again that quality of teaching is the most important factor for students.

Regarding physical space, improvement to student outcomes is linked to adequate light, acoustics, and thermal temperatures of a teaching area.2 These basic physical qualities are mandated by the Ministry of Education when designing and building new classrooms, though physical layout is not.

Another report commissioned

by the Ministry of Education notes that there is no definitive answer to whether openplan learning effects student achievement either negatively or positively. There are many confounding factors to whether MLEs improve or detriment student outcomes, not least of which are the teaching programmes being deployed within such spaces. However, MLEs do support many different learning activities and allow flexibility of instruction. They also support student-centred learning and have been shown to foster creativity in students.3

Accompanying the slew of criticisms on MLE are reports of some schools modifying their MLEs with partitions to create smaller sections. This is framed as a return to single-cell traditional classrooms and proof that MLE should be abandoned. But many of these modifications are simply an improvement on the flexibility of the space in question, enabling greater partitioning and sectioning of the space and moving from a more open-place configuration to a truer version of the MLE.

Tāhunanui School in Nelson is one example, where sliding doors were installed between classes that were initially configured in an open-plan block. It was heralded by media as a return to traditional classrooms, but the space is still used as an MLE with flexible configurations enabled by the sliding doors.

Even those who have leaned toward traditional teaching spaces concede some benefits of MLE, including the potential for improved collaboration between teachers3

Ultimately, it is up to the individual school to ensure that their teaching spaces reflect their vision for learning, and that teachers are adequately equipped for effective teaching, no matter their space. In a further echo of lessons learned from the open-plan classrooms of the late 20th century, teachers moving from a traditional classroom to an MLE have expressed frustration around steep learning curves with using the new space, though most ultimately say they wouldn’t go back to the traditional blocks.4

Recently, Prime Minister Christopher Luxon has indicated that the government may revise their guidelines around new classroom builds citing scant evidence of MLEs effectiveness for learning. Education Minister Erica Stanford has said that although some schools do MLEs well, others have spaces that are reminiscent of open

plan classrooms and their failures. These comments seem to signal a move away from MLEs, though it remains to be seen what classrooms of the future will look like.

Fundamentally, the philosophy that underpins MLEs is flexibility. It’s a concept that’s arisen from modern pedagogies and a movement away from the rigidity that characterised schooling of the previous centuries.

But the debate seems to get it wrong in the implication that it must be one or the other. Education must continue to adapt alongside new technologies and research, with MLEs being just one iteration of a wider change in approach to teaching and learning.

References

1 Cameron, Peter and Graham Robinson. 1986. “Ten Years of Open Plan”. New Zealand Council

for Educational Research. Wellington, New Zealand.

2 Wall, Gabrielle.2015. “Modern Learning Environments: Impact on student engagement and achievement outcomes.”

3 Wilson, Mark. 2015. “Investigating the effectiveness of modern learning environments on improving student learning and achievement.” Sabbatical Report, Cashmere High School. Christchurch, New Zealand.

4 Redmond, Adele. 2017. “Teachers struggle with modern learning environments.” Stuff

Our Tumuaki Principal - Nathan Janes

By

Being announced as the tumuaki of Mairangi Bay School (MBS) in May 2022 was a great pleasure.

As the Principal, it is a privilege to be the professional leader of a creative team and community that provides the best learning opportunities for our tamariki. We are passionate about building learning-focused relationships, embracing the potential of all tamariki and cultivating a culture where ākonga, whānau and kaimahi work together through kotahitanga - a sense of unity.

As leader of Mairangi Bay School, I embrace several roles to enhance the teaching, learning and opportunities for all. Through our school values of atawhai, whakaute and manawanui — kindness, respect and resilience — we can identify our tamariki, kaimahi and community needs and aspirations, as connections help us to build healthy partnerships in a culturally safe learning environment.

Embracing the power of our community - Our Why

At MBS, we strive to collaborate, communicate, and cooperate through our actions and words. We believe equity, coherence and alignment drives our mahi, as we share our experiences and strengths to learn from each other. We care for one another and share the workload, ensuring equity for all children and reducing disparities. Our clear,

cumulative pathway encourages continuous learning and growth, embracing successes and failures. Inclusiveness and a shared language of learning bring clarity to our unified community.

Giving effect to Te Tiriti ō Waitangi - A School in Aotearoa, New Zealand

We understand that schools are complex. The demands on kaimahi to continually navigate and adapt skills, knowledge, and attitudes by developing culture, pedagogy, systems, partnerships, and networks can often be scrutinised and challenged. By understanding our school’s diversity and perspective, we can adopt a culturally aligned leadership approach to embrace beliefs, goals, priorities and values. In turn, this

guides coherent expectations, practices and commitment to Te Tiriti ō Waitangi.

The co-construction of a set of norms for professional learning and leading can build trust and respect. Creating a shared understanding and commitment to our school’s culture among kaimahi ensures that all actions and behaviours are consistent and inclusive. Everyone can feel valued and heard by providing space and time for questions, contributions and feedback from all participants within our community, including tamariki, kaimahi and whānau.

Culturally aligned communities often demonstrate honesty, integrity, guardianship and awareness of the organisation’s values and align daily interactions as a way of being.

Our school values can be shared, implicit, collective, and coherent at every level of our organisation. Together, we can develop a positive and supportive work environment that fosters collaboration and teamwork, rewarding others for exhibiting behaviours that align with our learning culture rather than a set of objectives or mission statements that could lack flexibility and adaptability.

“Relationship-based classrooms are whānau oriented and involve whānau. They are place-based, personalised, and encourage role models and mentorship - tuakana-teina” (Macfarlane et al., 2007)

On Wednesday, May 24, 2023, the Mairangi Bay School Board of Trustees and Mana Whenua Te Kawerau ā Maki, signed a

Nathan Janes, Principal, Mairangi Bay School

Image courtesy of Mairangi Bay School

Memorandum of Understanding for the Mana Kura Kaupapa. This authentic partnership respectfully acknowledges Te Kawerau ā Maki as Mana Whenua of this area. During the past 12 months, Te Kawerau ā Maki, ERO and Mairangi Bay School have been working closely together to capture and implement the aspirations of ākonga, whānau, kaiako, kaimahi and leadership.

Collectively, we have developed a shared understanding of what

it means to embrace a strengthsbased approach to ensure effective, coherent learning pathways for all ākonga. With our Iwi support, we are authentically co-constructing the most effective and sustainable conditions to foster a culture of learning, ensuring effective, culturally responsive teaching and learning practices that promote equitable and excellent learning outcomes for all ākonga. Together, we are excited to be supporting our ākonga and

Resources that spark minds

Secondary teachers know if a lesson will fly. That’s why we tasked top teachers with writing our curriculum resources. Road safety contexts that speak to teen lives. Lesson plans that work for you. education.nzta.govt.nz

their whānau to demonstrate a strong sense of identity, culture and language and connection to Mairangi Bay School. We are excited to continue our journey together as we deepen our understanding of our Turangawaewae here at Mairangi Bay School through the Mātauranga shared by Te Kawerau ā Maki.

The How -The MB Way

Distributive leadership at MBS is all about unity and inclusive

planning. We use multiple sources to develop collaboration, a learning culture, and teamwork through regular meetings and reflective discussions to improve.

Social media helps us communicate across our community consistently, guided by our values. Everyone can contribute (our kaupapa), fostering an accepting environment. We believe in reciprocal learning (Ako) and involve whānau to build strong bonds.

Sign up for our education newsletter and get exclusive access to webinars and the latest resources education.nzta.govt.nz/signup

Images courtesy of Mairangi Bay School

Collaboration is key at MBS as we co-lead, plan, teach, and learn together to thrive as a community. This is our wairua (spirit). It embraces the MBWay through kaitiakitanga (guardianship) and kotahitanga (unity) to guide our graduate profile and way of being. There is an expectation that these guiding values are tacitly interwoven into our daily practices, thoughts and actions to improve outcomes for all.

He waka eke noa - We are all in this together.

School planning

and reporting: Te Whakangārahu Ngātahi | Planning Together for Ākonga Success

On January 1 2023, the new framework for school planning and reporting called Te Whakangārahu Ngātahi | Planning Together for Ākonga Success: Our School, Our Community, came into effect. The requirements are in the Education and Training Act 2020 and the Education (School Planning and Reporting) Regulations 2023.

At Mairangi Bay School, effective planning and reporting underpins all our work. The Ministry of Education state schools need to plan and evaluate their performance to: intentionally give effect to Te Tiriti o Waitangi and support Māori-Crown relationships; meet legislated board primary objectives and show how the school or kura has had particular regard for the National Education and Learning Priorities (NELP); ensure the needs of all ākonga are met; ensure the voices of all ākonga and whānau are heard; implement teaching and learning programmes that give effect to the New Zealand Curriculum or Te Marautanga o Aotearoa to improve outcomes for all ākonga.

ERO, School and Iwi

Partnership - A Proud Experience

In 2023, our ERO advisor, Te Kawerau ā Maki and the Mairangi Bay School Senior Leadership Team worked together to identify our strengths and next steps as a kura. ERO identified how well we support the school in its goal to evaluate how MBS captures and implements the aspirations of ākonga,

whānau, Iwi, kaiako, kaimahi and leadership to inform all schoolwide decisions. Mairangi Bay School were congratulated for:

• Providing ongoing schoolwide commitment ensuring genuine, authentic relationships with mana whenua Te Kawerau ā Maki is continued.

• Providing ākonga with experiences in a caring, safe, and inclusive environment where they are encouraged to take risks in their learning and to be the best they can be.

• Ensuring kaiako and kaimahi collaboratively focus on improving equitable and excellent outcomes for all ākonga.

• Supporting leadership to collaboratively promote relational trust and enact the school vision and values.

• Empowering whānau through meaningful, interpersonal conversations that shape educational outcomes for their ākonga.

Where to next?

Moving forward, Mairangi Bay School will continue to prioritise professional development supported by leadership and external

personnel to enact culturally responsive pedagogy by:

• Developing a shared understanding with kaiako and kaimahi to use effective, culturally responsive teaching and learning practices that promote equitable and excellent learning outcomes for all ākonga.

• Continuing to explore ways to listen and respond to the aspirations of the school community.

• Authentically co-constructing at all levels of the school the most effective and sustainable conditions that foster a culture of learning with all ākonga and the wider community.

• ERO’s role will be to support the school in its evaluation for improvement cycle to enhance outcomes for all learners, and will support the school in reporting its progress to the community.

Strategies to engage our community

As we develop our Community Consultation 3YA Plan, we are reminded to engage with our tamariki, kaimahi, and community to reflect on our progress and seek ongoing school-wide improvement.

Whānau input and insights are invaluable as we shape the future of Mairangi Bay School to ensure equity and excellence across our decisionmaking and strategic plan.

As we embark on this exciting journey together, we want to ensure that every member of our diverse community feels heard, valued, and empowered.

To support our community consultation strategy, our principles ensure we:

• Provide suitable space and adequate time.

• Provide comfortable locations beyond the school gate.

• Ask better and more relevant questions.

• Provide language support.

• Give alternative opportunities to connect.

• Provide face-to-face conversations.

• Respect our school history.

• Reflective workshops - Principal Cafes.

• Give back to our community.

• Listen, respond and adapt along the way.

• Use multiple sources of media to communicate.

• Avoid overuse of jargon.

There is a quote from Trudi Brocas, Special Education Principals’ Association of New Zealand (SEPANZ), that I am fond of that reads:

“DIVERSITY is having a seat at the table.

INCLUSION is having a voice.

BELONGING is having that voice be heard.

ACCEPTANCE is having your voice heard, even when you are not in the room.”

As we continue to gather perspective, make collective decisions, learn and grow together, I wish to thank our Mairangi Bay School Board of Trustees, our Iwi - Te Kawerau ā Maki, our whānau and community, kaimahi and ākonga for their patience and understanding. After all…

He nui ake tō mātou mana i te kura anahe - We are more than just a school. `

Images courtesy of Mairangi Bay School

Classroom Competition Hauora

Replenishing the wairua of Avonside Girls’ High School

By Naomii Seah, Industry Reporter

After a rough few years, Avonside Girls’ is rediscovering community and identity.

A large secondary school in Christchurch, Avonside Girls’ has almost a hundred years of history. In that time, the school has seen some necessary fresh starts.

A long history

Beginning as another campus for the Christchurch Girls’ High School, Avonside became an independent school in 1927. It quickly developed a reputation as both an academic and sporting school.

In 1965 there was a 25-year period of integration with Te Wai Pounamu Māori Girls’ College. Numbers swelled and there were blocks added throughout the decades. In the 1990s the main blocks underwent significant renovations and classes were held in temporary classrooms onsite until completion of works.

Images courtesy of Avonside Girls’ High School

However, in February 2011 the Canterbury earthquakes rendered the school buildings irreparably damaged. In the immediate aftermath, students were accommodated at Burnside resulting in busloads of students being transported across the city, with classes for the cohort operating on a modified schedule from 1:00 pm to 5:25 pm. In 2012 temporary buildings

were erected on the Avonside site where classes were held for more than seven years. During that time, a new building colocated with Shirley Boy’s High was built on a new site. In 2019 the two schools made history as the first two independently run schools to share a property. Key facilities were given shared use, but the two schools operate independently.

“I liken it to someone ripping up an old oak tree with all the roots, taking all of them and then plunking the oak tree down somewhere else... the roots need to be re-established,” said Principal Catherine Law. Of course, the situation wasn’t helped by the COVID-19 pandemic, which hindered the re-establishment of the school. After what she describes as a “rough few years” for Avonside, Catherine Law was appointed to the Principalship. Law says that it didn’t take her long to recognise what had happened to the school’s culture.

“Within a term it struck me... we didn’t really have a sense of identity because our identity had shifted. Who were we, and who are we? I thought of the whakataukī about looking backward to go forward. We needed to know our history, and we needed to know who we were. But we also needed to do some work on who we are now, and what that looks like.”

Identity and community

“What does Belonging mean at Avonside Girls’ - who were we, who are we and who will we be?” So reads part of Avonside Girls’ strategic plan for 2022 – 25.

The plan outlines three goals:

• “Develop our curriculum and assessment programmes to ensure increased ākonga engagement and achievement and improve learning outcomes for all ākonga.

• Increase ākonga engagement and wellbeing through a relational focused restorative culture and mentoring.

• Build staff capability to collect, track and use data to raise achievement, engagement and inform differentiated pedagogy.”

These goals align with Law’s own personal beliefs based on experience: those who are encouraged to achieve excellence will do so. But how should we define excellence, and what does the community need to achieve it? That begins with identity, says Law.

“We spent two years working with our community, building relationships and trust. We developed a new poutama of values with our community and students... a whole sense of identity of what being at Avonside means and the pride and values that go with that.”

Law says this work has revitalised the relationship between the community and the school, particularly as the school becomes more multicultural. Law says she wanted to ensure that all parents felt welcomed and connected with the school, including Pasifika and Māori families. In turn, the school would be able to understand how they could better serve their whānau.

The questions Avonside Girls’ sought to address included how they could best engage their students and community.

“We needed to market outward to say: ‘Who are we? This is who we are.’ And we’re proud of our girls and their achievements. [So] we built up Polyfest, we built up kapa haka and we put them into our school day. We built up sport and we’re putting that investment into

the arts so that it’s a way to breathe life into all those other opportunities as well.

“It comes down to a clarity of identity. Who are you as a school and what are your values? That clarity of identity creates clarity of vision.”

Equity and excellence

Law describes equity as an increasingly important value to the school as they embrace the multicultural nature of the community they serve. The school is now 30 percent Māori and 10 percent Pasifika.

The school recognises the cultural needs of their student population, and strives to empower all students with

equitable access to education.

“Equity has been really important for us; we have put Te Tiriti O Waitangi at the heart of our charter. It’s equity of academic achievement opportunities and tikanga in the school, all of those things, so that our students— especially those that come from kura kaupapa—feel more at home here and ready to learn.”

Law describes equity as a value that drives her. New Zealand has an inequitable education system, says Law, where the right to education is falling between class lines.

“I think every young person in our country — Māori, Pasifika, Pākehā, female, male,

LGBTQIA+ — deserves access to the best education.

“My biggest message is that all our young people here deserve access to the same education and the same knowledge as if they were paying for it at another school; so we measure ourselves against girls’ schools in New Zealand. We should be aiming for that same academic success, sporting success, music, cultural arts success as any of those schools.

“We should be providing excellence,” said Law. Although some young people may come to Avonside Girls’ “without some of the privileges of other young people in our country,” Law is determined not to give up.

Images courtesy of Avonside Girls’ High School

“We have to work harder to add the value that they need... if we give them the tools and the access to knowledge, the access to sport, music, arts—that gives young people pathways.”

One crucial element of “teaching success” is pastoral, said Law. Recently, Avonside Girls’ has prioritised tracking students and ensuring each has access

to mentorship and support. Law said that some of their young people don’t have family members or older figures to perform this role, so school leadership strives to ensure “we sit with them and that we talk about excellence and merit. We don’t talk to them about ‘achieved’. We talk about aiming for those top grades, talk belief into them all the time.”

One system is the implementation of a small “Ako” group and the development of house cultures. Celebrating success is key, said Law.

Leadership through adversity

“It’s been incredibly important to us that our students lead what we do. We’ve changed our whole leadership model.”

These changes include the way students are selected for leadership. Now, students elect leaders, and more importantly student voice is championed during key decision making. Student leaders are consulted in developing school values, and groups of students will present proposals and report on school culture at board meetings.

Enabling greater student voice can sometimes be confronting, as when student leaders conducted a survey about sexual violence at Avonside Girls’ in 2022. That survey uncovered a pervasive culture of sexual violence with many of their students experiencing sexual harassment. Law describes the students leading the inquiry as “brave” and “really courageous”.

Additional instances of student leadership positively impacting the school include a presentation on the impacts of streaming.

There was also a Pasifika student group who spoke about having to walk in two worlds.

“You could’ve heard a pin drop,” said Law. “It was very emotional, and it was very vulnerable and very brave of the students.

“The staff were amazing and responded really well and took away a lot from that: things

Images courtesy of Avonside Girls’ High School

like thinking about the way they’re talking about when an assessment is due, or supporting a young person around getting their homework done.”

Law also talks about a uniform proposal that was brought to the senior leadership team.

“It was one of the best proposals I’ve ever seen—it was really mature, really thought through. That stuck out to me... they’re so mature, they’re so able to lead.

“The more we give [students] voice, and the more we give them leadership, the more successful the school has become.”

Outcomes, present and future

Some of the positive outcomes from recent years’ changes in approach to leadership and culture are reflected in school statistics like attendance, and participation in sport and cultural events. There’s also been an improvement in academic results, especially at merit endorsement in NCEA for

Māori and Pasifika students, as well as for the whole school.

But aside from the quantitative outcomes, there’s also been several qualitative shifts at Avonside Girls’: positive changes to the atmosphere and morale.

“I see staff and students speaking te reo Māori to each other, I see students talking away and greeting the staff, et cetera. There’s a lot more buoyancy in the school. I see students keen to lead things, keen to step up. They’ll email me and say:

‘we’ve got this idea, can we do this?’ There’s a lot more of that courage. I see our students much more involved in the community, getting involved in all sorts of environmental, other community type activities as well,” said Law.

“There’s been a significant number of parents coming in for school events, prize givings, coming to see teachers and being in touch. That real connection with our community has significantly improved.

“There’s a completely different spirit, wairua, in the school.”

W e ’ d l o v e t o s e r v e y o u r s c h o o l

S t u d e n t ’ s a n n u a l c h e c k - u p

F u l l r a n g e o f t r e a t m e n t s

O r a l H e a l t h e d u c a t i o n

C a r e e r s t a l k

S c h o o l p a r t n e r s h i p

p r o g r a m

M o b i l e D e n t a l S e r v i c e

O u r p r i m a r y g o a l i s t o m a k e a p o s i t i v e a n d l a s t i n g c h a n g e

i n t h e l i v e s o f N e w Z e a l a n d c h i l d r e n , y o u t h , a n d a d u l t s w e

t r e a t b y p r o v i d i n g t h e h i g h e s t q u a l i t y d e n t a l c a r e

W e w i l l a c h i e v e t h i s b y g r o w i n g o u r m o b i l e a n d p r a c t i c e

o p e r a t i o n s n a t i o n w i d e t o m e e t t h e n e e d s t o t h e

c o m m u n i t i e s w e o p e r a t e w i t h i n

A s k

Libraries that captivate, motivate and inspire

By Naomii Seah, Industry Reporter

For many schools, libraries are a multifunctional space, serving as a classroom, breakout rooms, a place for students to relax at lunch, an access point for technology and a community meeting point.

The National Library of New Zealand cites school libraries, digital literacy and reading engagement as interdependent. The school library and staff play a critical role in helping to create a school culture that supports and encourages reading for pleasure, and digitally literate students. Digital literacy, in turn, needs proficient and engaged readers. School libraries are most eff ective, then, when they combine specialised staff, resources, and space.

For students who might otherwise be disadvantaged, the library can provide the resources, technology, and

stories they need. Books for reading or reference, as well as computers with internet access and digital learning tools can help ensure all students have the tools to learn. Libraries are a place where all are welcome, providing a safe place to share stories and ideas.

To ensure libraries maintain their functionality and appeal for students and teachers, attention needs to be paid to each aspect of the library. Diversity of resources and catalogue management,

comfort and utility of furniture, interactive spaces like technology labs and databases, and appropriate acoustics to maintain a reasonable level of noise are all important factors to ensure the library is comfortable, useable and properly valued by everyone.

Managing your collection

First and foremost, libraries function as a source of knowledge. School libraries should contain a diverse collection of fiction and non-

fiction across genres, and cater to appropriate age groups and interests. The existing collection should be constantly reevaluated to identify gaps.

An efficient, user-friendly library management system can simplify collection management, keeping track of all resources held by the library. These systems can manage loans of individual books or class sets, and in some cases can track borrowing of other items like laptops, cameras, and AV equipment.

AJ Johnston, from Accessit Library said a library management system should help library staff open the world to their students, and reduce the time a librarian spends on administration.

“A system which links with the school’s other systems can help make borrower sync and communication seamless. A good system should also automate daily tasks like managing overdues, so librarians get the time back to take a lead in learning.”

Image courtesy of Accessit Library

And while books are at the heart of the library, Mr Johnston noted that the literacy journey is diff erent from student to student. “Some may start with watching videos that capture their passion for a topic, which leads them on a journey to reading books or listening to audiobooks that keep them hooked. It’s about having the right media to connect with people and get them engaged in the library and learning.”

Schools are always heavily investing in assets, and a simple spreadsheet is no longer good enough to keep track. “Too many schools don’t realise how much they have invested in books let alone the other assets. This means they often aren’t even insured correctly,” Mr Johnston said.

“Leading library management systems can keep track of all assets in one place, from school drama costumes and musical instruments to school sports equipment. The ability to include the price paid and automatically include depreciation in the asset’s records is invaluable.”

Technology and digital collections

In the modern age, libraries function as a gateway to digital archives. E-books and audio books, access to virtual reality equipment, as well as internet connectivity are all

important for learning and teaching. School libraries should facilitate access to a range of databases, and library staff should be proficient in using these, so all within the school community can learn to use these eff ectively.

Rachael Bethwaite from ePlatform said a digital library is an exceptional literary resource. “Digital libraries off er unparalleled convenience, adaptability, and access, 24 hours a day and 365 days a year. “Students can customise their reading environment to meet individual needs and preferences. For teachers, it off ers the solution to many

reading challenges our students face today, providing an entire library in the palm of your hand!”

Ms Bethwaite shared some key features schools should look for in a digital library.

“An eLibrary needs to be user friendly, dynamic and engaging for students, whilst off ering a comprehensive admin suite and smooth integration with your existing library management system. And of course, excellent customer support!

“With some platforms, schools can choose between readymade professionally curated collections, or they can build their own collection from scratch. The technical process

is easy and straight forward with most library management systems. Choosing a specialised school eLibrary provider means a quick and seamless set-up.”

Organising the library space

Interactive spaces, whether digital or physical, are key in engaging students and staff. This is where flexible furniture and innovative, modular layouts can ensure a multifunctional, interactive space to suit the needs of schools and individual classes.

Diff erent furniture can invite students into the space no matter what their needs.

Image courtesy of Accessit Library

This may be traditional desk-andchair set-ups for accessing digital resources or as a study space; it may also be modular benches or desks that can be rearranged for group study or discussion; beanbags, cushions and sofas may create comfortable and inviting areas for students who wish to do individual reading.

Modern school libraries act as a meeting place for students, teachers, and in some instances, the community. The space needs to remain flexible to accommodate diff erent groups, whether they be engaging in learning activities or meetings. The ability to easily transform a space is invaluable in a busy school environment. As with other flexible spaces in a school, furniture on wheels or that can be easily moved is key.

While noise is generally kept to a minimum inside libraries, multiple classes or groups meeting at once in the space may raise the volume. Soft furnishings absorb sound, creating a quiet atmosphere inside libraries which encourages focus and collaboration. A carpeted floor can also aid in sound absorption.

Other acoustic solutions might include movable screens or pinboards, and soft curtains. These can be used to create distinct zones in the library, helping students identify areas for quiet study, or group conversations.

Desks and other furniture should accommodate access to technology, so ensure there are sufficient data points and power points in your library.

Librarians

are kaitiaki of the knowledge held in the space

Investing in people

An eff ective school library relies on a skilled librarian for its smooth operation. While these staff members are often highly qualified, ongoing learning and development opportunities will ensure their skills remain cutt ing edge. Librarians are kaitiaki of the

knowledge held in the space, and a librarian familiar with both the school’s context, and efficient organisation and archiving, can best manage the space. Librarians are a resource in themselves, helping students and staff access what they need, and guiding students on researching journeys or discovering their own love for reading.

Ten levels of decodable eBooks.

• Fiction and Non-Fiction titles.

• Aligned to the NZ curriculum. Superb voiceover and colourised read along. Accompanying teaching resources.

Convenient and flexible access 24/7. Explore on computers, tablets or mobile devices at school or home. Adapt the font family, font size, page colour and line spacing. Translation to over 150

www.eplatform.co different languages.

Is it time to change your school management system?

By Gemma Easton, Editor

While teaching and learning is the core business of schools, there is a lot going on behind the scenes.

Most schools will have a school management system to manage some or all of these tasks. It is worth considering if your current system still suits your school’s needs.

Why change systems?

Your current school management system may have been fit for purpose when it was first implemented. Changes to your school’s structure, though, may mean it is no longer the best option.

Consider if your current system offers the features your school wants or needs, and if the system is user-friendly.

Similarly, think about whether you might be paying for features that your school does not use. It may be useful to explore the market and find out what options are available, to ensure your system is providing the best value for money.

Preparing for change

It is important to work with both your current and new school management system provider to ensure a smooth transition. Ask for an indicative timeline, so you know how long the transition should take.

A holiday period may be an optimal time to begin the move.

Adequate time must be allowed for school staff to be properly trained to use the new system, to minimise the impact to teaching and learning, and the effective operation of the school.

Communicate with your school community, and ensure everyone knows when the transition is happening, and if there will by any down time on access to school data, or if alternative communication or administrative arrangements will be implemented. Parents and students will need to be educated on how to use the new system, and supported by staff through the transition.

What the experts say

Paul Sibson, Co-founder and Chief Innovation Officer at Hero said that school management systems have seen significant changes in recent years.

“We’ve seen the shift from onpremise systems, to web-based, and now fully cloud-based solutions, which has allowed for greater security, faster updates, and adaptability to changing needs. Modern SMS should also meet the Safer Technologies 4 Schools privacy and security standards, as recognised by the New Zealand Ministry of Education, and Departments of Education across Australia.

“Systems are also increasingly adopting common standards for data collection and storage,

improving interoperability. Modern systems provide extensive data analysis tools to support decision-making. Data is more visible and visual, and readily available for schools to harness.” Mr Sibson said.

“Modern systems offer greater customisation options to suit individual schools’ needs and centre the learning experience around students. Every school operates differently, and systems should be flexible to allow individual characteristics and context to shine.

“It’s also important that systems can be tailored to support both mandated and localised curriculums. This ensures that regulatory requirements are met, whilst also allowing schools to tailor practices to align with their core values, culture, identity and pedagogical vision.

“Good school management systems will provide everything in one app combining a studentcentred, digital learning portfolio solution with a fully-featured school management system. Where traditional systems focused on one-way communication and rigid reporting timeframes, modern systems invite students and caregivers to be part of learning conversations in real-time.

Reporting then becomes a natural extension of this ongoing dialogue, providing a more meaningful and collaborative experience.”

Image courtesy of Hero

Intelligent Flat Panel TVs

Targeted Professional Learning Development

By Naomii Seah, Industry Reporter

Ongoing professional learning and development (PLD) is crucial for ensuring excellence for ākonga in our education system.

Learning new things, adding onto knowledge bases or refreshing prior knowledge through PLD is necessary for all educators to ensure they are providing students with the most effective teaching. Upskilling and undergoing training is essential to kaiako and senior leadership’s ability to continue to provide excellent education for the modern-day child.

Kaiako, principals and school staff are simultaneously navigating new issues and old, learning how to respond to children’s needs and often requiring support for their own. Through professional learning and development, the education system remains flexible and responsive to social needs, ensuring we continue to develop the next generation of workers, thinkers, and decision makers.

Professional learning and development is therefore an expectation, if not a requirement in many schools. There are various courses available, and they target the various priorities that the Ministry of Education has set out for our education sector in Aotearoa. This may be cultural capabilities, structured literacy and numeracy approaches, increasing the influence and use of te reo Māori in schools, or curriculum design. There are also courses in wellbeing and leadership, skills that are increasingly crucial for schools today as our collective resilience is tested by the myriad of challenges facing schools.

Given the many opportunities available for PLD, the first step is to identify local priorities for your school, kura or Kāhui Ako. What are whānau, staff and

Upskilling and undergoing training is essential

students struggling with at the moment? What capabilities and qualities would your school like to develop in its culture? What skill shortages exist in the community, and how can the school address this need?

It’s then important to think deeply about the delivery of professional development and choose the appropriate course. What type of PLD experience will have the most impact in your school or Kāhui Ako? Is it a series of short workshops spread over a term, or a few intensive days of training? Is it online modules guided by a PLD provider? What sort of support do your staff and students need to integrate new principles and concepts delivered through PLD into their

everyday teaching practice? How will school leaders provide their staff with support and guidance, especially when implementing a whole-of-school approach?

Schools or learning communities might then go through the regionally allocated PLD application process. Alternately, teacher aides can now apply for professional learning online to upskill in ways that align with the goals of their school or kura and its students. All types of professional development are covered by the fund, including both faceto-face and online delivery.

Teacher aides are valuable and often under looked resources for schools and classrooms. The roles they perform are

varied and flexible and present a sometimes-unfulfilled opportunity to meet learning support needs in any given classroom. School leaders looking to develop an area of learning priority within their school should consider the available opportunities for not just whole-of-school PLD, but individuals like teacher aides.

Although a whole-of-school approach is often the most effective and preferred approach, it also comes with administrative burdens like organising appropriate times for kaimahi participation. Individual PLD may help to target unmet need in the short-term and provide a bridging or a step-stone toward a whole-of-school response to certain learning targets.

PLD that is taken individually could also contribute to a whole-school cultural shift in some cases, for example, upskilling a teacher aide in te reo Māori skills may have flow on effects for the use of reo Māori in the school community and whānau engagement. P26

Image courtesy of Learning Matters

Ensuring every child thrives

starts with understanding their development

Behavourial and developmental issues, and complex needs are presenting at higher rates than ever within the classroom. For teachers and teacher-aides, sensitively managing children who require extra support can at times feel overwhelming.

Immerse’s two-day professional development training is designed to address this gap in the sector.

Mandy Cyprus-Slater, a Registered Psychologist with Immerse, a Foster Care Agency accredited by the government, said the course is about making sure “teachers have the strategies, skills and confidence to know they can make a difference for their kids.”

“Great course, so relevant to today’s issues in our kids at school. Understanding the why sets me up for success to support my students. Thank you very much!”

- Immerse PLD Participant, 2023.

empowerment, and correction. With this framework, educators can build positive relationships in the classroom, and help children achieve their potential by managing their emotions. Positive behaviours are encouraged, and inappropriate ones are reduced.

The two-day training supports educators to adopt a traumainformed approach to teaching. The programme is based on the Trust-Based Relational Intervention® (TBRI®) model, and provides educators with the tools, resources and practical strategies needed to create a positive learning environment for every child.

With an understanding of how trauma impacts the brain, bodies, and behaviours

of tamariki and rangatahi, educators can create trust, regulation, engagement, and ultimately success for ākonga.

Over two days, educators learn how and why children develop the way they do. This includes learning about how tamariki and rangatahi think of themselves and how that influences their classroom interactions. Educators will also learn how to employ the three pillars of the TBRI® model: connection,

“There isn’t anyone in the modern classroom who wouldn’t find the course content relevant and useful,” said Mandy.

As a Foster Care Agency, Immerse’s goal is to provide better outcomes for tamariki and rangatahi nationwide. With the PLD course, Immerse hopes to provide teachers with the tools to ensure every child can thrive in the school environment, recognising and reinforcing existing good practice, and equipping teachers with new knowledge to ensure no child is left behind.

FUNDED FOR TEACHER AIDES

2024 COURSE DATES UNDERSTANDING CHALLENGING BEHAVIOURS

Hamilton 7 - 8 May

New Plymouth 5 - 6 Jun

Rotorua 19 - 20 Jun

Auckland (City) 8 - 9 Jul

Whangarei 18 - 19 Jul

Gisborne 7 - 8 Aug

Napier 28 - 29 Aug

In today’s educational landscape, educators and teacher aides are grappling with challenging behaviours. These can often be linked to complex developmental trauma, creating a pressing need for effective support strategies. At Immerse, we recognise the urgency for educators to understand this link and how adopting a trauma-informed approach to teaching can transform the classroom.

Our innovative training programme, ‘Creating Trauma-Responsive Schools’, is designed to empower educators with the tools they need to comprehend and respond effectively to the behavioural nuances resulting from trauma. Participants delve into the evidence-based practices of TBRI®, unlocking a profound understanding of how trauma impacts the neurology and physiology of tamariki and rangatahi. Armed with this knowledge, educators gain a practical toolbox of strategies aimed at fostering regulation, engagement, and academic success.

Stay Connected

Connect with us on social media for real time updates and inspiring content. Share your thoughts, experiences, and let’s create a supportive online community.

Auckland (Sth) 18 - 19 Sept

Wellington 30 Sept - 1 Oct

Christchurch 10 - 11 Oct

Funding is covered by the Teacher Aide Professional Learning and Development Fund 2023-2024 for Teacher Aides.

Please register your interest as soon as possible. Minimum of 10 attendees required per group. All training days are 9.00am - 4.00pm. Visit our website for further information.

Alternately, training one or two staff members in digital technologies may be the beginning of a wider cultural shift in att itudes to technology and digital spaces within the school.

Certain PLD priorities can be assigned to school leaders who are then in charge of leading colleagues in a certain field. For example, curriculum design and sett ing the vision for learning is the domain of school leadership, so it makes sense that PLD in this realm should be targeted for school leaders. Outside of a school or community-led delivery of targeted professional learning and development, there are also several opportunities available for kaiako to gather with colleagues and share knowledge and ideas in the form of education-industry conferences.

These conferences often share a theme related to the Ministry of Education-set learning priorities and are ideal spaces for kaiako to expand

their community networks and learn from one another.

Conferences are also a good way to develop many areas of professional need at once and diversify the knowledge base and practices that staff bring to their school. This form of PLD may be a good option for schools where diff erent classes, year-groups or contexts may have diff erent needs.

Another advantage is for schools which may have more than one area of PLD that meet the priorities set out within the Ministry of Education guidelines. Conferences provide access to many professionals, modes of learning—from lectures to workshops—and areas of development at once, from curriculum design to cultural competencies and more.

What PLD opportunities are on offer in 2024?

We spoke to several providers to find out.

Established in 2013, the FREEDOM Wellbeing Institute is the exclusive global provider

of research-based services and capability programmes underpinned by the Universal Wellbeing Model. This Model has emerged from a 15-year wellbeing research programme which was supported by two national Best Practice Research Awards.

Annual professional development off ers include interactive online, and face to face community of practice, webinars, workshops, resources, and an annual conference.

The Universal Wellbeing Evaluation Tool Accreditation Programme will help your staff achieve measurable improvements in engagement, achievement, and equity.

Invest in building the capacity of your staff to implement the Universal Wellbeing Evaluation Tool with FREEDOM, and build a whole of organisation Universal Wellbeing system through professional capacity building coordination, facilitation, coaching and leadership programmes.

GAIN UNIVERSAL

• Professional Pastoral Care, Wellbeing and Accreditation Programs

• Professional Development and Accreditation Currency Programs

Tātai Aho Rau Core Education strive for a vision of an equitable and thriving Aotearoa where all learners can experience success. Their PLD is done with an equity lens – the team understands how to be inclusive of all learners in the programmes they implement.

PLD opportunities extend to areas such as te reo Māori, cultural capability, structured literacy, curriculum support, and equity practice.

With more than 20 years experience delivering successful PLD within schools and kura, the team have a deep understanding of curriculum design and the national priorities – and a great reputation to go along with it.

Tātai Aho Rau works to deeply understand its customers’ needs. Being responsive to the learning needs of tamariki, as well as kaiako and tumuaki, ensure a successful learning experience for all.

Immerse provides professional learning development to schools and educational staff, assisting

Transform your school wellbeing

Enrolments now open for May, and July 2024 intakes.

• Professional Wellbeing Resources

• Confidential Universal Wellbeing Evaluations

• Short Universal Wellbeing Modules

• Free Resources

+64 27 3869296

Build the capacity of staff to implement the researchbased Universal Wellbeing Evaluation Tool and learn to lead a whole of organisation Universal Wellbeing system through professional capacity building Certificates in: Universal Wellbeing, Coordination, Facilitation, Coaching and Leadership.

See program information at www.freedom-ihe.ac.nz professional-wellbeingaccreditation-programs.

Annual CPD offers include: Community of Practice, Webinars, Workshops, Resources, and Conference.

Email: contactus@freedom-ihe.ac.nz or call +64 27 386 9296 for information and to enrol.

participants to develop a deeper understanding of complex developmental trauma and how this impacts on children’s behaviour and learning.

Opportunities include specialised training for the Ministry of Education’s Intensive Wraparound Team (caregivers/ family, teacher, teacher aide, SENCO, and Ministry of Education psychologists); twoday teacher and teacher aide training; and one-day schoolwide teacher only day training.

Training with Immerse is highly interactive, and participants take away a toolbox of strategies and ideas to use in the classroom to assist challenging children with healing and learning.

For more than eight years, Learning MATTERS has supported schools and educators in Structured Literacy implementation. Whether educators are beginning their journey or refining practice, the comprehensive Professional Learning and Development (PLD) off ers varied learning

options. Our PLD includes in-school consultancy, teacheronly days, whole school professional learning series, and remote coaching, all supporting the implementation of Structured Literacy with the iDeaL Approach.

The Learning MATTERS Intervention Teaching (LMIT) Certification, accredited by the International Dyslexia Association, is a 12-month course specialising in evidence-based Structured Literacy intervention. LMIT equips participants to provide eff ective individualised support for Tier 3 learners.

Learning MATTERS also hosts focused workshops like two-day spelling and reading workshops and three-day Structured Literacy for intervention workshops. Larger-scale events like the ‘Cultivating the Literacy Landscape’ symposia cater to school leaders, educators, and parents, featuring international speakers in New Zealand.

Navigating Structured Literacy Professional Learning

Professional learning represents a significant investment of time and resources for schools.

Whether educators are beginning or refining their journey in implementing Structured Literacy, careful consideration is crucial when seeking support. Here, are some points to help evaluate potential providers offering Structured Literacy:

• Experience and Longevity: Consider the provider’s experience in Y1-8 and T1-T3 implementation and tenure in delivering Structured Literacy professional learning.

• Delivery Model: What is included in their delivery model? Look for professional learning, assessment support, lesson modelling, observations, coaching processes, leadership systems, intervention implementation.

Successful professional learning & development

Aligned to the national priorities and refreshed curriculum

With a deep understanding of curriculum design and practice, our team of experienced facilitators support schools and kura to implement the refreshed curriculum including the recent national priority changes.

Let us assist you with your funding application. Kōrero with us: core-ed.org/rapld

• Training Depth: Assess the provider’s credentials and depth of training conducted within the organisation.

• Endorsements: Look for referees, case studies, or data endorsing the provider’s delivery in Structured Literacy.

• Resource Availability: Evaluate if the organisation offers supporting Structured Literacy resources or can direct you to appropriate ones.

• Expertise: Explore the organisation’s knowledge and expertise in the science of reading and learning, with an emphasis on explicit instruction.

Considering these factors will assist with informed decisionmaking and selection of Structured Literacy professional learning opportunities.

For information and to enrol visit www.learningmatters.co.nz

Empowering educators with evidence-based practice

Growing understanding of how children learn to read, write and spell.

2024 Literacy Symposia

Engage in thought-provoking discussion. The symposia will delve into how we learn to read, provide insight on evidence-based change at a whole-school level, and explore instructional strategies in depth.

The iDeaL Approach

Providing the knowledge and tools to implement a comprehensive Structured Literacy approach that lifts literacy outcomes when delivered as intended.

LMIT Certification

The Learning MATTERS Intervention Teaching (LMIT) Certification is a professional development opportunity that specialises in evidence-based Structured Literacy intervention.

Professional Learning

We offer a range of professional learning opportunities including in-school consultancy and teacher only days, plus workshops hosted throughout New Zealand.

Balancing the maths equation

By Naomii Seah, Industry Reporter

For the past 20 years, New Zealand’s maths attainment has been sliding.

Highlighted in a recent report from the Education Review Office (ERO), many factors have contributed to this, including maths anxiety among both teachers and students, a lack of emphasis on the subject, and a lack of cohesive best practice principles.

In the ERO’s latest good practice report, ‘Making it Count: Teaching Maths in Years 1 – 3’, two enablers of good maths teaching practice have been identified. First, enabling teacher knowledge in both the subject itself, and pedagogy practices, ensures confidence and effectiveness when developing maths understanding in students. Secondly, a school culture and curriculum that promotes good practice in maths teaching is crucial.1

There are a variety of maths programmes available which draw on expert knowledge and best pedagogical practice. Some programmes have been specially developed for the New Zealand context and curriculum with Ministry of Education.

Programmes come in a variety of formats and delivery, from onlinebased courses to workbooks and even in-person support. Whole-school approaches to maths programmes can ensure consistency and contextappropriateness for the student demographic.

Different formats will have individual benefits and drawbacks. For example, an online delivery can include interactive components for students and teachers that can engage students in maths teaching. Alternately, workbooks can provide guidance for analogue and hands-on activities that may be more effective in demonstrating maths principles due to their practical nature. Both formats can have home-delivery components that ensure wraparound support for students both in-class and at-home.

Maths programmes can include PLD that will level-up teachers looking to build their confidence in maths teaching delivery. Having a confident and capable teacher is often key to building maths comprehension in students.

Interested in maths approaches to support yourself, your students or your school? We spoke to some industry insiders.

Margi Leech from Edushop said a structured maths approach supports teachers step by step, ensuring they have the confidence, knowledge, and skills to explicitly teach key mathematical concepts.

“A structured maths approach is a whole of school approach, providing students with a

consistent journey throughout the school year, each year,” Ms Leech said. “It provides the connections in maths – like the spider web featured in the beginning of the curriculum refresh.

“The teaching sequence across the year provides a continuous revisiting and reinforcing of concepts, rather than in a block approach where children don’t revisit these concepts until the next term or later. Structured manipulatives are used to support the language, discussion, exploration of relationships and generalise the concepts being learned. They also show the teacher what the student is thinking and how they are proving their justifications,” Ms Leech said.

“Students feel confident and experience success as they

apply their knowledge and understanding to solve problems. A structured maths approach ensures that vocabulary is explicitly taught making the language of mathematics accessible to everyone.”

Allowing students to get hands on with tactile, multisensory manipulatives clarifies for learners what maths needs to be done to solve a problem. Ms Leech said: “Manipulatives are a powerful way to deepen understanding. They provide a unique scaffold for students of all ages to help them explain, reason, and justify.”

Janine Trembath from Symphony Maths said using software as part of your math curriculum is beneficial for both students and teachers.

“For students, digital solutions should provide interactive learning through math models, personalised learning paths tailored to individual needs, multiple visual representations of mathematical concepts, immediate feedback, and increased engagement and motivation.

“Digital solutions help teachers to cater to the varying needs of students in a class. Teachers can benefit from time-saving data-driven insights, access to libraries of supporting resources, and professional development opportunities,” Ms Trembath said.

Math software can help teachers cater to students with different learning needs and those who have English as an additional language. “Helpful features include interactive visual representations of each problem type and instant visual feedback that models why an answer is correct. Visual representations help all students to develop a deeper understanding of underlying math concepts. Math blocks and number lines are two examples of tried-and-true math models for foundational skills learning.

“Math has definite skill progressions,” Ms Trembath said. “Regardless of their progress in the math curriculum, students need to develop a deep understanding of the underlying concept behind their learning

Images courtesy of Edushop

every step of the way. A student struggling with fractions for example may be struggling with any one of addition, subtraction, multiplication, or division.

“Move the focus away from correct answers, and engage students to demonstrate multiple ways to explain why their answers are correct. They will become more effective problem solvers in math and in life.”

All students arrive at school holding a range of preconceptions based on their culture, home environment and capability. Sue Timperley, author for Caxton Educational, said for any maths programme to cope with this diversity, educators must understand, and value, both the maths and the differences that students bring into the classroom.

“At the forefront of the programme must be the aim to allow students to develop a positive attitude towards maths,” Ms Timperley said.

“When students experience real tasks, they can envisage the situations in which a problem is grounded, and use their own experience and knowledge as a basis for developing strategies to

assist with solutions. In dealing with complex real-life situations, students learn that maths involves more than just getting the right answer but is also about being able to explain and justify their approach.”

Ms Timperley said students should experience a range of different ways of learning, using both written resources and technology. “Feedback from the teacher or peers is crucial in helping embed learning. Showing working using pen and pencil or reporting back on how a task was accomplished are ways to do this. Questioning of the methods used helps students clarify what they have done.

“Allowing for independent thinking time, partner and small group and whole class discussions will assist students to better understand new concepts. There is a need to interpret information, think about and present arguments, apply previous learning and make connections both within maths and with other bodies of knowledge.”

References

1 Making it Count: Teaching Maths in Years 1 – 3. Education Review Office, Wellington. 2024.

Curious about Caxton Educational

CaxEd publishes the popular NZ Curriculum Mathematics –Stages numeracy series and the award-winning NZ Curriculum Mathematics – Connecting All Strands series, which weaves all the NZ Curriculum strands into one Student Text per year (Years 3-8) establishing a solid backbone for your maths programme.

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.

Let’s work your kete together to fill up

CaxEd off ers Online Teacher Support via their website to complement the Connecting All Strands texts.

Printable masters, interactive games, teaching strategies, and extra tasks for every

The Ministry of Education’s latest study shows that textbooks outperform computer or tablet-based learning.

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

mel@caxed.co.nz www.caxed.co.nz

Give your students the best advantage to excel at maths. They use our textbooks, while you have all our free online teacher support. YOUR STUDENTS DESERVE THIS!

Safe, hands-on science learning

By Naomii Seah, Industry Reporter

Science learning can be a lot of fun, and a safe, well-equipped science room can inspire and engage students.

Practical learning always carries risks whatever the topic, but with science experiments those risks require special considerations, especially as many experiments at secondary level involve working with hazardous substances.

Specialist equipment like microscopes and Bunsen burners can make lessons fun and informative, and ignite curiosity in all learners. Learning how to use these items correctly can also ensure students pursuing a career in the sciences have both practical and theoretical skills.

Safety first

Guidelines for designing labs, working with hazardous substances and other

Make lessons fun and informative, and ignite curiosity in all learners

considerations required for undertaking practical science learning are outlined in the document Safety and Science/ Pūtaiao: Guidance for Aotearoa New Zealand Schools and Kura. Available on the Ministry of Education website, the document was developed by the New Zealand Association of Science Educators, The Science Technicians Association of New Zealand, Worksafe Mahi Haumaru Aotearoa and the Ministry of Education.

Science laboratories are particularly useful places to instil positive attitudes

toward health and safety in students. These skills are transferable beyond the school laboratory. Often, students’ first exposure to personal protective equipment (PPE) is through school laboratories. At minimum, schools should regularly inspect and maintain PPE such as safety glasses and laboratory coats. For science rooms catering to younger students, basic PPE may be all that is required to transform a regular classroom into a safe and engaging science space.

For secondary schools with more complex needs, however,

school laboratories will be subject to the Health and Safety at Work (Hazardous Substances) Regulations 2017, specifically Part 18. These include minimum safety requirements for laboratory design and the storage of hazardous substances. One of the first laboratory design requirements in accordance with the act is that certain parts of the laboratory must be “impervious to hazardous substances”. Countertops, flooring, and other surfaces that may encounter hazardous substances through normal use or spills must be made of a resistant material. High-use laboratories and old facilities may therefore no longer meet these minimum standards due to normal wear and tear.

If using hazardous materials, schools must ensure they are adequately contained and stored. Storage spaces can be contained within the science teaching area itself for ease of access, however the school must ensure their compliance with the 2017 Health and Safety Act

Images courtesy of Fumecare

Safe experiments and secure storage

Depending on the experiments conducted within the laboratory and the use of potentially volatile substances, schools should consider specialised science equipment such as dedicated fume cupboards. These are designed for use with substances that are volatile, which means they readily become gaseous when exposed to air. Schools planning on undertaking experiments with volatile substances should invest in compliant ventilation systems, which can be configured to suit teaching needs.

It is important to note that, as with all protective and safety equipment, the efficacy of fume cupboards in protecting staff and students from unwanted accidents depends on them being used correctly. Schools should ensure they receive comprehensive operating and safety instructions from the supplier, and that they follow these diligently.

Carlos Tikaram from Fumecare said fume cupboards provide

an industry standard safety zone for students learning all things chemistry.

“When looking to add a fume cupboard to a science room, schools should consider safety features, ease of use, and follow up care – does the supplier provide post install servicing, maintenance and annual certification of their product?”

Mr Tikaram said fume cupboards require annual certification

in the form of a Form12A certificate, for the school’s Building Warrant of Fitness.

“For an auditor to correctly certify and provide the Form12A, the fume cupboards must have at least an annual or biannual service which is logged and kept at the school. This is preventive maintenance to keep the fume cupboard running safely and efficiently.

“The auditor needs to view

FUME CABINETS

From quiet, portable and a ordable Portable Fume Cabinets to single, double and wrap-around glass Ducted Fume Cabinets to keep your students engaged throughout the class.

proof of regular and up to date servicing before performing the audit.

“Servicing is specialised and should be done by persons with experience in fume cupboard and fan operation.”

Simon Jones from Thermoplastic Engineering Limited (TPE) said schools should ensure they are meeting their obligations under the HSWA regarding the storage and handling of chemicals in their prep rooms and teaching laboratories.

“Chemicals should be separated by class and stored in compliant storage cabinets in the prep room space, with best practice being for these cabinets to be ventilated to prevent the buildup of vapours.

“Performing demonstrations and experiments inside a fume cupboard compliant to AS/ NZS 2243.8 [2014] minimises the risk of exposure to staff and students. Special teaching fume cupboards with additional viewing windows on all sides can improve learning outcomes from this demonstration for the entire class.”

DANGEROUS GOODS STORES

Safely store corrosive and ammable substances. Cabinets are available in a range of di erent sizes and can be customised to suit your classroom requirements.

TEST TUBE RACKS

Holds up to 24 test tubes with an integral drainage basin to prevent hazardous spills in your lab. Our racks’ sizes and number of drying pegs can be varied to suit your speci c classrooms.

Image courtesy of Thermoplastic Engineering Limited

Science-specific equipment

As part of redesigning science teaching spaces, a review of available equipment should be conducted to ensure that beakers, conical flasks, Bunsen burners and titration flasks are all in good working order and fit for purpose.

Schools might consider advanced specialist equipment like spectrometers and microscopes, to allow for hands-on learning.

Microscopes can expose students to new words and lead them on a journey of discovery. Even for young students, microscopes can open tamariki up to scientifically compelling concepts. Examining a blade of grass, their own finger, or a Petrie dish of bacteria could be the catalyst for further discussion and observations.

Emma Fitgerald from Optica Life Accessories said microscopes are invaluable tools in science learning, particularly in fields like biology, chemistry, and material science. “They provide students the opportunity for hands-on

Image courtesy of Optica Life Accessories

exploration and to see objects that are too small to be visible to the naked eye including cells, bacteria and molecules.

“Microscopes encourage inquiry-based learning by allowing students to investigate

their own questions and hypotheses. They can help bridge the gap between theoretical knowledge and practical application,” Ms Fitgerald said.

“Using microscopes develops a range of STEM (Science,

Technology, Engineering, and Mathematics) skills, including observation, data analysis, problem-solving, and communication. These skills are essential for success in scientific fields and are transferable to other areas of study and careers. Incorporating microscopes into science education not only enhances students’ understanding of scientific concepts but also cultivates essential skills and fosters a love of learning.”

Ms Fitgerald said microscopes have many practical applications across a range of professions, highlighting their versatility across diverse fields of science and technology.

“Mircoscopes are essential tools for studying biological specimens such as cells, tissues, and microorganisms. In medicine, they are used for diagnosing diseases, examining blood samples, analysing tissues for abnormalities, and observing microorganisms responsible for infections. In manufacturing industries, microscopes are used for quality control and inspection of products.”

If you said yes, that’s great!

If you are working with a fume cupboard and don’t know who or what your fans are, then maybe not so great... Fume cupboard maintenance is key to maintaining a safe and healthy science environment. The Fume Cupboard Fan is the o en-overlooked workhorse of the system, and chances are you will never ever see it while working with the fume cupboard. You will hear it though, and if it sounds like its grinding away, doing its best to keep you safe, then you may need to look at some love for your fan.

We at Fumecare know this and are ready to help. We provide new supply and install options, and also o er great annual or bi annual maintenance programs for your existing fume cupboards and fan systems.

Our Calibre Smoothflow Student Fume cupboards and TD250 fans are all made to order right here in New Zealand. Please scan the QR code for info on cupboards, fans and their care or email info@fumecare.co.nz.

The world of live performances

By Gemma Easton, Editor

Dressing up and pretending to be someone else is fun at any age!

School musicals and theatre productions provide this for tamariki, and also result in many educational benefits.

Learning opportunities

Students studying drama will, of course, learn a lot from school performances, linked to the New Zealand Curriculum. But every student, across all year levels, abilities, and subject areas can

enjoy the benefits of participating in a school production.

Many skills learned through performance are transferable, and prove useful across multiple curriculum.

Exploring characters makes children think beyond their own situation, and consider the experiences of other people and places. This helps students to become global citizens, aware of the challenges and triumphs experienced by others.

Developing quick thinking, problem solving, and building

self-confidence are all key benefits of school productions, as well as working as a team. This helps foster important social skills, like communication, problem solving and cooperation.

Dave McMillan from School Musicals emphasised that a school production is primarily a learning experience for the students. “The actual performance is not where most of the learning takes place – it is in everything that leads up to the performance. That learning experience should be affirming and enjoyable for the

PLAYS & MUSICALS

students. Ultimately, school productions should light or fan the creative flames for the students, to benefit from the experience for a lifetime.”

Dr McMillan said there are many advantages of staging an original musical, such as having stories and content that is culturally relevant to students, for example, te ao māori. “Performing original musicals is one way to help students understand that creative outputs developed from a NZ perspective are as creatively significant as those first performed on Broadway.”

Image courtesy of Playmarket

Seating Services NZ:

Your seating specialists

100% New Zealand owned and operated and based in Auckland, we have proudly been providing quality products and exceptional service since being established in 1995.

Our skilled team has installed many seating solutions throughout New Zealand and internationally. We are leaders in our field and together with our clients’ vision we create exceptional spaces which are practical, reliable, comfortable and aesthetically pleasing.

For a superb learning space, we have a comprehensive range of school seating options; retractable bleachers, fixed theatre seating, portable tip and roll units, comfortable loose seating, even fixed seating for your school pool area.

Transform your theater into an interactive and engaging

space with our innovative stage designs, we offer a range of options to accommodate different venue sizes and configurations, ensuring you elevate the potential of your space and create a captivating environment for inspiring artists. Also enquire with us about servicing and maintenance, school holidays are a busy time so it is always best to book ahead.

Contact our experienced team today for a consultation and let us help you transform your space. Call 09 273 9279, office@seatingservices.co.nz or seatingservices.co.nz

Economic realities, though, may make staging original productions difficult in secondary schools. “Unlike primary and intermediate productions, participants are usually a small proportion of the school roll. So, friends and whānau won’t automatically fill the theatre seats. Hence the attraction of performing well known musicals at this level.

“Some secondary schools embrace original musicals every second year. The lower license fees and typically less restrictive licensing requirements help keep costs down. Staging in the school hall rather than a hired theatre also helps the budget.”

Regulatory obligations

In Aotearoa New Zealand, schools must apply for and receive a license to perform their chosen musical or play. It is an offence to put on a production without a license, and scripts cannot be distributed, or rehearsals commenced, until the license has been secured. External providers are available to help schools navigate this process.

Isaac Martyn from Playmarket said obtaining a license before staging your production is essential. “If you are performing in class with only the students normally enrolled in that class present, or the piece is being judged as part of a closed examination process, you do not need a licence. These are the only exceptions. School productions and NCEA assessments with observers must be licensed,” Mr Martyn said.

“If the production cannot be performed live, often a streaming licence can be issued, though there will likely be an additional fee.”

Mr Martyn highlighted the benefits to students of staging local plays. “Plays by Aotearoa playwrights have cultural relevance for our students, are easily relatable, fresh, in our own vernacular, and often inform us of our past.”

And while it is a breach of copyright to make changes to a script without the playwright’s express permission, this can usually be obtained.

“Playwrights are usually very

Somerville Intermediate

Image courtesy of Seating Services New Zealand

happy to allow you to adapt their scripts to avoid anything you think is inappropriate for your students. Just make sure you enquire first for permission.”

The performance area

Before raising the curtain on your production, make sure you have a suitable performance venue. Staging should be an adequate size to fit the cast, and should be in good repair. If you do not have a stage, or the stage is too small, portable staging is a practical solution. This will also give you the flexibility to move productions outside, or to other areas of the school that do not have a stage.

Rob Harris from Seating Services New Zealand said modern stage systems are a convenient way to transform a multi-purpose space, providing flexibility and adaptability for your school performance.

“These are easy to install, dismantle, and with the use of trolleys it is simple to transport and store until your next event. A multitude of different configurations can be achieved including runways and tiered

platforms. Extras include handrails, steps, and skirts, and the stages can be made weather resistant for use outdoors.”

Seats in performance areas, Mr Harris said, need to be durable and able to withstand regular use. “Comfort, practicality, and design should be top considerations to ensure an immersive and comfortable experience for attendees.

“Portable school seating allows for easy reconfiguration, so rooms can be quickly adapted for different activities. They are lightweight and easy to manoeuvre, and they can also be used outdoors,” Mr Harris said.

For spaces that need seating some of the time but not always, Mr Harris recommends a retractable bleacher system.

“These have all of the advantages of a fixed seating system, allowing for comfort and safety while also allowing access to the floor space when not in use. It’s seating when you need it, floor space when you don’t!” Mr Harris said. Retractable seating systems can be custom designed to meet each school’s varying requirements.

Creating tailored audio solutions capable of taking your school's performances to the next level.

Edwards Sound Systems o ers a wide range of products and services for schools of all sizes and budgets. Each solution is designed to meet your unique needs, so contact us today for a complimentary consultantion.

Image courtesy of NAS Solutions

AV equipment for a professional production

Proper lighting and audio equipment will help elevate your production to a professional standard. Equipment can be purchased or hired, and will be an asset to your school, used repeatedly for school assemblies, performances, productions and presentation nights.

Using AV equipment to record your production can help parents not present at the live performance access it, and can be used as a learning tool for students to identify things they did well, and things they could have done differently during the performance.

Jonathan Neil from Edwards said that school productions are a cornerstone of a wellrounded education, but can be stressful. “One area where schools can significantly reduce anxiety and elevate the production value is by renting professional-grade audio-visual (AV) and lighting equipment.

“Renting AV equipment is a smart investment,” Mr Neil said. “Schools get access

to maintained and top-tier equipment, expert support, and peace of mind, allowing students and teachers to focus on what truly matters: creating a magical performance that shines.”

Mr Neil highlighted several benefits of hiring equipment for your next performance. “Rental companies test and maintain their equipment, ensuring everything from microphones to spotlights function flawlessly. This eliminates the pre-show scramble to fix a temperamental projector or a flickering stage light,” he said.

“Providing expertise at your fingertips, rental company technicians not only deliver and set up the equipment, but could also offer training to student operators. This ensures your crew can confidently operate the equipment, minimising the risk of user error.”

And on call support means your school will not be left stranded when Murphy’s Law strikes. “Technicians are readily available from the rental company to troubleshoot any issues that may arise during rehearsals or performances, saving the day, and the show!”

Images courtesy of Edwards Sound Systems

Helping students remain the star of the show, Mr Neil said that with some training, students can learn to operate basic AV equipment. “If you’ve got some keen AV monitors in the school, a quick session when the equipment is set up can familiarise students with the equipment functions.”

Euan Mackenzie from NAS Solutions said before investing in this type of equipment, it is important to define the creative requirements, and the budget. “From there, as system designers, we can talk through the technical requirements and what’s achievable within the available budget.

“The requirements of a system to support a battle of the bands contest are quite different to that of a musical stage production, for example. Likewise, it might not be sensible to purchase wireless microphones to facilitate an annual musical theatre performance when they could be rented from a production company as required.

Mr Mackenzie said there can be benefits to portable equipment. “A battery-powered speaker system with wireless microphone can be invaluable for sports events. However, if the school has a dedicated space for performances, an installed system can provide much better and more consistent results.

“Installed AV systems also support bespoke control, allowing teaching staff and students (passcode protected) access to the systems at the touch of a button. A single button press could ready the speakers, microphones, video wall or projector, screens, curtains, and lights for a presentation.

“With the right support students can begin to use technical production equipment such as a sound mixing console, or stage lighting in a learning capacity during the final years of secondary education. This can be particularly exciting for students that don’t participate in stage performances yet enjoy being a part of these productions.”

Images courtesy of Edwards Sound Systems

Image courtesy of School Musicals

Developing the whole learner with museum visits

By Gemma Easton, Editor

Aotearoa New Zealand has a diverse range of museums spanning multiple curriculum areas.

Spaces throughout the country are dedicated to history, the Arts, culture, Te Reo Māori, science and technology, social sciences and more. A visit to the museum can bring subjects to life for students and help to reinforce classroom learning.

Benefits, though, extend beyond explicit learning and teaching, as students develop imagination, curiosity, and are inspired to become life-long learners.

Of course, learning outcomes and an alignment to curriculum must always be the focus when planning an excursion. Museums can provide specialised staff to lead your school group, who will have in-depth knowledge

of the subject area. These staff will be able to curate a visit for your group, showing them the most relevant exhibits and maximising learning outcomes.

More than understanding concepts

Beyond building an explicit understanding of subject matter, a museum experience will have benefits that extend to all curriculum areas.

Museums offer plenty of opportunities for students to compare, contrast and analyse situations, which can help to develop their critical thinking skills. Observing art, for example, students can point out similarities and differences between time periods or cultures, and draw conclusions as to why these exist. This process can be reinforced through conversations in the classroom, with teachers.

Historical empathy and cultural sensitivity can be fostered through museum visits, as students can explore how people lived in a different time and place. This broadens their understanding and worldview beyond their own, and can help them to understand and accept people’s differences.

To ensure all tamariki learn to the best of their ability, it is important to present learning material in a variety of ways. Tactile learning –allowing students to touch, feel and interact with objects – can help link neurological pathways and create better understanding, memory, and retention. It can also help students with short attention spans to focus. Museums can provide tactile learning experiences, with some items available for interactivity.

Allowing students to explore the museum with little or no direction will give them some

agency over their learning, as they make choices about which items or experiences to pursue. Encouraging students to form their own inquiry questions, then investigate and draw conclusions, can lead to strong learning outcomes. When learners can engage directly with their learning and take a proactive approach, they retain information more readily, and can develop a longer-term interest in the topic.

For some students, visiting a museum is not something they would do on their own, without a school group. It might not be something that interests them, or there may be other barriers, including cost, accessibility if there are no museums near their home, and time. Including a museum visit in your learning program may help introduce students to the joys of such an excursion, and leave them with the desire to return.

Images courtesy of Auckland Museum

Image courtesy of Auckland Museum

Image courtesy of Waikato Museum

As with any EOTC venture, a museum visit will help reinforce students’ soft skills. Students will need to respect and adhere to the site’s rules and regulations, and follow the directions of school and museum staff. As representatives of their school, students will need to behave appropriately, both in the museum and moving to and from it.

Ready to plan a museum visit?

We asked a range of museums what they offer for school groups.

Although the Air Force Museum of New Zealand is best known for its military aircraft collection, it is not just about aeroplanes. Students could be learning in a genuine air force life raft or be educated in an ejector seat!

Located at the historic air force base at Wigram, Christchurch, visitors are invited to discover the stories of the people who have helped shape New Zealand’s military aviation history.

A museum experience will have benefits that extend to all curriculum areas

These stories are shared through free education programmes to schools and non-profit community groups. Run by trained teachers, the programme content is wide and varied.

While many students visit to engage in STEM-based programmes, such as the science of flight or the mechanics of simple machines, they can also hear about the story of the ANZACs at Gallipoli,

can be extended to schools all around the country.

With a purpose-built and interactive classroom, simulator rooms, and behind-the-scenes access, students will enjoy a hands-on learning experience for all ages. The Air Force Museum of New Zealand is a specialised and enriching learning environment that cannot be found anywhere else in New Zealand!

Waikato Museum is an allweather education venue in the heart of the Kiingitanga region. The Museum is proud to showcase many taonga of Kirikiriroa Hamilton and the Waikato – such as the magnificent waka taua Te Winika – and to share the region’s complex histories with all who visit. The education programmes on offer cover arts, social sciences, history, science and tangata whenua themes, and are available to all levels from primary to tertiary.

the effects of rationing in World War Two, the roles of the Royal New Zealand Air Force (RNZAF), survival skills and much more. The team are happy to cover any learning objectives connected to the New Zealand Defence Force.

The museum’s education programmes attract thousands of local and travelling education visitors each year, and with the ability to live-stream programme content, learning opportunities

Most recently, Waikato Museum was booked out for all of Term 1 with school groups visiting ‘Wharenui Harikoa’, a stunning contemporary Maaori artwork by Lissy and Rudi Robinson-Cole. This has provided an excellent opportunity for the Museum’s Educators to help secondary teachers meet their new Visual Arts curriculum needs.

Waikato Museum is also perfectly placed to support teachers of the new Aotearoa Histories curriculum. Nothing compares to students being able to encounter taonga, historical objects and artworks firsthand, with educators bringing their narratives to life through hands-on activities, puuraakau and other koorero.

Images courtesy of MOTAT

Images courtesy of Waikato Museum

Solve for Tomorrow is a nationwide competition challenging New Zealand’s next generation of innovators to change the world for good.

$20,000 in prizes up for grabs

Open to students in Years 5-10, the finalists will share $20,000 in prizes, including prize money and Samsung tech for them and their school. No experience needed. Just an idea that uses STEAM and a desire to make a difference.

Show us your creativity and innovation! In partnership with

To find out more, visit www.samsung.com/nz/solvefortomorrow

Waikato Museum Educators manaaki students and teachers throughout their visit, from planning or timetables to meet-and-greet and farewells. For them, it is an honour to participate in the transmission of valuable cultural knowledge, so they work hard to make every Museum visit as rich and memorable as possible for tauira and teachers alike.

In May this year, MOTAT is opening a brand-new, interactive science and technology centre designed to capture the imaginations of Aotearoa’s young people and engage them in the world of science and innovation.

Te Puawānanga has been developed to draw on the two key knowledge systems

of Aotearoa, that of western science and Mātauranga Māori, and has a strong focus on NZ innovation and its history.

Situated at MOTAT’s Great North Road location, the centre will be at the heart of MOTAT’s highly successful education programme that sees multiple schools and early childhood centres visit during the school week. The rich STEM learning experience offered in the education programmes will now be augmented by immersive, interactive exhibition elements, and will nurture emerging innovators in the hands-on design thinking space.

Te Puawānanga incorporates three main galleries including one designed especially for

under-fives – Te Puku. This gallery calls upon nature as the first science teacher and will feature, among other elements, a puna (stream), kumara garden and harakeke (flax) weaving interactive. It is designed to nurture childrens’ engagement with Te Whariki curriculum (strands): Mana tangata – contribution, Mana whenua – belonging, Mana reo – communication, and Mana aotūroa – exploration. The main gallery, designed for primary and intermediate-aged children, will go deeper into science and technology, allowing visitors to explore, in a handson way, concepts such as light, energy, matter, and sustainability, and to learn about Aotearoa New Zealand innovation culture.

Auckland Museum offers an exceptional opportunity for students to learn through amazement and discovery. Featuring unrivalled object collections, gallery spaces, plus bespoke ‘learning lab’ classrooms, the museum offers immersive, hands-on programmes, accommodating all styles of learning.

AM Learn is the museum’s dedicated education team who support learners and educators through engaging, curriculum-aligned programmes and resources. Delivered by teachers, scientists and historians, the team are passionate about building knowledge and creating memorable learning experiences.

We still have dates available for terms 2 and 3. Call us for winter pricing and funding for active recreation, well-being and leadership.

Kokako Lodge

Kokako Lodge is only 30 minutes from South Auckland. We are surrounded by 17,000 hectares of tranquility and adventure.

High Ropes, Rafting, Archery, Team Building, Orienteering, Reflection and Games, all 'Challenge by Choice'.

Your students or your team can get back on track by a change of environment, EOTC, or team bonding to boost wellness. For information email: office@kokakolodge.org.nz or phone 09 292 4349 www.kokakolodge.org.nz

Images courtesy of Air Force Museum of New Zealand

The museum’s culturally responsive programmes cater for learners from early childhood, through to senior high school. Educators can choose from a diverse selection of topics, with more than 20 options available, from New Zealand Land Wars to WWI and WWII, Natural Sciences, Māori and Pacific, and Human History. Professional development workshops and teacher-only days are also available to encourage intergenerational learning and exploration. Should tailor-made experiences be required, the AM Learn team will work with your school or kura to meet the specific learning goals of your students.

Unable to make it to the Museum? Online options are available, or the AM Learn team can come to you. Two of the programmes available are ‘Volcanoes’, supported by EQC and ‘Dinosaur Discovery’, supported by Watercare, and delivered free at your school or kura.

The Waitangi Treaty Grounds witnessed some of New Zealand’s most important events of national significance. Two award-winning museums, Te Kōngahu Museum of Waitangi and Te Rau Aroha Museum of the Price of Citizenship, complement the historic site and buildings, such as the Treaty House, Te Whare Rūnanga and the waka taua Ngātokimatawhaorua. A

Learning at Waitangi Treaty Grounds

Waitangi Treaty Grounds, the site of some of our most significant historical events, provides learning opportunities for all ages.

With two award-winning museums, historic sites and buildings on a sprawling 18.5 hectare site, Waitangi is the

visit to Waitangi showcases the sequence of historic events, and causes and consequences; it also encourages visitors to examine the relationships between peoples and the actions taken as a result of these consequences.

All school visits to Waitangi are facilitated by members of the Learning Team who codesign a bespoke programme with the teacher to enrich and amplify classroom learning. Ākonga receive rich and deep learning experiences outside the classroom, with opportunities

for them to inquire into topics that are important to them and to their communities.

As experienced classroom teachers, the team know that learning never happens in isolation: programmes integrate Histories and Social Sciences with Literacy, the Arts, Science and Technology. Waitangi staff also help ākonga realise that our histories have led us to where we are today, and inform the choices we make today and in future - ka mua, ka muri.

place to learn about Te Tiriti o Waitangi and our histories.

Arrange a visit to our taonga and exhibitions for your students, facilitated by our experienced teachers.

Can’t make it to Waitangi in person? Talk to us about our Virtual Experiences.

Professional Development

Visit Waitangi to increase your own knowledge of Te Tiriti o Waitangi and of our histories.

Participate in our workshops and come away with strategies and ideas you can apply in your context tomorrow. Unable to visit Waitangi yet? Get in touch to enquire about our webinars.

Contact our team to help you plan your next school visit, Virtual Experience or Professional Development via education@waitangi.org.nz or visit www.waitangi.org.nz

LEARNING EXPERIENCES AT AUCKLAND MUSEUM

Choose from over 20 programmes, from ECE to volcanoes, Māori and Pacific. Tailor-made experiences and school visits available. Contact us to discuss your options: 09 306 7040 or schools@aucklandmuseum.com

Images courtesy of Treaty of Waitangi Grounds

Learning and exploring:

By Naomii Seah, Industry Reporter

With endless attractions and activities, there’s always a learning opportunity in Christchurch.

Ōtautahi Christchurch and its surrounding region is home to a myriad of experiences and learning opportunities. There are different accommodations to suit any type of school trip and student need, and there are outdoor experiences as well as cultural and arts focused excursions to be had. For cultural and arts experiences, schools can choose from several acclaimed galleries and museums in the CBD. Schools can also take a walking tour of the area.

Several heritage buildings and monuments have survived the 2011 earthquakes, or else are being restored. This gives the

Get children out of their comfort zones and their classrooms

city a distinctive centre, where heritage and restoration works are undertaken alongside new, quake-resilient builds.

The city centre is also host to the Avon River and the Botanic Gardens, both of which are significant natural heritage sites that can be explored in relation to the Aotearoa New Zealand Histories curriculum, or linked to topics such as botany or ecology.

Schools looking for more active excursions can find many suitable activities in Christchurch and its surrounds,

which has activities for any season. Teamwork and bonding can often be achieved through school trips or camps, and there are outdoor activities available in all seasons, from skiing to archery to water sports.

Accommodation available ranges from camp-style lodges with on-site facilities and activities, to more self-sufficient units and backpacker accommodations for schools wanting to take charge of their itinerary. Many providers in the region have experience with school groups and can help

tailor programmes to meet the needs of your school group.

Christchurch is also known as the “gateway” to the South Island. Flying into Christchurch can afford opportunities for classes to visit places like Hanmer Springs and the nearby Waiau Gorge. Such abundant natural landscapes provide ample opportunity for aspiring environmentalists, geologists or chemists to do hands-on fieldwork, or even just get children out of their comfort zones and their classrooms.

From the Christchurch experts

Christchurch Attractions can help your school group explore a range of iconic attractions for the ultimate Christchurch experience. Activities include Christchurch Tram, Christchurch Gondola, Punting on the Avon and Botanic Gardens Tour.

Image courtesy of Christchurch Attractions

Heritage tramcars, informative live commentary about the city’s history and stories, and transport between key sites are all offered by Christchurch Tram.

Christchurch Gondola provides a fantastic sightseeing experience of Christchurch and Canterbury. Students will learn about the region’s history and formation on a Discovery Ride. Walking tracks and catering options are available.

Enjoy the outdoors, see and learn about the river’s wildlife

up close and see the plants of the Botanic Gardens with Punting on the Avon.

A Botanic Gardens Tour will allow students to see and learn about the Botanic Gardens with a guided tour on board an electric shuttle, with live commentary about the Botanic Gardens’ unique plants and history.

Multiple activities can be completed in one day, with experiences tailored to suit your school group.

Educational fun in Ōtautahi Christchurch

Christchurch Attractions offers plenty of fun and educational experience opportunities in Christchurch, including the Christchurch Tram and Christchurch Gondola.

A Tram tour on board a vintage tramcar o ers a sense of history, and the live commentary from the local drivers o ers insights into the history and special stories about the city. The tramcars are also a great way to travel between central city locations including Tūranga, Quake City and the Botanic Gardens.

The Christchurch Gondola o ers fantastic sightseeing for all ages with a bird’s-eye view of the city, Banks Peninsula and the Southern Alps. Experience the outdoors with a range of walking tracks: one-way ticket options are available for groups wishing to walk up or down from the summit. Learn about the region’s history and formation on a Discovery Ride.

Contact the team for options for your school group visit to Christchurch by email at info@christchurchattractions.nz or visit www.christchurchattractions.nz.

Images courtesy of Christchurch Attractions

Food choices for fuelled & focussed learners

By Sarah Davison, Industry Reporter

A comprehensive study into the diets of Aotearoa New Zealand pre-schoolers found that most ākonga are not eating enough fruit and vegetables, and too many have diets that are high in sugar, salt, and saturated fat.

The study, led by Teresa Gontijo de Castro, Clare Wall, and Sarah Gerritsen from the University of Auckland’s Faculty of Medical and Health Sciences, used information collected from thousands of children in the Growing Up in New Zealand longitudinal study of child development, when they were two and four years of age.

“Nutrition is critically important for healthy development, growth and immunity both in the preschool years, but also as children continue to grow and develop. Pre-school nutrition is particularly important as it is a time where long-term food preferences and eating habits are formed that persist throughout a person’s life which can influence health outcomes,” Professor Wall said.

Learning to eat well

Much of the work to encourage healthy eating will inevitably be done at home. These messages, though, need to be reinforced at school to have a lasting impact. There are many activities to facilitate this, across several curriculum areas.

A simple starting point to help students identify a range of different fruits and vegetables is a fruit and veg guessing bag. Place fresh or toy fruits and vegetables in a bag or pillow slip. Ask students to feel and smell the bag to try and work out what food items are inside.

Problem solving skills can be developed with an ‘odd one

out’ game. Write four words, three of which are fruits and vegetables, and one which is not, for example, pineapple, potato, hat, tomato. This can help students build literacy skills, and identify food and non-food words. To increase the challenge, use three foods which are from the same food group, and one which is not, for example broccoli, apple, celery, milk.

Twenty questions can help students learn to describe food, and form relevant questions to identify different food. A celebrity heads style game can be created by sticking different foods to students’ heads and having them ask questions to find out what they are.

A letter of the week activity involving food can help build literacy skills and vocabulary. Choose a letter, and then spend the week identifying different foods that start with that letter. You can record these on a whiteboard or large sheet of paper. Students could also be tasked with drawing the foods, or cutting out pictures from supermarket catalogues.

Focus the activity around the five food groups, and organise foods into their categories.

Healthy choices at school

Schools can support students in making healthy food choices by providing nutritious options at school canteens and tuckshops. Offering food which is nutrient dense, low sugar and low fat will help ensure students remain fuelled and focussed throughout the school day.

Zoe Fisher from Libelle said the school environment during lunch times plays a crucial role in a student’s overall wellbeing and development.

“The school environment can influence food choices and eating habits. A healthy and balanced lunch is essential for students’ physical and cognitive development. Studies have shown that a well-nourished student is more likely to perform better academically and have improved concentration and energy levels.

“Tuckshop menus should provide a balanced, nutritional

selection incorporating the main food groups to help students make informed decisions about good, better, or best choices,” Mrs Fisher said.

“Lunch times provide students with opportunities to interact with their peers in a more relaxed setting, fostering social skills and relationships. We love watching students engage over their lunches, and have enjoyed listening to the change in conversation while students wait in line at our canteens to a more nutrition focussed approach. These positive social interactions during lunch can contribute to a sense of belonging and community within the school.”

Mrs Fisher said lunchtimes offer a chance for schools to promote inclusivity and celebrate diversity by encouraging students to interact with peers from different backgrounds. “Lunch providers can provide workshops in schools, seeking student feedback but also providing insights into healthy eating, nutritional benefits and fostering great ideas to implement into their tuckshops.”

Image courtesy of Libelle

FEEDING LEARNERS HUNGRY GREAT FOOD

Healthier food options for New Zealand’s hungry learners.

• Top quality, freshly made food for learners.

• On-site or delivery service, tailored to suit you.

• Residential catering services.

• Ka Ora, Ka Ako approved provider.

It’s simple: Let our professionals feed hungry students, while your professionals feed hungry minds.

By Naomii Seah, Industry Reporter

Has your school reviewed its Health and Safety Policy recently?

Health and safety is a crucial part of a school’s day-to-day, yet it can feel like a difficult compliance burden. Creating a quick check-box list could be one way to ensure your school or kura is compliant with national standards and adequately prepared for unforeseen emergencies. Health and safety checks also ensure schools are aware of best practices and staff are aware of their rights and responsibilities.

As workplaces, schools are obligated to meet the

Checking off health & safety

Ensure your school or kura is compliant with national standard

requirements of the Health and Safety at Work Act (HSWA) 2015. Information about health and safety obligations are readily available at the Ministry of Education website, as well as Worksafe New Zealand.

Under HWSA 2015, school boards are required to “provide and maintain a work

environment that is without health and safety risks”. A duty of care exists for both staff and students including:

• Providing and maintaining safe structures,

• Providing and maintaining safe systems of work,

• Providing adequate facilities for the welfare of workers when doing work, including ensuring access to those facilities,

We teach people to save lives in a fun & interactive environment

First Aid for the School Environment - 4 Hour course held at your premises at a time to suit you. This is a cost-effective course designed to give teachers confidence to cope with medical emergencies and accidents at school or on surburban trips. This fits with staff development and is based on Ministry of Education guidelines.

• Providing any information, training, instruction or supervision that is necessary to protect everyone from risks to their health and safety arising from the work of your school or early learning service, and

• Monitoring the health of workers and the conditions at the workplace for the purpose of preventing injury or illness of workers.

These duties apply wherever a school is undertaking an activity, extending these obligations to EOTC.

Schools and kura are required to have a Health and Safety Policy – has your school reviewed this recently?

The Ministry of Education provides a checklist to outline best practice for health and safety policies. Items include:

• School board commitment to health and safety,

• Clear signposting of worker responsibilities,

• School board commitment to engaging with workers and worker representatives such as unions on health and safety, and

• A commitment to providing health and safety induction and training, among others.

A full list of best-practice Health and Safety policy items can be found on the Ministry of Education website. The Ministry of Education also has resources pertaining to health and safety around emergencies and traumatic incidents, EOTC, overseas trips and exchanges, and COVID-19.

eCLIQ makes school security access simpler and safer

A North Island high school has replaced bulky metal key sets for single electronic keys. eCLIQ by ASSA ABLOY gives each staff member access to the rooms they need and no one else. And when a key goes missing, it’s a simple on-site reset.

Customer

Forest View High School in Tokoroa spans a large green campus, catering to more than 425 students from years 9 to 13. Built to the Ministry of Education’s design standards of the day, it comprises separate classroom blocks, a gymnasium, an auditorium, and an administration wing, as well as extensive sports fields and courts.

Challenge

With multiple teaching blocks, classrooms and resource rooms, some staff had to manage as many as 6 to 10 mechanical keys. There were three key boxes, and a manual process to issue and track key usage and room access. In addition to permanent and casual teaching staff, the school had to manage site access for outside contractors, cleaners, caterers, and maintenance teams.

Despite the best management, keys get lost, triggering a domino effect of administrative tasks for senior staff having to engage a locksmith to replace the lock and all associated keys. The time and cost of running a site with registered mechanical keys is high. It compromises property safety, too, as there is no way to monitor and control access after-hours.

Solution

The school has installed the eCLIQ electronic keying system by ASSA ABLOY, which features battery-powered electronic keys. This requires no power to the locks themselves, with the electronic key activating the lock. The upfront cost of installation is substantially less than hardwired locks, making eCLIQ ideal for fitment onto existing locks.

With the new system installed (70+ User Keys and 220+ Cylinders) in under three days by local locksmith Craig Snowball, the school is now managing site and building access online, easily assigning key access for specific days and times, according to worker and school security needs.

‘Running the old traditional key system was manual and time-consuming,’ recalls school principal Jocelyn Hale. ‘There was one key for each block, different keys for different storage rooms, and yet more keys for specialist spaces like the gym, library and auditorium.’

Accessing the gymnasium required a separate key for every door, which meant staff who regularly taught in or utilised the gym had to manage a set

of eight or more keys. ‘Not only was it inefficient, but when staff lost keys, the locksmith had to recut the keys. They are registered keys, so there are no short cuts to the process.’

Property and personal safety paramount

Keeping the school safe and secure, and making it easier to access the gym, were driving factors in the search for a more efficient system.

‘We looked into different electronic systems, but most options required the locks to be hard-wired for power. We had too many doors to get power to, so it just wasn’t practical. I contacted ASSA ABLOY and found that our locksmith Craig is one of their licensed installers, so he organised a meeting with ASSA ABLOY for a demo of the system, which looked ideal.’

Complete access control

The eCLIQ system replaces mechanical lock barrels with electronic lock barrels operated by a battery-powered key. Combining the traditional elements of lock and key with powerful electronic access and monitoring technology gives the school total control over who can enter any specific building or room, and at any given time.

‘The system vastly improves the security of the school,’ says Craig Snowball of installers Peak2Sea Locksmiths. ‘The person responsible for issuing keys programmes which keys open which doors, so there is complete control over access. You can set time parameters on individual doors, like allowing them to open only during school hours.’

Security, cost-saving, and convenience

For Forest View High School, the safety and security benefits of the eCLIQ system are obvious. ‘We want staff to feel safe even when the school is quiet. They know spaces have restricted access, and they can easily open and lock spaces behind them for peace of mind.’

Can you see how eCLIQ can benefit your school?

Scan the QR Code to learn more or contact our eCLIQ consultant: Neil Summons on 027 5035941 or neil.summons@assaabloy.com

Forest View High School, Principal, Jocelyn Hale

Smart eCLIQ cylinder replacing an old mechanical cylinder.

Is your flooring fit for purpose?

By Naomii Seah, Industry Reporter

As with many high use surfaces, school floors can face significant degradation over time.

For primary schools, maintaining attractive carpets and floors isn’t just about aesthetics, but functionality. Taking lessons while sitting on dirty, smelly or damp floors is distracting and unsanitary, creating a less-thanideal learning environment.

Carpets and floors may no longer be crucial seating areas in high schools, but they are still vital to maintaining an adequate learning environment. As winter sets in, students and staff will begin to track in rain and mud. This can result in a build-up on the floor that is distracting or hazardous, and arduous to clean. Consistently damp flooring can also cause humidity issues, contributing to problems like mould, and triggering respiratory illnesses.

One deceptively simple solution to these issues in the classroom is providing entry mats by the doorways. An entry mat may welcome staff and students into the room and make the place more visually appealing.

Entry mats can also make spaces more accessible, for example, creating a tactile division of space for low-vision students, or increasing grip and support for students with mobility considerations. Importantly for the winter months, entry mats can be absorbent and easily removed for cleaning. By providing entry mats to classrooms, dirt, mud and damp can be kept out of the flooring and may extend its life.

Entry mats are also in some cases required under the NZ Building Code (1992). For entranceways which may transition between wet and dry use, such as from the rainy outdoors to the dry indoor area, there is a requirement

for an entrance matting area which absorbs most water. There is a suggested minimum area of 1.8 metres for absorbent matting. Another option is an extension of slip-resistance materials from the wet surface to the dry, so damp flooring does not become a slip hazard.

Entry mats are also a low-cost solution to entryways, ramps or other areas where improvement in grip is needed. Minimum standards for grip are needed for such sloped walkways, and should a full renovation be inaccessible,

other low-cost options like strategically placed grip-tape may be useful temporary measures.

Areas of multi-use such as foyers, hallways, breakrooms and libraries may also have their own considerations. These high-use areas often double as lunchrooms, study spaces and rest areas. Comfort, practicality and aesthetic must therefore be balanced, along with durability considerations and maintenance. Carpet floor tiles may be the best option for some areas, as modular flooring enables easy replacement.

Other options like linoleum tiles or easy-clean carpets may be appropriate depending on the area and its usual use.

Experienced professionals in the commercial flooring space should be able to assist with your school’s specific considerations, including where resurfacing may be a prudent health-andsafety matter. Additionally, they can advise on available commercial flooring options, which are usually designed to meet common concerns such as maintenance needs and comply with building specifications.

While safety is paramount, the value of aesthetic cannot be underestimated, either. Design and upkeep of a space can be a matter of school pride. It may be that your school is due for a redesign, perhaps to align with new values or to generate fresh motivation. Ensuring school property is presentable can create a surprising morale boost, creating benefits to students and the wider community beyond simply ensuring safe teaching and learning spaces.

Images courtesy of Jacobsen

Education Specialist from Jacobsen, Eamon McCreesh said the priorities for schools choosing flooring will be durability and fit for purpose. “There are requirements for safety and maintenance, and there’s always a budget, but there’s also room for creativity and innovation.

“Solution dyed Nylon (SDN) carpet tiles are extremely hardwearing, stain resistant and fade resistant. If you choose a flooring manufacturer that is Cradle to Cradle certified, you can be assured that through a recycling program, the product can be fully recycled back into a carpet tile at its end of life.”

Mr McCreesh said corridors and stairs are some of the most highly trafficked areas in a school making maintenance, durability and slip resistance important in these spaces. “These are the pathways connecting all the other areas of a space so it’s important for them to be inviting, clean, and in many cases offer wayfinding designs.

“A good entrance matting provides your school with the first line of defence against slips, removing moisture and dirt and helping to protect the rest of your building, reducing cleaning costs. With excellent anti-slip properties, and highly durable, a quality entrance matting is the safe choice.

“Safety vinyl flooring is designed explicitly with slip resistance in mind. Its textured surface provides extra grip, reducing the risk of slips and falls. This is especially important in areas prone to moisture, such as cafeterias, kitchens, and bathrooms, where accidents are more likely to occur,” Mr McCreesh said.

“The main purpose of stair nosing is to increase the safety of your stairs. Stair nosing slightly increases the surface area which helps to reduce the risk of missing a step or losing your footing while going up or down. Tactiles can also be used at the top and bottom of ramps to reduce the risk of slips. This also creates a contrast for blind and low vision students.”

Designing schools for tomorrow

Over the past 60 years, Jacobsen has helped hundreds of kiwi schools create inspiring learning environments. As schools evolve to meet the needs of tomorrow, we have seen three crucial design elements emerge: flexibility, inclusivity and sustainability.

Today’s education landscape is rapidly changing and schools must be designed to be adaptive. Using colour and texture to break larger areas into zones provides schools with flexible learning spaces and encourages creativity and connection amongst students. As schools cater to the diverse needs of every learner, visual contrast, way-finding, acoustic comfort and accessibility are all important aspects of inclusive design where every student, regardless of ability, feels safe and supported in their educational journey.

Building for the future means building sustainably. By selecting quality, long lasting, low-VOC products that are circular in design, schools can reduce environmental impact and promote healthier indoor conditions.

Jacobsen believes that schools are more than just buildings; they are the communities in which future generations learn and grow. With our reliable, nationwide support, Jacobsen provides an extensive range of quality, sustainable, low-maintenance products, perfect for education.

If you want to learn more contact Eamon McCreesh via Eamon.mccreesh@jacobsen.co.nz today

Image courtesy of Jacobsen

Get your sport surface ready to play

By Naomii Seah, Industry Reporter

Sport can be a lifeline for some ākonga in our schools.

Physical activity is well documented to have positive effects for the wellbeing of children and adults alike. For sports players of all ages, sport is not only about enjoying physical movement, but also about practising teamwork and building a sense of connection and identity. Sport and recreation enhance mental health and overall hauora, and can result in positive outcomes like increased school engagement, achievement and attendance. Personal outcomes include increased confidence and physical fitness.

However, according to Sport New Zealand’s report ‘Safe Sport for Children’, tamariki are less likely to enjoy sport – and therefore less likely to experience its benefits – when they fear being hurt or don’t feel safe. This applies to both children’s social, emotional and physical safety. One crucial aspect of physical safety is the equipment and surfaces available for children to play on.

Improperly maintained or very old sports surfaces can become a hazard to those who play on

them. Over time, with weathering from the New Zealand sun, rain and wind, sealed surfaces like asphalt or concrete can become uneven, cracked or dented. Markings can also fade and become confusing, especially on multi-purpose surfaces.

For natural surfaces, winter can often result in a boggy mess

of a field that renders sports unplayable. Other issues include improper grass cover allowing weeds and other invaders which create uneven surfaces. Natural sport surfaces can often represent significant upkeep and maintenance costs to ensure the ground is appropriately levelled and marked year after

year. In these cases, installing an artificial surface may represent future cost savings, provided that sufficient drainage is installed and maintained.

Besides practical health and safety standards, refinishing or improving sports surfaces to visually attractive standards is also a way to instil morale and pride in sports teams and the student body at large. For schools with competitive teams, having a professional grade surface to practise on could make all the difference when it comes to game time. An excellently maintained surface encourages excellent playing.

For the general student populus, having an attractive area dedicated to keeping active can encourage participation in health and physical education, or even participation in active pursuits during break times, improving overall wellbeing.

Images courtesy of Teamturf

Vibrant colours add visual appeal to the turf, creating a dynamic and inviting space

There are also many bright and good-looking colour options for schools to choose from. Refurbishment of a sports area in school colours is one sure-fire way to boost pride in the school and the joy of those using the surface.

A new or upgraded sports surface is, of course, a big investment for the school. Although that investment into school sport, culture and pride is often well worth it, schools might want to consider upgrading an area into a multiuse court to maximise value.

Depending on the available area, courts can be designed for use in multiple sports and physical education classes. Many sports share similar surface requirements, and by targeting desired sports such as those that already exist in the school culture, or perhaps sports that school leadership wish to invest in and build up, a suitable surface can cater to a diverse range of activities.

For instance, appropriate cushioning and grip is not only essential for fast-paced sports like netball and basketball, it also increases accessibility of the sports area by catering to, for example, students with prior injuries. That means not only is the sports surface suitable for intra- or inter-school competitions in such sports, but also for more everyday use for health and fitness education activities where a gentler surface is required to encourage participation.

For sports like hockey, football and cricket, the fibres chosen for a sports surface are important to ensure a ball’s smooth travel. Improperly maintained artificial turf may impede ball-travel and movement and skew gameplay.

Case Study:

Teamturf upgrade at Bankwood School

The finish of an acrylic or other hard sports surface is important too – matte textures reduce glare and usually provide more grip, ensuring all-weather accessibility of the sports surface.

Phil Lewis, Managing Director at Teamturf said schools can make the most of their space by incorporating multi-use sports courts that cater to a variety of sporting codes. “These courts are designed to be flexible and easily adaptable, allowing students to participate in different sports without the need for separate facilities. This not only saves space but also encourages students to try out different sports and discover new interests.

“By incorporating a multi-purpose turf, schools are able to promote a more inclusive and diverse sporting culture among their students. Instead of focusing on just one or two popular sports, the courts allow for a wider range of activities to be offered, catering to the interests and abilities of all students. This helps to create a more well-rounded and balanced approach to physical education, promoting a healthy and active lifestyle for all students.”

Mr Lewis said colour-coded markings can enhance both the functionality and aesthetics of outdoor school sport turf, and he suggested using different coloured turf for different sports and activities. “By clearly delineating areas for netball, basketball, tapuae, four square, hopscotch and other sports, students can easily understand and follow the rules of each game. The vibrant colours add visual appeal to the turf, creating a dynamic and inviting space for students to participate.”

When Bankwood School decided their sports court was in need of updating and revitalising, the school looked to Teamturf to rejuvenate the space.

Before, the sports court was a dull and outdated concrete surface that was cracked, uneven, and in desperate need of repair; the school’s sports programs suffered as a result.

Replacing the old concrete with a state-of-the-art turf surface, provided by Teamturf, the sports court underwent a stunning transformation. The new turf improved the aesthetics of the court, and enhanced its functionality. The surface is now smooth, level, and safe to play on, providing a much-improved experience for students participating in sports activities.

Incorporating a traditional Māori game into the layout was important to the school and its community. “Kī-o-Rahi was a

great fit for us around pūrākau (legends) and hauora (health and well-being). The team at Teamturf did a fantastic job” said Matua Hone Waudby.

The upgrade of the sports court had a positive impact on the school as a whole. Teamturf General Manager Keith Ratcliffe said: “The revitalised space encourages more students to participate in sports and physical activities, leading to improved health and wellbeing among the student body. Teachers are also more inclined to incorporate outdoor activities into their lesson plans, knowing that they had a safe and inviting space to do so.”

The revitalised sports court at Bankwood School is a source of pride for the school community, and it has become a focal point for school events and activities. The investment in the turf surface has improved the quality of sports facilities at the school, and also contributed to a more vibrant and active school environment.

Beyond the bin:

Effective waste management

By Gemma Easton, Editor

We’re all familiar with the three rs – reduce, reuse, recycle. These are the first line of attack in diverting waste from landfill.

Now, the Ministry of Education recommends schools add two new procedures: separate, and compost. Separating means removing and sorting glass, aluminium, suitable plastics and paper from general waste bins, while composting ensures organic material is not sent to landfill.

For this to be effective, schools must have the appropriate bins available for separation. Recycling, general waste, and organic waste bins should be placed beside each other, and need to be clearly labelled.

What’s in the bin

the environment.” The results of the waste audit will indicate what types of materials are going to landfill. The practical steps for schools to reduce waste to landfill, Mr Hoffart said, usually come down to simple housekeeping. “The source of the materials can be identified and will usually be paper, cardboard, recyclable containers, or food waste. Most schools have access to commercial services to recycle or recover these materials and divert them to recycling or composting programmes.

Marty Hoffart from Zero Waste Education said a waste audit is a useful way to find out what waste a school is producing. Then, they can find ways to reduce it and measure how well their current recycling programmes are working.

“Having good systems in place at schools means better source separation and a lower environmental footprint. With climate change being our biggest environmental issue, students can take practical steps at school to do something positive for

“Some classrooms might not have a recycling bin, which means recyclable materials are ending up in the landfill bin. A simple fix is to organise a few students to visit each room in the school and ensure there is one rubbish bin and one recycling bin in every classroom. Make sure these bins are next to each other and properly labelled including the room number,” Mr Hoffart said.

Growing with waste

Growing kitchen gardens has become common at schools around Aotearoa New Zealand. Schools can extend student learning, and help reduce waste by incorporating composting as a step in maintaining a thriving garden.

Richard Wallis from The CarbonCycle Company Limited offered a succinct summation of functioning ecosystems:

Image courtesy of Zero Waste Education Images courtesy of

“Healthy Soil, Healthy Plants, Healthy People” — the reciprocal flow of carbon dioxide, oxygen and carbohydrates between plants and animals. “This underground carbon stock exchange enables the soil microbiome to transform carbohydrates into porous soil carbon structure and cycle water back through plants for photosynthesis, and cooling by transpiration.”

Mr Wallis said that across the globe, soil is rapidly losing its carbon structure and simultaneously, both plants and animals are losing their species.

“Teaching children to compost and grow food in a way which draws carbon dioxide out of the atmosphere and into soil and

Students can take practical steps at school to do something positive for the environment

thriving living systems, is essential to restoring ecosystem function and biosphere stability,” he said.

“When students compost food scraps to grow productive kitchen gardens they engage in this ecosystem restoration: their planting draws carbon dioxide out of the atmosphere to generate plant growth and oxygen which is food for oxygen-

breathing humans, animals, and soil micro-organisms alike in a continuous carbon cycle.”

Schools that compost also minimise waste to landfill, create living compost to fertilise school growing activities, demonstrate circular economic practices, and increase groundskeeping awareness of soil and plant health.

“This can have learning outcomes

across multiple curriculum areas, including social sciences, applied maths, chemistry, physics and biology, and environmental sciences,” Mr Wallis said.

Ask the experts

Visiting a waste processing facility or recycling centre may help students grasp the scale of waste produced in New Zealand each year. Often, these facilities can provide school groups with information on effective waste management practices. Some external providers also offer school visits to educate staff and students, and to evaluate current waste management practices at the school.

Case Study: CarbonCycle and Te Kauwhata Primary School

Circular

waste management can empower communities.

“It is hands on, practical learning with real life, tangible outcomes,” said Paul Murray of Para Kore Marae Ltd.

Para Kore Marae is a national Māori zero waste organisation. Recently, it collaborated with Te Kauwhata Primary School and The CarbonCycle Company. Together, using funding allocated by the Waikato District Council, the project established a community compost hub in the school, servicing their small town of just under 3000 residents.

Murray said that tamariki at Te Kauwhata Primary were involved at each stage of the project – not a single learning opportunity was wasted. Building the compost structure and putting the first

scraps into the hub were all used as opportunities for learning about subjects like microbiology and soil composition. At the first turning of the compost weeks later, children learned about the soil food web and healthy soil indicators.

The compost project also creates opportunities for ākonga to learn

about Mātauranga Māori, and the project has been tied into the new local histories curriculum. The hub highlights how we are intrinsically connected to the whenua. “Composting is another way of being a good ancestor,” said Murray.

The community compost hub is helmed by ex-teacher aide

Rhonda Irvine, who is now the community compost hub manager. Previously, Irvine was the school gardens manager. Now, she is helping to create soil that will help feed those gardens.

“The Te Kauwhata Community Compost Hub model highlights the intersection of community relationships and participation, education and learning, waste-minimisation, zero waste and environmental restoration,” said Murray.

With the compost hub up and running, Irvine is continuing to build relationships with the local community, including contacting local businesses and running initiatives like installing a community foodwaste drop-off bin. That means hopefully one day, all of the residents in Te Kauwhata can enjoy locally made soil.

Image courtesy of The CarbonCycle Company

Maximise space with shade solutions

By Naomii Seah, Industry Reporter

Here in Aotearoa New Zealand we love our outdoor spaces.

In schools especially, outdoor areas are valuable real estate, doubling as classrooms, lunch spaces, fitness areas, sports courts, and classroom corridors. Green spaces are essential infrastructure, just like other parts of school property like gymnasiums and science labs. But these outdoor spaces are subject to our often wet and

windy conditions in winter, and our long, hot summer days. Adding shade and shelter can ensure their usability year-round. Fortunately, both aspects can be achieved with minimal cost and maximum effect, given proper planning. The space between classrooms, for instance, could be an ideal area to add an outdoor cover, as it may provide extensions of existing classroom space, making two classrooms multifunctional as one, two or even three learning areas. As a bonus, lunch-spaces are also

Images courtesy of SunGuard

extended ensuring students can get some fresh air between classes, especially on rainy days.

Another popular use of outdoor covers is to shade sports courts, so spectators and players alike can enjoy sports games in both rain and sun. This fulfils health and safety requirements and duty-of-care obligations for school boards, which are required to provide shade for students and staff.

Outdoor learning environments also have a myriad of benefits as evidenced by international studies. Being outdoors is linked to better mental health, stronger motor skills, creativity, and increased attention span. To ensure the most out of an outdoor learning area, it needs to be functional in many weather conditions and provide a safe environment.

When providing shade and shelter, especially for the purpose of an outdoor learning environment, schools should consider vital aspects such as the direction of wind, rain and sunshine. Materials used should also provide warm shade rather than cool shade to ensure the space is useable and meets health and safety requirements as set by the Ministry of Education. Available floor space, access to other vital facilities

like drinking water and toilets should also be considered, as well as the need for amenities like electricity and lighting.

For more on specific considerations for New Zealand schools when designing outdoor spaces, School News spoke to some industry experts.

Evan Phillipson from Archgola Canterbury, and Paul Knight from Archgola South Auckland, shared their opinion regarding shade structures in schools.

Before investing in a shade structure, schools should consider the purpose of the covering – is it for shade and blocking UV rays, and /or shelter from rain; what is the maximum area that can be covered – for example increasing the size can provide greater protection from factors like driving rain; and think about the sustainability of the structure, such as whether it can be removed and reused if the location needs to change in the longer term.

The best structure type, Phillipson and Knight said, will depend on the area to be covered and how the canopy will be attached to the building and ground. A straight flat canopy, for example, is best suited for shorter spans, such as a long narrow canopy across the front of a classroom block.

Images courtesy of Shade Systems

Alternatively, arches allow wider spans between posts, so are more suitable for larger more open spaces.

The compliance of the structure is paramount, as trafficable roofing is required to meet standards, whilst still being transparent and aesthetically pleasing. The system needs to be engineer-designed to achieve consent. Phillipson and Knight stressed the need to engage a longstanding business, experienced with school installations, and with a good reputation for ongoing support, if required.

Derek Suckling from Shade Systems said that affordability will always be front of mind for schools installing shade structures, though these costs can be offset. “Don’t be put off by what may initially appear to be a big-ticket item, because with some creative planning it may be well within your grasp,” Mr Suckling said.

“With larger canopies, extra income can be earned by the school in hiring out a covered facility after hours. With a

user-friendly sports surface underneath and lighting and PA systems overhead, there is so many uses for a large, covered area. Even councils or local bodies may be interested in assisting with funding for a world class facility that might not be available in the immediate locality.

“Of course, there’s an old saying, horses for courses, well, the same with structures,” Mr Suckling said.

“Playgrounds are best covered with shade sails. Blanket

coverage is not really necessary and it is in fact better to have a series of inter-connecting sails that the sunlight rotates through during the day, otherwise the play equipment tends to remain damp too long and become mouldy and dirty. As long as there is some shade, the children will naturally gravitate to it on the hottest days and be adequately protected.

“Courtyards and eating areas are much better being waterproof, and a canopy with curved rafters and a fabric

membrane is the ultimate solution. These offer excellent light transmission properties, aesthetics and acoustics.”

Every educational space is different, with varying layouts, dimensions, and design preferences. Alex Arutiunov from SunGuard said this makes custom-made shade sails a great option for schools. These can be crafted to fit your space perfectly, ensuring maximum coverage and protection without compromising on aesthetics.

“Design options are available to suit your needs, whether it’s standalone structures or combinations of multiple, interacting designs. This flexibility allows you to create a visually appealing outdoor environment that suits your educational setting.

“Look for a supplier that uses high quality materials in every aspect of the shade sail, including marine-grade stainless steel hardware and durable stitching thread to ensure they can withstand the harshest outdoor conditions, providing reliable protection for years to come.”

Image courtesy of Archgola

Image courtesy of Shade Systems

Being outdoors is linked to better mental health

Pergolas and PVC blinds can enhance the functionality of an outdoor space, shielding students from wind and rain, while still allowing natural light to filter into the area. “Involve stakeholders in the decisionmaking process to ensure the structure meets the needs of the school community. Also ensure the structure is accessible to all, considering factors like pathway width and seating options.”

And Mr Arutiunov said shade structures are about more than

just weatherproofing. “They enhance outdoor experiences, protecting students from the harsh New Zealand sun on sunny days and providing cosy retreats when the weather turns.

“Research shows that outdoor environments stimulate creativity, enhance problem-solving skills, and promote physical wellbeing. By extending outdoor opportunities throughout the year, schools can foster a love for exploration and discovery that lasts a lifetime.”

Tips for better shade and shelter at your school

Covered Outdoor Learning Areas and other shelters have become a must-have for school environments. Providing a permanent solution, they improve student flow, enhance health and wellbeing, and increase the usability of spaces.

These permanent structures are a significant investment, so it’s important to select an experienced, certified company that offers a comprehensive design process and uses high-quality materials. This is essential to ensure the finished structure meets the school’s needs, withstands New Zealand’s weather conditions, and provides proven UV protection for the children.

Newstead Country Model School principal Meg Campbell is delighted with the two Archgola’s installed during the Term 3 holidays in 2023.

“They look fantastic and are already proving to be very valuable and functional additional spaces for us at Newstead School. The first morning of Term 4 the children arrived at school and were so excited to see our new covered spaces, their reactions were precious” said Campbell.

Shelter structure frames are usually either steel or aluminium. If you are looking for a wide span between posts, creating less obstacles, and a durable and sustainable material, then steel is ideal. Steel, used by Archgola™, is durable and sustainable and made of 80% recycled materials.

Roofing materials need to be durable, significantly reduce UV rays and meet Ministry of Education trafficable requirements. Webglas GC roofing, used by Archgola™, can be either 100% opaque or translucent to transmit natural light. It’s strong, highly resistant to chemicals and has low surface erosion. The top (weather side) is gel

coated with a specially formulated highly UV resistant resin and provides virtually undiminished performance for 20 years.

Examples of school installations include:

• Indoor outdoor learning areas

• Covering verandas

• Outdoor play areas (sandpits, playgrounds, lunch areas)

• School entranceway

• Bike stand cover

• Extended car park and bus shelters

Archgola™ is experienced working with schools, delivers quality, and takes care of everything from council consents and certified engineered design to the full installation of a long-lasting, high quality, cost-effective shade and shelter solution.

To get started, call your local Archgola™ representative to discuss your ideas and options. Often schools prefer to have canopies installed during the school holidays - make sure you allow plenty of time to complete the planning and approval process to achieve this.

Newstead Country Model School