INSIDE: BULLYING | FLOORING SOLUTIONS | LANDSCAPES | Maintaining Lawns and Grounds Issue 20 | Term 1 - 2013 | $12 Inc GST
The Essential Management Guide for Education Industry Professionals
TV Broadcasting Lights, camera, action
• School Camps • Energy efficient lighting • Outdoor events
Essential Reading for Principals • Department Heads • Property Managers • Professionals
• INDUSTRY NEWS • ADMINISTRATION
• HEALTH & SAFETY • EDUCATION
• SPORTS & RECREATION • external learning
• TEACHING RESOURCES • PROPERTY
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sn inside To be paid or not to be paid...? Of all the multifarious issues that could be facing teachers this year, it seems the one demanding the greatest attention is almost certain to be the somewhat fundamental question of whether they will actually receive a proper pay packet this week. This Novopay saga just goes on – and on... However, these prosaic concerns aside, much of real value happening in the field of New Zealand education with a good deal of it covered in this issue of School News. On pages 17 and 18, Tawa College and Scots College celebrate their superb new music and performing arts facilities while on page 37 is the heartening story of how a visionary school rebuild has transformed the lives of the 100 pupils at
Te Wharekura o Manaia on the Coromandel Peninsular and means so much to the local community as well. There are articles on effective fundraising, how to prepare for that successful outdoor event, making school grounds look as well groomed as the sports fields you see on the telly, how to counter the thorny problem of bullying, some interesting places to hold a school camp, the importance of good lighting, the most effective types of safe flooring, how to plan a new era library, fictional books to demand pupils’ attention – and more. The School News team wishes you an enjoyable and satisfying year.
INSIDE: BULLYING | FLOORING SOLUTIONS | LANDSCAPES | MAINTAINING LAWNS AND GROUNDS Issue 20 | Term 1 - 2013 | $12 Inc GST
The Essential Management Guide for Education Industry Professionals
TV Broadcasting Lights, camera, action
• School Camps • Energy efficient lighting • Outdoor events
Essential Reading for Principals • Department Heads • Property Managers • Professionals
• INDUSTRY NEWS • ADMINISTRATION
• HEALTH & SAFETY • EDUCATION
• SPORTS & RECREATION • EXTERNAL LEARNING
• TEACHING RESOURCES • PROPERTY
Issue 20 | Term 1 - 2013
Happy reading. The School news team.
CONTRIBUTORS William Fitzgerald, Steve Reader, Pete Burdon, Helen Preston Jones, Steven Green, Brent Leslie, Rebecca Wood
School News is distributed quarterly to all primary, intermediate and secondary schools nationwide and selected tertiary education providers by Multimedia Publishing, publishers of leading industry and consumer titles. Views and opinions expressed in this publication are not necessarily those of the publisher or Multimedia Publishing Limited. Every effort has been made to ensure the accuracy of information in Schoolnews, however the information contained in Schoolnews 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.
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05. News in Brief
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04 school news
Term 1 - 2013
education 13. Elwyn Richardson 14. TV Broadcasting 15. TV Broadcasting – Berkley Normal Middle School 17. TV Broadcasting – Tawa College 18. TV Broadcasting – Scots College 19. Bullying
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News in Brief
Bakery launches kids’ nourishment initiative 4,500 disadvantaged New Zealand children per day, in 265 low decile schools nationwide. KidsCan also provides shoes and warm raincoats to more than 16,000 children each year.
Noise and poor acoustics put voices at risk Thousands of teachers are at risk of developing serious voice problems because of high noise levels and poor acoustics in New Zealand classrooms. A survey of nearly 3,000 teachers suggests they have higher rates of voice-use issues than people in other vocations. Two studies, led by University of Auckland speech experts Sylvia Leao and Professor Suzanne Purdy, have revealed more than a third of teachers have suffered problems with their voices at some point. Almost 24 per cent say they have had problems in the past 12 months, with primary teachers and women aged 51 to 60 years most at risk. About 28 per cent of teachers have stayed away from work for up to three days because of vocal problems, and a further 10 per cent have taken extended sick leave.
eorge Weston Foods (GWF) has launched a long-term programme called Nourish Our Kids, in partnership with the KidsCan Charitable Trust, which aims to address child hunger in New Zealand – beginning with a donation of 100,000 loaves of Tip Top Bakery bread to schools each year. The launch phase of the programme involves supplying the bread to hungry children in deciles one to four primary and intermediate schools throughout New Zealand, helping provide the nourishment they need to succeed. Since 2008, GWF – owner of the
Tip Top Bakery brand – has donated more than 30,000 loaves of bread to schools annually as part of the KidsCan food programme and is now taking this support to a whole new level. By the end of 2013, the Nourish Our Kids Programme will triple the number of schools receiving weekly bread deliveries. An additional 50,000 loaves will be distributed during the course of the year, thanks to extra fundraising by KidsCan, bringing the total to 150,000 loaves of several varieties. CEO and co-founder of KidsCan, Julie Chapman says: “Our goal is to ensure no New Zealand child
in a decile one to four primary or intermediate school goes hungry. The support from Tip Top Bakery means we are well on the way to achieving this. Meeting the nutritional needs of hungry kids helps close the gap for children less fortunate than others, meaning they can be more engaged in their education.” New Zealand nutrition Foundation Nutritionist Sarah Hanrahan says: “Bread is an important food for children; it’s nutritious, versatile and most importantly they love eating it.” Kids Can was founded in 2005 and today and feeds more than
“The time off not only impacts on the quality of children’s education but it is a financial burden on the country,” said Professor Purdy, head of speech science at Auckland University. “People like singers and auctioneers are tuned into the fact that they have to take care of their voices, but most teachers don’t give it much thought, even though it is their main communication tool for doing their work. “Excessively noisy classrooms and poor acoustics, especially in newer buildings that have thinner walls, are the main reasons for people developing issues and becoming ill. Many senior teachers who are extremely good at their jobs are also retiring early because of this,” she said The new research, unveiled by Sylvia Leao at the recent World Voice Congress in Egypt, also showed only 22 per cent of teachers with vocal problems sought treatment. Approximately 86,000 teachers work in New Zealand.
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News in Brief
19 Christchurch schools will merge or close
Traffic lights control classroom noise Sets of mini traffic lights are beginning to control excessively noisy classrooms in primary schools. The Safe Sound Indicator flashes green, amber – then red to let pupils and teachers know when the din reaches intolerable levels. It has already proved a success at significantly cutting noise in child centres across New Zealand. Now primary schools are following suit to reduce the risk of hearing loss for children and their teachers and create an improved learning environment. When the $292.50 devices were tried out in kindergartens, audio experts recorded some noise levels equivalent to a jet plane taking off. The Safe Sound Indicator was developed over several years by the National Foundation for the Deaf from a concept by a 10-year-old New Plymouth girl, Jamie Fenton. Chief executive of the Foundation for the Deaf, Louise Carroll, said the sound indicators were particularly effective in openplan classrooms where noise could quickly reach uncomfortable levels. She said 1200 were now in use at childcare centres. They were also a valuable tool for reducing hearing damage.
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Education Minister Hekia Parata has confirmed the schools with a dim future under the interim proposal for schooling changes in Christchurch. Since the earthquakes, schools across Canterbury have had a combined 9300 vacant places. The announcement is a considerable change from September 2012 when 26 schools were announced as likely to merge and 13 schools to close. This has now dropped to seven possible closures and 12 mergers. A dozen schools initially on the list will remain open and will not merge. They are: Bromley, Burnham, Burnside Primary, Duvauchelle, Gilberthorpe, Okains Bay, Linwood Ave, Ouruhia Model, Shirley Intermediate, Yaldhurst, Te Kura Kaupapa Maori o Te Whanau Tahi and Te Kura Kaupapa Maori O Waitaha. Branston Intermediate, Glenmoor, Greenpark, Kendal, Linwood Intermediate, Manning Intermediate, and Richmond will close. The mergers have affected 12 schools: Burwood merges with Windsor, Central New Brighton with South New Brighton, Lyttelton Main with Lyttelton West, North New Brighton with Freeville, Phillipstown with Woolston, and Unlimited with Discover. In early February it was announced that five new schools will be built in: Lincoln, Rangiora West, West Halswell, and two in Rolleston. An appeal process is in place on the decisions.
Primary schools feel zone heat Stressed primary schools are struggling to fend off enrolment challenges from out-of-zone parents, according to the Herald on Sunday. It reported that heads of decile 9 and 10 schools in some of the Auckland’s most desirable areas say they don’t have the funding or resources to keep up with increasingly complex ruses from people claiming to live within school catchments. “Popular high schools have
long complained of zone cheats but it has now spread to primary levels. Overworked headmasters are knocking on doors in their own time during evenings and early mornings to weed out the pretenders. They say it is the only way to catch people. Some school staff even pore over power bills to compare electricity usage with a typical family. But the parents appear to be winning.” The newspaper said Ministry of Education figures it had obtained revealed Auckland schools had annulled 16 enrolments, unchallenged, in the past year. In another 24 cases, parents had challenged the rejection. The ministry ruled in the parents’ favour on 14 and directed the school to accept the enrolments. In three other cases, the schools backed down and accepted the child.
Poor maths results raise concerns New Zealand children at Year 5 scored well below average in the the 2010/2011 Trends in International Mathematics and Science Study (TIMSS), ranking 34th out of 53 countries. Asian nations took out the top five places, while New Zealand effectively ranked bottom of the developed countries alongside Spain, Romania and Poland. Education Minister Hekia Parata described the results as “seriously worrying” when they were released in December. “We have many children who
lack basic skills and knowledge, particularly in mathematics and science, compared to children of a similar age in other countries,” she said. “We must pay urgent attention to what these studies tell us and tackle some system-wide challenges.” Our students scored especially badly on arithmetic. When the nineyear-olds were asked how many people were aboard a ship which had 218 passengers and 191 crew, only 52 per cent of New Zealand children got the correct answer (409). The international average was 73 per cent. Yet New Zealand students scored relatively well on questions such as interpreting graphs, which require more abstract thought. New Zealand students scored even worse on a division problem in the previous test, which asked if 762 cars in a carpark were parked in six equal rows, how many cars were in each row. Only 39 per cent of all students got this right but New Zealand’s success rate was only eight per cent, compared with 36 per cent in the United States, 23 per cent in England and 12 per cent in Australia. Education consultant Bob Garden, a retired Ministry of Education research director who now co-ordinates the TIMSS survey in New Zealand, said he believed the results were a concern, even though modern educationalists would say children could just use their calculators.
News in Brief
Job shortage worsens The number of teachers leaving the profession remains near its lowest point for 10 years, leaving hundreds of graduates out of work. The economic downturn and resulting uncertainty means those who have jobs are hanging on to them and some principals fear the job shortage could reverse some of the work done to attract the best and brightest to teaching. One vacancy at a central Auckland secondary school drew more than 70 applications after Christmas, mostly from graduates. Other teachers, who entered study at a time when the Government spent millions to attract new teachers, have moved overseas after being unable to find work here. Those teaching maths, science and te reo have the best prospects of finding work. A Ministry of Education spokesman said there was a “ready supply of teachers overall” owing to a drop in the number leaving the profession. More detail on the number of vacancies gathered in a survey in February will be published in March or April. Robin Duff of the Post Primary Teachers’ Association said he understood about 500 newly qualified secondary teachers were without jobs last year. New Zealand Secondary Principals’ Council chairman Allan Vester said the fact that goodquality graduates were struggling for jobs could deter the next
08 school news
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wave of students from choosing education. In 2009, the Government set up a $19 million teacher-bonding scheme to help overcome a shortage. Many TeachNZ scholarships have now been scrapped.
uniform and keep comfortable. This subject of personal hygiene can make us all a bit uncomfortable and self-conscious, but as a natural part of everyday life it cannot be overlooked.” Mr Burden said the process of growing up for adolescents was a time of physical growth and development and while many teenagers recognised this in others, they were slower to accept changes to themselves.
Literacy tests flatter students
Unwelcome whiff of summer A prominent Auckland school has asked parents to make sure their children are showering daily and wearing antiperspirant so they don’t have “overpowering” body odour. Mt Albert Grammar School headmaster Dale Burden emailed parents with the subject line: “Managing the classroom environment in the heat of summer.” He said the hot weather, while enjoyable during the break and at weekends, could be less desirable within the classroom. “I would appreciate your assistance in ensuring your son/daughter is taking every step to ensure they are managing the realities of being an adolescent, having to wear school
The Ministry of Education is reviewing a key test for primary and intermediate school pupils because of concerns it is producing unusually high results and misrepresents students’ true abilities. A Listener investigation has found that reading and writing tests used by 1,200 schools and about 80,000 students had created confusion because students
appeared to be achieving at far higher levels than expected. The e-asTTle writing test and the STAR reading test helped teachers identify students’ strengths and weaknesses and were used to decide their National Standards ranking. New versions of the tests were rolled out in the second half of last year and the discrepancies had occurred since this change. A Ministry of Education spokesman said the writing test had been revised to make sure it was aligned with the curriculum. He said feedback from its users had indicated that the marks had been “mostly in keeping with the national norm. The ministry is considering what, if any further, action needs to be taken to respond to the results of the review.” The Listener reported that some principals were concerned that less scrupulous schools might not question the higher results or even understand that the results had changed. This could boost their National Standards results and their standing in publicly available league tables. The writing test was run by the ministry, and the reading test was developed and run by the New Zealand Council for Educational Research. Its general manager products and services Graeme Cosslett said his organisation stood by its revamped test. It had been trialled on 16,000 students in pilot programmes and national trials over two years. However, he acknowledged that NZCER could have improved its communication with schools over the reading test.
admin & management
Add some novelty and a little sparkle to fundraising M ost schools are familiar with the necessity of fundraising and have to come up with an idea that will be both popular with the public and those involved in the work. Hopefully it will turn out to be a lot of fun all around. But with any project involving money, it should be handled on a business-like basis. The last thing any school will want is recriminations or any sort of inquiry about funds that are missing or even that someone suspects might be missing. Clear records should be kept by a reputable person or persons with a reasonable knowledge of accounting procedures. Fundraising is not something that should ever be taken lightly. Before holding any function at the school, it would be advisable to consult with the Board of Trustees – firstly as a courtesy and secondly as the Board is responsible for the state of the buildings and grounds. Professional fundraisers also say the team should make sure the plans, costs and personnel who are to carry out the activity are all clearly minuted. Said one person who has advised several New Zealand school fundraising groups: “This is essential whether you are a PTA, parent group, friends of the school, a gala committee or even a sub-committee of the Board. By doing so, all functions are covered,
there is no argument about what was decided, who was to do it and the whole committee is protected. Also, try also to have a time frame in mind and work out which jobs need to be done in which order and by what time.” Once the organisation is taken care of, the question is – what project? There is no shortage of good ideas. The PTA has a long list on its website. It is a bonus if it can be a project that appears to be a little different – with a fun element as well. An example of this is offered by Napier-based Glowild New Zealand which imports a variety of glow in the dark novelties such as glow sticks and LED Jewellery. General manager Fiona Burt says Glowild supplies many schools , charities and organisations with glow sticks and flashing LED toys that can brighten up any night time party or event. We courier these throughout the country and our products can be easily viewed and ordered online.” She says many charities and schools have found these to be great fundraisers when sold at local discos, balls and concerts. “They can easily make a 200 per cent profit and have fun at the same time. It’s a great fundraising opportunity to organise a school disco and sell these to the pupils, or contact a sports club to sell these at sports events or any
other night time function,” she said. “Once activated, the sticks will glow for up to 12 hours. Our thin, bright glow sticks may be worn as a bracelet, or people can join three glow sticks together to wear as a necklace.” And any left over can be saved for another day. “LED (Light Emitting Diode) flashing toys will last for months so whoever buys them will
remember the event.” Glowsticks will also last well. “As long as they are stored in a cool, shaded area, they will have a shelf life of about 12 months,” Miss Burt said. “Glow sticks and LED toys have proven to be fun and affordable for children and adults of all ages. We ask for no money up front. We will invoice you with payment due in 14 days.”
It is a bonus if it can be a project that appears to be a little different – with a fun element as well.
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admin & management
Making the most of a modern school library
Flexible shelving options create opportunities for creative displays
hile school libraries have changed in recent times, driven largely by modern electronic accoutrements such as computers and eBooks, they remain of great importance. Although it is now much easier for students to access essential information from their personal or classroom computers and similar accessories, the library is still a wonderful refuge where research and reading can be carried out in quiet and ideas have time to gel. Countless career paths have been launched by young New Zealanders spending time in the school library. However, the demands on a library are markedly different from what they were and as a consequence their optimum layout and display patterns have changed forever. With rapidly
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changing needs, flexibility is now a much more significant consideration. Teaching has moved from where content is all important to where content and process share equal importance. Schools are now challenged to promote information literacy, where students are encouraged to learn in complex and diverse information environments. Schools need to create a rich information-toknowledge experience for learners where students actively construct knowledge rather than passively receive it. School librarians have responded. No longer simply the keeper of books, the librarian is seen as the person who is able to create a stimulating, questioning environment – an environment that
No longer simply the keeper of books, the librarian is seen as the person who is able to create a stimulating, questioning environment – an environment that exposes students to a wide range of books and other resources, and challenges them to think.
exposes students to a wide range of books and other resources, and challenges them to think. Occasionally teaching staff may be fortunate enough to be involved in the creation of a new library. With that comes the headache of finding and choosing the best products and services and incorporating the latest thinking. It is much more likely they will be involved in making improvements to an existing library where the best use has to be made of what is usually a fairly tight budget. To achieve maximum creativity, innovation and use of space, it would be wise to seek the best advice available. A good start would be to use existing suppliers. Make decisions based on their ability to demonstrate both passion for the environment and thorough understanding of a school library’s individual needs.
National sales manager of Hydestor Shelving, Paul Ryan, says that every dollar spent must deliver a result over the lifetime of the product or service the school is purchasing. “Customers are asking us to deliver a balance between ‘total cost of ownership’ – being the benefits of well designed solutions over time – and the pressure to meet low up-front invoice cost.” The key to making sure you have the best of both worlds is experience, he said. “Hydestor is fortunate to have been able to help design and supply solutions to more than 400 schools in the last three years. From small add-ons to full libraries, the product selection is driven by the customer’s needs. It’s this constant and broad range of interaction that gives us the opportunity to stay sharp and deliver results based on the latest ideas and
admin & management
trends we hear about when visiting schools.” Mr Ryan has several other points of advice for those designing or operating a school library: • Spine out or face out – drive shelving elevations that allow the right mix and make sure the solution is modular so you can swap and change at any time. Your supplier should be asking you about the details of your collection so the right mix of stock density and specialist display options to entice readership is assured. • Seismic stability – your supplier should be able to demonstrate exactly how this will be achieved. • Producer statements – these documents are used in general building applications but also increasingly in the installation of ‘fittings and fixtures’ such as shelving. Your supplier should be
able to provide this paperwork to you as your assurance the shelving meets current standards. Rollaway units – these are being used more often as the shelving can be moved aside to allow other activities to take place in the same space. Décor end panels – reclaim the ends of your shelving gondolas and use this space for poster displays as well as book displays highlighting a particular topic or introducing new books. Who gets your money? Choose locally owned suppliers and keep your precious dollars in the New Zealand economy. Don’t forget your store room and resource rooms – maximise the space and storage capacity with a well designed shelving solution to house journals, files, sports equipment, uniforms etc.
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admin & management
Body language is the key to your reputation
hether you’re on TV News or talking to a concerned parent in your office, body language has far more impact on how you come across than anything you say. This is often the forgotten element when school leaders front the media, but it’s also vital in every other area of a principal’s role. Did you know that 93 per cent of what people take away about you from a TV interview comes from your body language and your tone of voice? That surprises most people. It shows just how important it is. Why is David Shearer unpopular on TV? It’s nothing to do with what he says. It’s how he expresses it. In other words, his body language doesn’t match the message, so people don’t warm to him. John Key is the absolute opposite. He looks comfortable, friendly and his message and body language are consistent. The distinction between these leaders shows how important body language is. The same can be said for principals and other school leaders. Have you ever seen your colleagues on TV, but not quite warmed to them? It’s probably because what they are saying is not matching their body language. I often notice this disconnect with school leaders on TV. Most of the time it’s because they are nervous, but it doesn’t help their reputation. So much of a school’s reputation is directly related to the principal. That’s why it’s vital that they come across more like John Key than David Shearer. Body language can be learnt While some people are clearly natural, this is a skill that can be learnt. It’s just a matter of finding out how you come across, what you need to work on, and then practicing until you get it right. To do this it’s vital that you are taped when doing mock interviews, and you watch them back to see how you looked. A professional critique is also valuable, as you may not know exactly what to look for or how to correct it. The first major mistake I notice is that many school leaders don’t move their hands. For some reason, most people freeze their hands in
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By mastering body language, you will not only come across as credible with the media, but every other leadership forum you attend such as presentations and parent meetings.
a media interview. They think this is what they are meant to do. But it stops you looking natural. We all use our hands to express ourselves in everyday conversation. So we should continue to do so. Did you know that a recent study showed that babies born without sight still moved their
hands to express themselves? This proves the point that the whole body is needed to communicate effectively and naturally. Avoid monotone voice The other important thing here is that failing to use our hands to express ourselves creates a more monotone voice. This is because
Pete Burdon Founder and Head Trainer, Media Training NZ
when we don’t use our hands, our voice box tenses up. We’ve all heard spokespeople sound like this, rather than being more animated and natural. In our “Media Training for School Leaders” training courses, we sometimes keep the camera running after a mock interview when the participant thinks it has been turned off. They then start gesturing with their hands, looking relaxed and believable. Lots of them don’t even realise they weren’t using them during the official interview, but the change in voice tone is obvious. Don’t forget radio interviews This is why body language is also vital for radio interviews. How often have you heard a school principal sound monotone on the radio? This is even more important because voice is the only communication tool to get your message across on radio. For this reason, it’s important to use headsets with radio interviews conducted over the phone. That way, you can still express yourself with both hands, opening up your voice box. I can’t emphasise enough the importance of body language for school leaders. Imagine if you were suddenly thrust onto the national media stage after some disaster at your school. Clearly you want to show your empathy to those affected and explain what you are doing to help them. This is a daunting enough proposition. But if your body language is not in synch with your message, you could be seen as insensitive or not taking the situation seriously enough. This will not help your personal reputation, or that of your school. While this is an extreme example, there are many media situation that school leaders can find themselves in. Even with print media interviews, the more genuine you come across, the more favourable the coverage will be. By mastering body language, you will not only come across as credible with the media, but every other leadership forum you attend such as presentations and parent meetings.
Internationally influential NZ educator dies New Zealand educator, Elwyn Stuart Richardson, died in December. This abridged tribute to him was published in Leading and Learning.
lwyn Richardson was best known for his book In the Early World, a record of the development of his educational philosophy while working at a small country school in Northland from 1949 to 1962. On the strength of his early work, the school was granted ‘experimental status’ by then Director of Education, Clarence Beeby – a special consideration that allowed Richardson to develop his own teaching methods and curriculum. From 1969 -1972 Richardson worked at American universities as a visiting lecturer. He is considered a significant figure in New Zealand education because of his own work and educational writings and the critical impact of his educational philosophy internationally. Richardson was born in Auckland in 1925 and educated at Dilworth School, Mt Albert Grammar School and the University of Auckland where he completed a Bachelor of Science degree. In 1946 he applied to Auckland College of Education and spent his probationary teaching year at Puni School near Pukekohe. He applied for the remote country position at Oruaiti School in 1949, largely because of its distinct fauna of sea life, but also because the sole-charge posting offered him the opportunity to work out his own ideas about teaching and learning alone. Developmental approach Elwyn Richardson’s educational philosophy was based on the belief that all real learning must be anchored in personal experience. It was this conviction that provided the foundation for his developmental approach to education. Central to this was his theory of integration, a personalised process whereby children moved from one expressive medium to another, between all subject areas. Richardson’s theory of integration was informed by his conception of artistic ability as a universal human attribute, his well-developed ideas about the nature of artistic development in children and a firm belief in the learning potential of every child. Richardson viewed himself first
He is considered a significant figure in New Zealand education because of his own work and educational writings and the critical impact of his educational philosophy internationally.
Elwyn Stuart Richardson 1925 - 2012
and foremost as a scientist. At Oruaiti School he discarded the official syllabus and turned to the children’s lives and immediate environment for the basis of his curriculum. Using the children’s natural curiosity and interest, Richardson taught them how to observe closely the world around them and to record their new discoveries and their own responses to these. From here, he developed a school programme that was anchored in the children’s surroundings and real lives. Through environmental study, the children learned the basis of scientific method and brought these skills to bear on studies that spanned all subjects. His method was a revolt away from science as a separate subject to an integrated programme of arts and science. ‘The Oruaiti Experiment’ as it became known, was approved, on the understanding that Richardson would write a yearly report and a serious document at the conclusion of the experiment. In The Early World published by The New Zealand Council for Educational Research in 1964, was the product of this. The book tells the story of how Richardson’s students became increasingly aware of their own capacity for personal expression while collectively establishing a shared understanding of aesthetic values. International reputation The book was well received by the New Zealand educational
establishment and widely taken up as a text by teacher training colleges in New Zealand in the 1960s and 1970s. Joseph Featherstone, former professor of education emeritus at Michigan State University, reviewed the book for the New Republic magazine and stated: “It may be the best book about teaching ever written.” Following Featherstone’s review, Pantheon Books published a Canadian and an American edition simultaneously in 1969. The books were praised by international reviewers such as Jonathan Kozol in the The New York Times Book Review and British writer and musician R. W. B. Lewis who wrote: “Not only does this book point to a new direction in education, its very existence is a landmark in the recognition of human potential and dignity.” Over the next decade Richardson and his school became an international symbol of progressive education in New Zealand with a particular focus on arts and crafts. His book was used in teacher education programmes in the United States, particularly in the area of developing reading and writing skills in young children. A third edition with a new foreword and a twenty page appendix of children’s art work was published by NZCER in June 2012. The book is also available as an eBook. Richardson’s work at Oruaiti was followed by a brief period lecturing in English at Auckland College of Education from 1961-2. He then spent
two years as principal at Hay Park School in Auckland, followed by 18 years as principal of Lincoln Heights School from 1966 to 1969 and 19721987. The publication of In The Early World led to an invitation from the University of Colorado in 1969 to work as a visiting lecturer. Over the next three years Richardson divided his time between the University of Colorado in Boulder, Bank Street College of Education in New York, the University of Illinois at Urbana-Champaign, the University of Washington in Seattle, and South Dakota State University (SDSU) in Brookings. As part of this work, under the auspices of SDSU, he worked with students and faculty from Oglala Lakota College to enhance visual and performing arts in schools on the Native American Pine Ridge Reservation. After his service during these years, Richardson was nominated for an honorary doctorate degree from SDSU for his service and leadership in education in 2001. Richardson returned to New Zealand in 1972 and resumed his position as principal of Lincoln Heights School until retiring in 1987 at 62 years of age. He continued to write books on education and scientific papers, which he largely produced in limited editions by hand in his Taupaki printery. In the 1989 Queen’s Birthday Honours, Elwyn Richardson was made a Companion of the Queen’s Service Order for services to education.
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“Lights, Camera, Action….now what?”
n no-more than 750 words I shall attempt to tell you about setting up a video production studio in your School which can range from a small sole-charge rural school to a ginormous metropolis behemoth city school. In either case there are some fundamental challenges that await your young budding ‘Peter Jacksons and Jane Campion’s’ so let’s start at the very beginning. A video production studio is not a TV studio the latter implies that there is a broadcasting element which is possible but we will look at that at a later date. I want to solely focus on a school video production studio where dreams and ideas converge, and are placed into little bite sized video clips that can be shared with a global, or at least a local audience. The following text is aimed at small to medium sized schools I will show you how to set up a simple video production studio on a tight budget and as time and experience goes by you will have the ability to expand your production studio with additional equipment, so let’s start at the very beginning. Studio Space At a minimum a studio space can be half the size of a standard classroom this will allow room for a camera and microphone, a couple of lights, a news desk and a green screen wall. Equipment A HD Video Camera with built in hard drive and if possible one that allows you to plug in a microphone
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for good audio capturing – a video picture may look great but if the audio is poor it will really diminish your final product. Lighting If you can budget for the real deal then do it, if not you can use natural light from windows just make sure it is coming in from behind the camera or floodlights on stands but they are halogen based lights and get very hot so be careful. Green Screen If you go to any fabric shop you can buy some lime ‘green’ spandex type material and sew it into one piece say 2m high x 2m wide. You can attach this fabric to your studio wall thus making your very own ‘green screen wall’ to shoot your subjects
against – it’s cheap and nasty but very budget friendly. Video Editing Workstation Do your studio a favor and buy an Apple Mac computer only because it comes with a great little video editing software program called iMovie which will allow you to edit all the video and audio you can throw at it with ease. For PC users you will have to purchase extra video editing software like Adobe Premiere Elements which is just as good. Preproduction Planning This is where you ask your class what are we going to produce? What script do we have to write? Who will be the host of the segment? Who will edit? Are we
using a combination of school photos? What music are we going to use as the intro and outro piece? And so on… So as you can see the process of Video Production can be quite tech heavy but the kids really love working with media as they are from a media savvy generation so rather than I tell you how to manage a studio get your students to have a look at this very simple website that explains what is involved in running your very own school video production studio. http://web. archive.org/web/20050205151019/ http://kidsvid.hprtec.org/index.html Happy filming! By William (Wiremu) Fizgerald, Videopro
TV Broadcasting â€“ Berkley Normal Middle School
All systems go
erkley Normal Middle School in Hamilton has a school roll of approximately 650 students aged 11 to 14 years drawn mainly from the surrounding suburb of Hillcrest and the adjacent rural area. In 2012 the school embarked on a project to build a new TV studio and associated control room. The video, audio and lighting systems were designed and installed by Adena Ltd. The design brief was for the provision a television production facility that the students would use to produce a daily news and current affairs television program that would be recorded and then broadcast school-wide. All the systems found in a typical television production facility - lighting, sound mixing, video mixing, chroma keying, program recording and post production are all provided for. Sound and video sources include microphones, video cameras, pre-recorded media clips, and graphics. A key component in the success of this facility was strict adherence to professional standards for all the installed cabling systems and equipment. High Definition
3 1080i digital video with 16:9 aspect ratio and stereo sound was chosen as the operational standard for the studio because it is the standard utilised throughout the television broadcast and production industry. Photo 1. shows the control room. From left to right the equipment comprises of the recording computer, lighting control console, sound mixing console, two computers for media and graphics in front of the patch panel, and the video switcher console and multiview monitor.
The control room is acoustically isolated from the studio so the large window enables production personnel in the control room to see into the studio. Sound from microphones and media sources is fed into a mixing console to produce the final program sound and this can be monitored via headphones or the pair of studio monitor loudspeakers that are mounted above the control room window. Photo 2. shows a large multiview monitor displays the video from
each of up to eight video sources in small windows below the larger two preview and program windows. The preview window shows the video that is ready to be switched to the program output while the program window shows the current program output. Below the multi-view monitor is a touch screen computer monitor that provides the control console for the video switcher. Touching a button activates its function and the button lights up accordingly, even in the appropriate colour. The traditional â€˜Tâ€? bar that controls the video switching from preview to program also operates by sliding it up or down just like it does on a hardware based console. Photo 3. illustrates the ability for students to pre-record media content from school events such as sports days and cultural performances then incorporate this content into the TV program by loading it onto the media computers so it can be replayed into the video switcher on cue. 16
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TV Broadcasting – Berkley Normal Middle School
15 Graphics can also be preproduced and loaded into the video switcher. It’s even possible to incorporate historical VHS content via the VHS player. The patch panel enables changes to the equipment configuration to be made quickly and easily to ensure maximum flexibility of studio use. The studio is designed so that it can be used for recording music as well as television. Photo 4. The control room patch panels divided into two distinct sections. The top half is for video while the bottom half is for data and audio. At the very top is the video switcher. Short patch cables are used to connect the switcher inputs and outputs to the connectors for the various circuits that go to cameras and computers throughout the facility. Each row of connectors on the patch panel corresponds to an identical panel of connectors in the studio area. The video cabling is mainly SDI with some HDMI circuits also provided. The HDMI can be used for cameras but it is mainly used for monitors and computers as most of the HDMI cameras are converted to SDI using low cost video converters
at the camera. This enables the school’s existing Handycams to be used with all the advantages of professional grade SDI standards. SDI also allows much longer cables than HDMI. Professional grade balanced audio circuits are used throughout for studio microphones and other equipment. Most audio circuits are fitted with standard 3-pin XLR connectors. Some TRS jack circuits are also provided. Audio send circuits are provided to allow the use of fold-back monitors in the studio as well as the intercom system used by the production crew. Data circuits are provided for DMX controlled lighting as well as Ethernet computer network connections.
Photo 5. shows the news desk position with a roll-up chroma key background. A second rollup chroma key background is provided on the left as well. These backgrounds can be rolled down and right across the floor as desired for any chroma key production work. The cameras are on tripods fitted with dollies so they can be easily moved. The dollies have retractable feet to lock them to the floor once they are in position. This camera is focused onto the interview area on the right of the photo. Photo 6. shows the interview area. Like the cameras, the studio boom microphone is also mounted on a tripod and dolly for ease of use. Wireless lapel microphones are also provided for the presenters. The camera on the right is focused on the news desk area. The monitors enable the presenters to see the outgoing program, essential when using chroma key techniques, and the text they are presenting teleprompter style. Headsets for the production crew intercom system can be seen, one at the camera position and one at the boom microphone position. Photo 7. was taken from the news desk area looking toward the control room. The large white-board in the control room is used to plan the production process.
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You may have noticed a mixture of red and white power outlets in these photos. This is done to clearly differentiate two separate power systems. The white outlets are for general purpose use while the red outlets are specially dedicated for sound and video equipment only. The red outlets in the studio and control room are all on the same circuit and are all controlled by a single master switch. This is done for both safety and technical reasons. Photo 8. shows the studio ceiling is painted black to minimise light reflections and is fitted with a series of lighting bars to support the flood and spot lights that are used to light the presenters and chroma key backgrounds. Four groups of three lighting circuits are provided for production lighting. In the control room, each circuit can be patched either into the lighting dimmer pack or a nondim power point adjacent to the dimmers. This enables lighting to be easily configured for any production purpose. The system also provides a DMX and an Ethernet data circuit to each group of lighting circuits so digitally controlled equipment such as LED based lights can be used in the future. By Steve Reader, Adena
Tawa College Music Room – a stellar performance
tudents at Tawa College in Wellington can now provide a stellar performance thanks to the recent redevelopment of their music block. The redevelopment had been on the cards at the school for more than 25 years. However necessary improvements to the technology classrooms and the need for a new gymnasium, along with the need to find additional classrooms to house the music rooms while the block was being upgraded, meant the music block redevelopment was delayed until 2010. To add to the challenges, Tawa College is over code – meaning it uses the maximum building space it is allowed based on the size of its roll – so any redevelopment had to be fitted into the existing footprint of the building. Murray Cameron, head of the music department at Tawa College, says the existing music block had been built in the 1960s and was not suitable for teaching the modern music curriculum. “We have a strong choir, barbershop and orchestra tradition at Tawa College but to fit practices for these groups into the existing space meant we had to move all the tables and chairs to the sides of the classroom, have our rehearsal and then put everything back again.” With this situation becoming untenable for the school, the redevelopment provided an opportunity to go back to the drawing board and design a music
The large performance space is utilised by the orchestra, choir, rock and pop bands.
block that would encompass a large performance room as well as music classrooms and practice studios. The 140 square metre performance space became the centre of the redevelopment project. “It provides a versatile space where we can keep alive the traditional forms of music, but also provide space for rock and pop bands to rehearse and perform,” says Cameron. The performance room sits in
the middle of the new block and is bordered on either side by the teaching classrooms with smaller studios and practice rooms along the back. The front of the building is aligned with the school’s assembly hall. “Its size makes the room extremely versatile,” says Cameron. “It can be a lecture theatre one minute, then be used for a rock band’s practice and then be used for choir rehearsal.”
Another benefit of the room has been its sound system, says Cameron. Wellington firm VideoPro supplied and installed JBL speakers, a dbx ZonePro digital zone processor, integrated AMX control, video switcher/scaler and an ultra-portable 4500 ANSI lumens projector in the performance room; speakers and amplifiers for the classrooms and rehearsal studios; and BSS professional recording equipment and a 42” LG LCD in the recording studio. The classrooms can also take advantage of an interactive projector and Onelan digital signage which displays scheduling and room use in the music department, as well as general notices and photo’s throughout the rest of the college. “The best thing about the audio technology is that everything works from a central control which makes it extremely versatile,” says Cameron. “It is all automated with touch screen panels, which makes it easy to use.” He says the whole set up has been fantastic for the school and its students. “The performance room is a magnificent room, the reflective and acoustic panelling makes it sound amazing when the choir and solo instruments are performing.” And best of all, it is a music block that is designed for the modern music teaching environment.
TV Broadcasting – Tawa College
By Rebecca Wood
Term 1 - 2013
TV Broadcasting – Scots College
Hitting the right note
usic and performing arts students at Scots College in Wellington are hitting the right note with the opening of their new Creative and Performing Arts Centre. The $14 million complex, which was officially opened in March 2012, boasts three floors of purpose-built teaching, rehearsal and performance spaces. Subjects including drama, music, dance, art, graphics, robotics, 3D design and printing, as well as non-curriculum subjects such as film production and animation are taught within the complex using the latest, industry standard technology. Existing music and performing arts facilities at the school were becoming unfit for purpose and in 2009 it was decided that they needed to be upgraded, says Graeme Yule, headmaster of Scots College. “We started with a plan simply to replace our two music rooms and our drama room, and then realised we had industry experts right on our doorstep in the form of Weta Digital and Park Road Post Production,” he says. “The idea for the Creative and Performing Arts Centre grew from consultation with their experts.” Each floor of the building has a specific purpose. The sub-basement level is designed for prop design and make-up, while the lower ground floor provides space for drama and the school’s pipe band. The two drama classrooms are divided by a sliding door that can be opened to create a small performance theatre
Music students take advantage of their new surroundings
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The $14 million Creative and Performing Art complex
and the sprung wooden floors also make this area suitable for dance classes and performance. The ground floor contains the middle school offices, as well as the music rooms with two large soundproofed classrooms, three rehearsal spaces and a large recording studio and editing suite which, says Yule, contains some of the best equipment available in Australasia. “The recording studio is second to none,” he says. “The whole centre is networked so we can mic up the kids and record them just about anywhere in the centre.” Art, graphics, robotics and 3D design and printing classrooms are housed on the top floor. Consultation with John Neill of
“This building will be utilised by our students and staff during school hours, however from the outset it has been designed as an asset for the whole community” – Graeme Yule.
Park Road Post Production and Rob Paris of equipment supplier Protel led to a desire to align the technology in the Creative and Performing Arts Centre with that used in the film industry and offer similar facilities to the big film production companies. “That synergy of equipment means that students gain experience with the right sort of equipment and software if they want to go on to work in the industry,” says Rob Paris of Protel. “Scots College has treated the project very seriously.” So seriously that an industry standard Avid System 5 Fusion Digital Console makes up the centrepiece of the surround control room with Genelec 8260A 3-way Smart Active Monitors (SAM) provided for reference listening. All recording and editing rooms are fitted-out with industry standard tools for the creation of audio or video media using Avid Pro Tools|HD, Media Composer and Sibelius and housed using
Argosy studio furniture. An area for the control of multi-camera video production is also housed within the Control Room. Sony’s PMW-350K high-definition cameras can be located in a number of areas within the building while being remote controlled, switched, recorded and live-streamed. Vinten studio pedestals and tripod kits make it easy to take these cameras out on location when not used in the studio environment. A Kv2 Audio house PA looks after live-sound duties in the 500 seat auditorium/hall with additional active and passive speakers (also Kv2 Audio), providing live sound reinforcement for drama areas and floor monitors for performers. An extensive microphone collection for live and recording purposes is dominated by various Rode models, complimented by other standards from Sennheiser, Shure, AKG and Violet Design.
TV Broadcasting – Scots College
While many schools around the country have TV production, radio and film studios and even recording studios, it is very much at a student level and NCEA focused, says Paris. “Scots College wanted to go beyond that – to teach noncurriculum courses, and also make the space a world-class complex for external clients to take advantage of. “The centre can be repurposed for any creative pursuit,” he says. “The community could use it for recording and editing films for the 48-hour Film Festival; or it could be used for international conferences – for sound engineers for example.
The calibre of equipment is right up there with the film and broadcast industry.” And this is exactly what the school intends. “This building will be utilised by our students and staff during school hours, however from the outset it has been designed as an asset for the whole community,” says Yule. “We have plans to launch our Creative Night School to the public, with local and visiting experts coming in to lead courses and give lectures on a whole myriad of subjects and specialist areas. Equally, the facilities are available for hire by individuals and
community groups as well.” Since its launch last year, the response to the Creative and Performing Arts Centre has been extremely positive, says Yule. “The number of students involved in performing arts has increased significantly over the last year and people have been pretty amazed and impressed with the centre.” The latest string in the bow for the centre has been the development of the Creative and Performing Arts School which launched in February 2013. Industry luminaries Miranda Harcourt and Nathalie Boltt are teaching drama
classes, while 3D modelling and sculpture for character design classes are being taught by Weta Workshop designers. Dance and music classes are also available as part of the school and are being taught by leading dancers and musicians. “It’s exciting and hugely rewarding to know we really have created opportunities for great things to happen,” says Yule. And it’s likely Scots College students will be hitting the right notes for some time to come. By Rebecca Wood
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Addressing the bullying issue
chool can be difficult for students at the best of times, but throw in name calling, pushing, slapping, intimidation and even sexual and racial harassment, and the school years can be even tougher. Bullying is a serious issue for many schools around New Zealand. An international report from 2008 ranked New Zealand second worst among 37 countries when it comes to bullying in primary schools. And, according to Caroline Ongleo, director of The Peace Foundation, this situation has not improved. In 2011 the Ministry of Education reminded schools of their responsibilities and mandated them to review their anti-bullying policies, yet in 2012 more incidents of bullying in schools were reported – including one 14 year old South Auckland student who had been forced to change schools due to bullying; and a Christchurch
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teenager who was forced out of school just seven weeks before NCEA exams began.“Bullying has become a big issue for schools over the last few years due to New Zealand, especially Auckland, becoming increasingly multicultural,” says Ongleo. “It is also due to the advent and accessibility of technology.” So how can schools work to stamp out bullying amongst their students? Schools can take advantage of one of any number of programmes on offer from different organisations that provide students with an understanding of how their words and actions affect others. The Peace Foundation offers a Cool Schools Peer Mediation Programme that offers peaceful conflict resolution and peer mediation training to school staff and students. It teaches students the skills and processes to use conflict
scenarios as an opportunity to build positive relationships with others. “Schools successfully implementing the programme report that 80 – 85 per cent of minor disputes are settled permanently by peer mediators helping to make the school, both playground and classroom, a happier, safer, and more peaceful environment,” says Ongleo. “Students are providing a service for other students as peace-keepers. They are modeling skills and processes, which will last a lifetime and are readily transferable to the home, workplace and community,” she says. Kia Kaha Youth Education Programme is run by the New Zealand Police and promotes a whole school approach to reduce bullying. Programmes are available at each level, from Year 0 through to Year 13, and cover topics suitable for each age group. At a younger level
topics include acceptable classroom behaviour, recognising bullying and seeking help. Older students study the effects of bullying, strategies for managing bullying and the cycle of abuse. Kidpower Teenpower Fullpower Trust NZ offers courses that teach students to cope with peer group pressure, keep safe when they are on their own and stop bullies through role-plays. And Netsafe provides a comprehensive cyber safety programme for New Zealand schools. Bullying is a serious issue not only for schools but also for families and communities to address, says Ongleo. But, with the help of education programmes such as those offered in schools, the knowledge that it is not cool to be a bully will soon be passed on to others in the community. By Rebecca Wood
Ambassadors for social justice Students at Auckland’s Mt Roskill Grammar School are ambassadors for social justice, says the school’s counsellor Donna Hourigan-Johnston. Students at the school, which was one of the first in New Zealand to implement The Peace Foundation’s Cool Schools programme, stand up against bullying and harassment not just only in the classroom, but also in the wider community. Cool Schools, which was introduced to Mt Roskill Grammar in 1994, is a peer mediation service in which trained students from Year 11, 12 and 13 help other students resolve conflicts. This could be anything from a fall out in a friendship, being harassed or bullied, or simply a miscommunication that has got out of hand. “Often students want to talk to someone a bit older but
not necessarily an adult,” says Hourigan-Johnston. “This is where Cool Schools really helps. It is an avenue for students to get help when things go wrong.” Students who want to use the peer mediation service refer themselves to student services. Hourigan-Johnston says if it is a conflict between a male and a female student then the mediation team is made up of a male and a female mediator. All mediations are kept completely confidential. If the issue is too big for the mediators to resolve, or it is not getting resolved, the students are then referred to the school guidance counselling team who offer counselling and restorative meetings. Since its introduction the programme has gone from strength to strength at Mt Roskill Grammar. Each year 100 new mediators are trained making
a total team of 230 mediators. There are a number of different ethnicities at the school and these are all represented on the mediation team. Mediators go through a comprehensive training programme in their first year as mediators and learn how to communicate effectively and resolve conflicts in a constructive way. Further training is undertaken in their second year with input from the Human Rights Commission on racial harassment and from Rainbow Youth on harassment over student sexuality. “We often have more than 300 students apply to become mediators each year,” says Hourigan-Johnston. “It has such mana in the school that I haven’t started to advertise for this year’s mediators but we already have three pages of sign ups.” The programme has even
been known to assist students in the next phase of their studies or personal lives. “I’ve had a lot of past students say they have used the mediation skills they learnt at Mt Roskill Grammar School when they attend university and join the work force,” says HouriganJohnston. “Others have used their skills with their own families and have introduced them to a more peaceful way to resolve conflict.” The popularity of the Cool Schools programme at Mt Roskill Grammar also comes down to students wanting to make a difference and help out their fellow students, says HouriganJohnston. “Young people just want to help others and gain skills that they can use later in life.” And with attitudes like that, it seems Mt Roskill Grammar School students will be ambassadors for social justice for some time to come.
BUILDING A SAFE AND RESPECTFUL SCHOOL COMMUNITY A whole school approach to: Kgdnaf_;gfÈa[lH]Y^mddq J]\m[af_:mddqaf_ =^^][lan]H]]jE]\aYlagf Hjgeglaf_J]kh][l Da^]Kcaddk =ehgo]jaf_Af\ana\mYdk ?jgoaf_Qgmf_D]Y\]jk
LgZ][ge]YCool School[gflY[l L`]H]Y>gmf\Ylagfgf(1+/+*+/1 [ggdk[`ggdk8h]Y^gmf\Ylagf&gj_&fr www.peace.net.nz
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he Peace Foundation has recently launched a unique conflict resolution programme for Maori schools and those with a high Maori population. Called Kia Tau te Rangimarie, the programme is currently running in four Kura and bi-lingual schools, and a further two schools are completing the second year of pilot testing. Jonnie Black, former Mt Roskill Grammar School mediator and co-ordinator of the programme says the Kura involved have responded positively to the programme and have seen how it is beneficial for tamariki. “Kia Tau te Rangimarie is designed to take a holistic approach to conflict resolution while incorporating contemporary models of dealing with conflict,” says Black. “The programme was designed and aligned with Te
Aho Matua o Nga Kura Kaupapa Maori and Tikanga Maori. We have developed the programme for Maori by Maori.” The programme offers a number of benefits for both the school and students. Schools receive training resources, full
teacher and parent training and student kaitakawaenga training, while students develop a range of skills they can use not only at school but also in the wider community and at home, says Black. “Students will gain positive
reinforcement of identity, self esteem and develop leadership skills,” says Black. “The programme is a whole school approach that benefits all involved – teachers, students, parents and the wider community.”
Kia Tau te Rangimarie
Specially designed for Kura Kaupapa Māori and schools with high population of Māori students Values aligned with Te Aho Matua and Te Whare Tapa Wha Teaches life skills Enhances self-esteem, promote co-operation and communication skills Involves students in decision making and leadership skills
Kia Tau te Rangimarie Phone 09 373 2379 Email email@example.com www.peace.net.nz www.facebook.com/PeaceFoundationNZ www.facebook.com/CoolSchoolsNZ
Term 1 - 2013
ē ahau “Kua kite katanga u I tēnei āh hingia e whakamamai te ana, hara ko pai” - Kaia
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The units are supported with engaging digital resources designed to be used either with an interactive whiteboard or data projector. The interactive digital text features include embedded vocabulary and information pop-ups and videos to foster engagement and support understanding. The digital resources come with downloadable teaching notes with suggested learning experiences for different curriculum levels.
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TAKE ACTION! Focuses on blood donation as an essential part of social sustainabilty. Explores values and perspectives associated with blood donation and the New Zealand Bone Marrow Donor Registry, as well as planning and evaluation skills required to take action. NCEA Achievement Standards 91282 & 91283
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health & safety
Specialist flooring essential in schools
Safety floors are best installed in high traffic areas like hallways and bathrooms
ew establishments would warrant the wide variety of flooring surfaces required by schools. From comfortably carpeted areas designed for relaxation to wet tiled areas surrounding swimming pools, schools need a particular surface for nearly every usage. Areas for food preparation require a surface where sticky spills can be easily wiped up, science labs need flooring that is resistant to harsh chemicals, sick bays and toilets must be resistant to any sort of germ infestation, libraries require quiet while music rooms and classrooms need excellent acoustics. Gymnasium or similar areas that are used for sports will need to be tolerant to vigorous activity and occasional heavy falls. Nearly all floor surfaces, especially corridors, will have to be hard wearing. As far as possible in an environment where sensible speeds
and careful attention are not always adopted, they also need to be safe. In the July 2011 - June 2012 financial year ACC accepted the following claims for work-related injuries, lodged by teachers (NZ wide) by injury cause: • Tripping or Stumbling • Slipping, Skidding on foot • Loss of balance/control
Any injury to a staff member or pupil can have serious long term consequences, both in monetary terms and the seriousness of the injury. When it comes to flooring, it is critical that experts be consulted and the ideal surface installed. In New Zealand, Polyflor supplies retailers with its range of safety vinyl and sports flooring manufactured by its parent company in the UK. “Our safety floors are particularly suitable for school uses such as
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Term 1 - 2013
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health & safety
science blocks, toilets, bathrooms, and corridors,” said marketing coordinator (NZ), Melissa Allington. She says the different types of safety flooring have improved considerably in recent years and are now much easier to clean than they once were, resulting in significant cost savings for a school. “Our Polysafe vinyls feature an exclusive polyurethane reinforcement (PUR) applied to the product for superior cleaning benefits. Due to the incorporation of aggregates through the vinyl, the slip resistance is guaranteed for the life of the product. “And a big plus these days is that safety floors are a lot more environmentally friendly. All our Polysafe vinyls are 100 per cent recyclable through Recofloor – our own Vinyl Take-Back Scheme. We take back clean uplifted vinyl and vinyl off-cuts from the installation process.”
Through Recofloor, vinyl flooring off-cuts from the installation process are recycled back into new flooring. Uplifted or end of life material is downcycled into products such as road cones and road barrier bases. “Recofloor is unique to us as a company in New Zealand,” Miss Allington said. A number of New Zealand schools have found Polyflor has provided ideal solutions for their requirements. At Kaipara College, Facilities manager Sue Glasson has used Polysafe Vogue Ultravinyl in many parts of the school. “We have the product in several of our new toilet and shower areas. The new science block was completed in November 2010 and features Polysafe Vogue Ultra in all six laboratories, storage and prep areas. I required a non-slip flooring that was chemical resistant, attractive and easy to clean. 26
Mosaic flooring was chosen for its reliability and appearance at Kerikeri High School
Supplier Profile | Andy Andersons Industrial Service
Revolutionary anti slip IF YOUR SCHOOL displays a ‘caution wet floor’ sign, read on- there is now a safer option to consider. Most conventional anti-slip treatments work by making the surface rough in some way, Grip Guard® non-slip is revolutionary in that the floor is just as smooth after treatment. It looks just the same and is just as easy to keep clean. Grip Guard® treatment is invisible yet it gives great traction in the wet. In some instances slip resistance can even be doubled. Owner of Andy Andersons Industrial Services, New Zealand’s first Licensed Grip Guard® applicators, John Black explains “Before we quote we usually do an on-site demo. One of the thrills of the job is seeing the ‘wow’ look on our customers faces. The test patch looks the same, but splash some water on it and the grip is entirely different. Customers get even more excited when we explain that its not a coating so it can’t wear off.” “The
One of the thrills of the job is seeing the ‘wow’ look on our customers faces treatment is hassle free too,” says John “No fumes, no cure time and its is safe to use straight away.” Grip Guard® non-slip treats all stone-based floors, indoors and outside, pedestrian and vehicle areas. On concrete areas such as paths and stairs, on tiled areas such as foyers and changing rooms, or around the pool Grip Guard® can make your wet floors safer. For more information please call: 0800 SAFE FLOORS (0800 723 335) or email safeﬂoors@ andyandersons.co.nz
Term 1 - 2013
health & safety
Easy clean, long lasting surfaces are vital in the school environment
25 The glitter flecks and depth of colour complement the paint palette, plywood panels and stainless,” she said. Mrs Glasson said the need to have non-slip flooring in wet areas can be a headache for the cleaning staff. “What we did in our science labs works well. The hard flooring has not affected the acoustic performance of the classrooms because we have used wall coverings and clever ceiling panel designs. I’m very happy with the appearance of the floor after two and half years.” David Keys is the contracted project manager for Kerikeri High School and has supervised three major projects at the school in the last four years. With a roll of about 1400, Kerikeri High is one of the biggest schools in Northland and in 2010 built a new block which contains three science laboratories and science prep areas. When new flooring was required for them about two years ago, Mr Keys and the school architect discussed what would be the most suitable surface to install and settled on Polyflor Mosaic flooring
Term 1 - 2013
Any injury to a staff member or pupil can have serious long term consequences, both in monetary terms and the seriousness of the injury.
throughout the lab area, both for its reliability and appearance. “I’d had Polyflor flooring in several projects at other schools and I’d been pretty happy with the quality of the product. At Kerikeri High, we’ve had absolutely no problems with it. It’s doing what it’s required to do in the science labs and the area where chemicals are prepared for lessons,” he said. “I’ve read that Polyflor Mosaic has the highest resistance of any flooring to all sorts of potential contaminants. Everyone likes the appearance of it and it’s worked out very well. The 15 year warranty is another big plus.” When tiled or concrete floors get wet they can become exceedingly slippery and dangerous, causing slips, falls and numerous injuries. Andy Andersons Industrial Services has the answer to make floors safer wet than dry with
its Grip Guard non-slip treatment. The company says Grip Guard is safe for both internal and external use and is ideal for residential and commercial properties. There are no fumes and no curing time required, so areas can be walked upon immediately after treatment.
“On concrete paths and stairs, on tiled areas such as foyers and changing rooms, or around the pool, Grip Guard can make your wet floors safer,” said John Black, owner of Andy Andersons Industrial Services. “Grip Guard is not a coating or an etch and so does not change the structure of the surface it treats. And because it is a treatment and not a coating, it cannot wear off. It delivers increased slip resistance at an affordable price which is ideal for schools,” he said.
A wide range of finishes are available in the saftey floor range
By Brent Leslie
Spoiled for choice with school camps
ew countries are as lucky as New Zealand when it comes to finding an attractive location for a school camp, where students and teachers can enjoy themselves taking part in a wide range of outdoor activities and enjoy spectacular scenery. With any outdoor activity, careful thought has to go into guarding against any injury or worse – particularly in relation to climbing, boating or swimming pursuits, and schools need to plan adequately that sufficient teachers or helpers will be on hand to supervise. And when the weather is not playing ball, the sun is too hot or there is the need for downtime or learning activities, a camp will need indoor space for that as well. Lists of such camps are available and are usually of a very high standard. But no matter how attractive the countryside, mountain range, beach, lake or river that is
Term 1 - 2013
A beautiful setting at Rotorua’s Lakes Ranch.
chosen, young people are likely to get bored very quickly. And young people are perhaps not as enthusiastic about an all physical activity diet as earlier generations were. South Island schools have some
of the world’s most spectacular scenery to choose from and the camps themselves generally offer a very high standard of accommodation. For those in the North Island, the choice is also wonderful, if perhaps
not quite as physically grand. But school planners here will probably always at least consider Rotorua. When it comes to finding a blend of interesting attractions to keep students occupied on a field trip, it is difficult to go past the sheer range the North Island’s thermal region can offer. The thermal attractions such as Whakarewarewa and Waiotapu are well known, as are the trout pool and wildlife parks such as Paradise Valley and Rainbow and Fairy Springs, but Rotorua offers so much more. There are excellent opportunities to experience Maori history and culture, including Mitai Maori Village, where students will see cultural performances and warriors paddling a waka, and enjoy an authentic hangi meal. The village and Arts and Crafts Institute at Whakarewarewa are other must-sees. Inspiring walks are to be had
through a forest full of huge redwoods, and there are float planes and a paddle boat cruise to explore Lake Rotorua. Not far away are Lake Rotoiti, the beautiful Blue and Green lakes and the secluded Lake Okataina. Also within the vicinity is the Buried Village at Tarawera and the historical features it involves, including the fabled, lost Pink and White Terraces. The fact that Rotorua is well set up for such tourists help make it attractive for school groups as well. The agricultural displays at the Agrodome and other venues, a gondola ride to the top of Mt
Ngongataha and a luge ride down, white water rafting and thermal bathing are others in a vast array of entertainment possibilities. There are several locations for large banquets and other gatherings, the new Convention Centre in the Government Gardens being the major one. Accommodation ranges from back packer standard up to 5-star hotels. A number of venues are aimed especially at schools. Lakes Ranch is a 120 acre property offering numerous activities, including an adrenaline raising ‘swoop’ or abseiling down a
20 metre site. There are tennis courts and horse treks available for all degrees of ability. Students can play team games on the full-sized rugby field or in a large riding arena in wet weather. There are three swimming pools, one of them thermallyheated. Students can try their hand at archery, slug guns or badminton, relax on a giant hammock, kayak on one of the lakes and explore the ranch while navigating the challenging orienteering course. With more than 200 beds and tenting and camper van sites, Lakes Ranch is able to cater for almost any group.
Lake Rotoiti Holiday Park is a small friendly haven situated on a delightful lakefront location in a rural setting only 20 minutes from Rotorua and 35 minutes from Tauranga/Mt Maunganui. It is popular with boaties and fishermen because of its jetty, boat ramp and marina berths. Thermal hot pools are just a quick boat ride away. “This tranquil lake is also great for water skiing, sailing and other water sports,” said owner Michelle Gray. “Lake Rotoiti Holiday Park is also the rafting base for the world renowned Kaituna River. 30
Lake Rotoiti Holiday Park A small friendly haven situated on a delightful lakefront location in a rural setting only 20 minutes from Rotorua and 35 minutes from Tauranga/Mt Maunganui.
Lake Rotoiti Holiday Park is the rafting base for the world renowned Kaituna River. The 7.5 metre Okere Falls makes this a grade 5 for white water sports.
From our unique position on the lake edge you will fully appreciate the absolute lakefront vista.
For further information visit www.lakerotoitiholidaypark.co.nz or call 07 362 4860 Term 1 - 2013
Thermal activity - a must see on any trip to Rotorua
29 The 7.5 metre waterfall (Okere Falls) makes this a grade 5 for white water sports or you may prefer the beautiful scenic walk. “Our two bunkrooms make this an awesome set-up for large groups or school camps,” Michelle said. “We have two dormitories each sleeping 10-13, along with a large kitchen/dining and an outdoor covered BBQ deck area.” The camp as a whole sleeps up to 100 and caters for large or small groups. Guests
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supply their own bedding while the bathroom consists of communal camp facilities.” Activities to keep young people occupied include: white water rafting, trout fishing, kayaking, boating, track walking, hot pools, world famous Okere Falls, water skiing/wakeboarding, jet skiing, swimming, local Okere store/ café, Hamurana Golf course, trout hatchery, fishing charters and/ or tuition. A large range of team building activities can be arranged on-site.
Facilities include: a large lakeside recreation hall – TV, Table tennis, piano, covered BBQ area/facilities, kayaks and dinghy, water slide, playground and trampoline, guest laundry, communal kitchen. Schools are able to organise their visits through the Rotorua Education Network (REN), a first-of-its-kind tourism collective solely dedicated to education. The network was formed by four tourism partners in 1997 to provide quality out of classroom experiences for students nationwide. The group
has now grown to 13 members; including 11 Rotorua based tourism businesses encompassing cultural, geothermal, natural environment, and adventure elements. All members are Qualmark rated and members of the Rotorua Sustainable Tourism Charter. From the South Island’s exquisite Queenstown to the beauty of the Bay of Island, when it comes to school camps, we are spoiled for choice. As Fred Dagg might have put it : “We just don’t know how lucky we are!”
What is Graffiti?
his is a question often asked. Literally, the word Graffiti comes from the Italian word “Graffio” meaning, scratching. This was and still is a method of decorating by scratching through plaster to reveal different coloured under-surfaces. These days graffiti is almost at epidemic proportions, with the advent of aerosol cans and broad tipped markers etc. One of graffiti’s most insidious and costly expressions is graffiti scratched into glass. In some schools the remediation of this kind of vandalism, is costing tens of thousands of dollars. Being able to remove the scratches and return the glass, or mirror, back to full optical clarity is an effective, affordable option. Most times the repair can be around 25 per cent, on average, of the replacement cost. The New Zealand government does reimburse schools for this mindless vandalism, but we all must do our bit to reduce, if not eradicate the activity. One of the most effective methods is to invest the time
into putting in place a ‘graffiti management program’ This may be thought of as a kind of insurance policy. The description of this kind of protection is called a ‘Clean Wall Guarantee’ One fixed cost per annum; no matter how many times the graffiti has to be removed. Restoration rather than obliteration is also paramount, look around your town and you will see where some well-intentioned workers have simply slapped a coat of whatever paint they have on board over an offensive scrawling, sadly this is almost like replacing one form of graffiti with another. Once your school or college becomes a target, it is imperative that you act swiftly and remove the ‘tag’ or scratching; this effectively takes the wind out of the sails of the young vandal. If you can do this the same day or certainly within twenty four hours, you will get to them. The usual M.O. of these people is get their message out there for as many people as possible to see. The introvert will usually confine his or her damage to the toilets/ bathrooms. Using a felt tipped pen,
the message will be legible and usually crude. The extrovert will want to gain the widest publicity possible, it may be sport or politically motivated, these people prefer using an aerosol for bolder presentation. One thing is for sure, act swiftly, and be aware they will return. The pattern is similar to that of a home burglar they break in; steal your valuables and leave. Then they will wait maybe five or six weeks until the insurance companies have paid out, that is why you should break up and destroy plasma TV boxes etc, before placing them outside your home. Once they know that there are new appliances in the home, guess what? They re-visit. The graffiti vandal does the same thing, what you need to be is vigilant and decisive. Having a Clean Wall Guarantee in place, makes it far less painful when the graffiti vandal, returns and damages a surface that has recently been cleaned up and repainted with a matching colour to restore the harmony of the area. The effect on a community
or school/college can be quite emotional, it represents a threat to the locals/pupils. Are these places safe to visit? Am I safe from the kind of people who do these mindless acts? There are a number of very good ‘anti-graffiti’ coatings available now, depending on the surface they are to applied on and the desired finish. Sacrificial coatings are very good on surfaces such as stone, or where the natural finish is dull and that is to be retained. The best antigraffiti coatings are the ones that can withstand hundreds of cleans, before they need to be reapplied. Please, do not despair, there is help out there from some very caring and experienced operators, let the graffiti vandals in your school or college know that “The writing is on the wall” and their days are numbered! Acknowledgement - Some material here has been gratefully offered by the publication “The Graffiti Guardian” Thank You. By Steven Green, Graffiti Guard Services
MAKING OUR CLIENTS LOOK GOOD SINCE 1972
“Our school clients have TWO key things in common - they care about the image and apperance of their school’s property assets and they understand the clear message that this sends to their pupils, staff and their wider school community” We have been helping Auckland Schools for over 30 years. - Let us help you.
Maximising your schools “bang for buck” and getting good service & quality are not mutually exclusive ideals • Exterior Cleaning
• Chewing Gum Removal
• General Painting
• Long Term Split Payment
• Glass Scratch Removal
• Maintenance Agreements
PH: 0800 472 334 | www.assetprotect.co.nz or www. graffiti-guard.co.nz | email@example.com or firstname.lastname@example.org
Term 2 - 2013
Energy Efficient Lighting
Lighting a significant factor in learning
he importance of good lighting in schools has become increasingly recognised in recent years, so much so that the Ministry of Education commissioned a 52 page series of guidelines from the Building Research Advisory Council (BRANZ), to assist boards of trustees, principals and teachers in achieving good natural and electric lighting in teaching and learning spaces. BRANZ is an independent and impartial research, testing, consulting and information company providing resources for the building industry. Its guidelines stress that the teaching environment has a big effect on the quality of student learning. That environment is affected by many physical factors including: • Acoustics • Air quality and ventilation • Heating and insulation • Lighting • Interior design
Acoustics and the other factors are covered in separate reports and BRANZ emphasises that all the factors interact with one another. “No single factor should be altered without assessing its effect on all the others – a holistic approach is essential.” Profound effects on learning The guidelines say ‘the design of lighting systems is significant for two reasons: the large amounts of energy school lighting can use and the profound effect lighting (both natural and artificial) can have on students. ‘Recent research shows good daylighting greatly improves student learning outcomes and is beneficial to the health of students and teachers. Decisions on lighting should take in to account the life, replacement costs and running costs of equipment and the benefits of well-designed lighting to the health, wellbeing and performance of students and teachers, as well as the 34 overall costs of the system.
Taking full advantage of the more efficient T5 fluorescent lamp, Thorn has redesigned its College range of surface luminaires packed complete with diffuser. • Screwed on end caps for improved diffuser security, plus a cover plate to mask wiring and gear • T5 or T8 lamps • Quick to install due to horseshoe washers and piano key terminals • Sealed to IP44 (splash proof) • Options include asymmetric optics, emergency lighting and digital dimming Thorn Lighting (NZ) Ltd Tel: 0800 800 834 Email: email@example.com www.thornlighting.co.nz
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Replaces MR16 50W, PAR38, and conventional ﬂuorescent & ﬁlament light sources
High quality warm white 3000°K, high colour rendering, 40° beam angle Compact design offers both high performance and cost effectiveness
phone. 0800 5444 88 email. firstname.lastname@example.org
Uniform warm white light delivered by a high efﬁcacy reﬂector, eliminating multiple shadowing Black bafﬂe provides anti-glare light output Low operating costs are coupled with zero maintenance & a long life IP44 ingress protection as standard, with high transmission tempered glass 7W - 44W power consumption delivering 700-2500 lm of light output. The 10W Vito is IC rated.
Valenté is New Zealands premier LED lighting specialist and the only supplier to have internationally recognised test equipment to ensure their customers are getting exactly what they pay for. When buying LED solutions from Valenté you are buying with confidence.
Energy Efficient Lighting
Electric lighting design must be carefully integrated with daylighting design.
32 As schools operate basically in daylight hours and with sunlight being free of charge, naturally BRANZ emphasises the best use of natural light – controlling glare, shadows and excessive heat being just some of the factors that must be taken into consideration and require expert building design. But during winter months in particular, natural light will often not be sufficient. Installing electric lighting that is not only economic to operate but will provide a pleasant and efficient environment for both students and
Avoiding strong contrasts reduces fatigue.
teachers is of paramount importance. BRANZ gives several pages of often highly complex information, and the skilled advice of a reputable lighting company is essential. This is a job for experts. However, the BRANZ guidelines also give very useful general information and should be consulted by school staff and administrators: Careful integration ‘When daylight fades later in the day, on overcast days, or when additional lighting is needed for specific tasks, electric lighting supplements or takes over. This is a staged process.
LED Voila Bulkhead Low Maintenance (50,000 hour life) Internal Motion Sensor Waterproof – Suitable for toilet, shower or security lighting
University of Waikato - College Halls D Block Toilets
Fluorescent Option Available
The ‘Voila’ bulkhead was selected for the University of Waikato’s College Halls upgrade to ensure savings were made in maintenance, running costs and internal on/off sensor, so no need for manual switching. Available from your local electrical wholesaler via: Infinity Lighting 07 544 7400
SUN ILLUMINATION 04 970 3213
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Recent research shows good daylighting greatly improves student learning outcomes and is beneficial to the health of students and teachers.
energylight 03 977 2034
“To perform well and be cost-effective under changing circumstances, electric lighting design must be carefully integrated with daylighting design and be flexible. The installation must provide for: • Close work lighting – often supplementary to daylighting so specific tasks can be carried out accurately and comfortably • Combined lighting – daylighting complemented by artificial lighting where the daylighting is reduced – eg, in deep rooms or as daylight fades • Full electric lighting – when daylight is insufficient, eg in the evening or at night.’ With regard to artificial lighting quality, BRANZ says basic electric lighting quality will depend on the: • Amount of light • Colour appearance of the light • Ability of the light to make colour look correct • Amount of glare. ‘As lighting installations age and collect dirt, they give off less light illuminance. To compensate, illuminance levels are specified as the minimum the installation is designed to give during its lifetime. This is called the maintenance illumination and is expressed in lux.’ Correct colour appearance When it comes to colour appearance and rendering, BRANZ says the colour
of the light given out by different artificial light sources appears to have varying degrees of warmth or coolness. The colours (called the correlated colour temperature or CCT) needed for different functions, are simplified into three groups: warm, intermediate and cold. ‘The ability of the light to make colour look correct (compared to daylight) is expressed as the colour rendering index (Ra) Lamps are arranged in groups according to their Ra.’ A table is included to show those groups appropriate for use in teaching spaces and the report spells out the need for uniform illumination to eliminate deep shadows and strong contrasting patterns of light and dark. ‘Students spend a lot of time working at their desks, which means constant change between the head-up and head-down positions. They eye needs to adjust rapidly for distance, angle and lighting. Avoiding strong contrasts reduces fatigue,’ the guidelines say. The BRANZ set of guidelines is a very valuable piece of work which emphasises how important it is to achieve the best possible design for both natural light and electronic lighting systems. And while much of it is far too complex for the lay-person, several specialist lighting companies are available to provide expert advice. By Brent Leslie
SchoolVision Lighting Solution A Philips Lighting Case Study Philips has believed for a long time that light can affect our moods, making us feel less energetic on dull mornings than we do on bright, sunny days. So what effect could light have on learning behaviour? To discover more, a study was conducted by Prof. Dr. Michael Schulte-Markwort, Director of the Clinic for Psychosomatics in Children and Juveniles at the University Medical Centre Hamburg-Eppendorf on behalf of Philips. About the study The primary school “Grundschule In der Alten Forst” is an innovative primary school in Hamburg, Germany. The aim of School Director Andreas Wiedemann is for the school to become trusted for the optimised learning environment that it offers to children. A total of 166 schoolchildren aged between 8 and 16 took part in the year-long study, along with 18 teachers. The study covered a range of classes in different types of schools. Prior to the study, the existing classroom lighting was replaced with the Philips SchoolVision solution with Dynamic Lighting to see what impact it had on the behaviour and performance of pupils.
What is SchoolVision? SchoolVision is a classroom lighting solution that helps to improve learning conditions by bringing the dynamics of daylight into the classroom. The teacher can control the classroom atmosphere to create exactly the right atmosphere, tailoring the light to suit the learning task or the time of day. By making the learning environment as comfortable as possible for each activity, it keeps young minds alert and eager to take part, optimising results for teachers and pupils.
How does SchoolVision work? Four dedicated lighting scenes are available for the teacher to select via a touchpad. The scenes are produced by varying the balance between light intensity and colour tone/temperature to create a particular ambience that is suitable for a certain tasks or the time of day. ‘Normal’ is for regular classroom activities. ‘Energy’ helps to invigorate pupils when the need to be more active, supporting a fresh start to the day (morning) or afternoon (after lunch break). ‘Focus’ aids concentration during challenging tasks and ‘Calm’ brings a relaxing ambience to individual work or quiet time. Daylight sensors on the light fittings also dim the lights when there is enough natural daylight, and presence detectors turn the lights off when the classroom is empty, saving the school even more in energy costs.
The results were clear
Reading speed increased by almost 35% in the SchoolVision study and the frequency of errors dropping by almost 45%. Hyperactivity and aggression were also examined. Although the perceived reduction in aggression was not found to be significant, video evidence showed a distinct change in levels of hyperactivity. Observed hyperactivity was reduced by up to 76% when pupils were given a mathematical problem to solve under the Calm lighting scene, a figure that the baseline measurement and control group did not even come close to.
“ We saw for ourselves and the results confirmed that the specific application of light really can have a positive effect on learning and the learning environment.” Andreas Wiedemann, School Director, In der Alten Forst
How were the results measured? Scientifically proven standard tests were used to measure levels of attention and concentration. These were D2 attention load tests and/ or reading comprehension test, depending on the child’s age. The results with SchoolVision were compared with those of the baseline measurement. A control group working under standard light was also used as a comparison.
What can we learn? The study shows that attention span, concentration and behaviour is significantly improved through the use of dedicated light settings. SchoolVision provides teachers and schools with a new tool to improve performance and support the well-being of children at school.
For more information on Philips solutions, please contact us on email@example.com or 0800 4LIGHT (454448).
Te Wharekura O Manaia
A highly successful outcome at Te Wharekura o Manaia
The large, central courtyard is a ‘learning street’, designed to accommodate numerous applications as an external teaching and gathering space.
he teams from Opus Architecture have taken on numerous rewarding projects at the many schools they have transformed over the years. At Te Wharekura o Manaia on the Coromandel Peninsula, they found another one that was a little different and especially enjoyable. The school lies at the heart of the small Maori community of Manaia, where the main occupation is fishing, and Opus staffers had the privilege of working with the local people to reach agreement on what should be built to fulfil both school and community needs. This proved to be a pleasant experience for both parties and resulted in some innovative and attractive new architecture. Te Wharekura o Manaia is about 10 minutes drive south of Coromandel township. Its 2013 roll is 100. School principal, Martin Mikaere, says the wharekura aims to provide quality immersion education based on core values forged over many years.
“Student learning is enhanced by its special character as a kura ā-iwi in Te Awaawa o Manaia,” he said. The school is the only kura ā-iwi in the Hauraki region. It was designated as a kura ā-iwi in 2006, years 1 - 8, then in 2008 gained Ministry of Education approval as a composite school for years 1 - 10. In 2009 this was extended to years 1 - 13. Until 2008, while the buildings were well maintained, the school was becoming too small and unsuitable for modern learning. In 2010, the ministry awarded funding to bring Te Wharekura o Manaia up to full area school status in two stages –firstly to cater for year 10 students – then to accommodate years 11-13. After a successful tender, Opus Architecture won the contract in September 2008 as both project manager and architect. Penny Bell of Opus Architecture in Hamilton, was designated the lead designer and project manager.
Energy Efficient Lighting:
Why should I be thinking about LED lighting?
aving been in the industry for 25 years I have seen a lot of change but none more radical, as swift or as exciting as the introduction of LED as a general light source. The consumers increasing appetite and demand for power is putting pressure on our ability to supply, which in turn increases the cost. Those who are charged with the responsibility of generating power are very aware of the need to pro-actively reduce demand. Clearly they do not want to build more power stations. If we consider that lighting consumes about 20 per cent of our power we can see that there are significant savings to be made if managed correctly. The impact of this on the environment, not to mention our power bill is significant. Replacing energy-hungry conventional lamps and luminaires with LED equivalents makes economical and environmental sense. LED lighting products are
Term 1 - 2013
energy efficient and cost effective with ultra-long life spans compared to traditional units, so making the decision to change should be relatively straight forward. So, why would I change from what I already have to LED? Firstly incandescent lamps, although cheap, are the most inefficient light source known to man and have a very short life span. They are so bad that governments around the world are legislating to ban them from use. Secondly fluorescent lamps, although quite efficient, have Mercury in them, which makes them difficult to dispose of and if broken they are very toxic, which cannot be good in an environment populated by children. LED lighting ticks all of the boxes, it is non toxic, very efficient, long lasting and being solid state it easily integrates with other electronic devices including control systems to
help manage our spaces much more effectively with more consideration to the human elements. Lighting’s getting more dynamic. Solid state lighting gives us the ability to change colour temperature and intensity throughout the day to match our circadian rhythm, which is good for our health, productivity and concentration, which is a real consideration when lighting schools and offices. What do I need to know about LED’s to make an informed decision? As with any rapidly evolving and new technology there are opportunists who seek to ride the ground swell of consumer interest and the commercial opportunities this presents, so knowing the right questions to ask will help protect your investment and ensure you make sound decisions based on fact not fiction.
Questions like: • Do the LED luminaires comply with the New Zealand Standard? (AS/NZS 605982.2 2001) • Can the supplier provide a Certificate of Compliance? • Can the supplier provide test reports showing the performance of the LED light fitting as a system? If, when you ask these questions, you get a glazed look of unknowing then it is probably best you keep searching until you get answered with three yeses. There is more to tell you than this article has room for but let’s just say it’s more important that your potential supplier knows the technical answers to these questions than you do..... You can always call the author for more detail. By Ross Peden, e-lighting
Te Wharekura O Manaia
School master-plan “At the inception of this project, Manaia School commissioned Opus Architecture to create a school master-plan,” she said. “Construction of the plan would take place in three stages over several years as ministry and community funding became available. Both the school and the community had a clear understanding of their functional requirements. Our brief was to transform their primary school into a full area school with a full-sized gymnasium for both school and community use.” For the Opus team, working with the local people was a highlight. “I worked very closely with Martin,” Ms Bell said. He introduced me to the community very well, so I felt I was welcomed. “We carefully listened to the schools’ brief and gained a clear understanding of their vision. We worked closely with the school,
the community and the ministry to develop the final design. This involved several community workshops at which drawings, models and power point presentations were the keys to success. The master-plan was agreed on unanimously.” Building work began in September 2008 and proceeded in three stages: Stage one included the construction of a new classroom block, the relocation of two existing prefabs, the demolition of the existing swimming pool and associated facilities, the installation of a waste water treatment plant and the upgrade of the power supply. The classroom block accommodated two general teaching spaces for years 9 and 10 students, a science lab and science preparation room, plus flexible resource /breakout areas. Community gymnasium Stage two consisted of a school/
2013 Manaia school advert School News summer 2013.indd 12
community gymnasium with auxiliary support spaces including: shower, change and WC, storage, viewing area, dance studio, staffroom and community kitchen and a flexible multipurpose space. Stage three included the construction of a classroom block accommodating two general teaching spaces for years 11 and 12; a library block accommodating a library, year 13 teaching space and a computer room; the landscaping of a central courtyard area; and new car park and bus turn. The master plan proposal also utilised and improved the layout of the existing building stock. As well as the functional brief, important design considerations for the project included: responding to the area’s natural beauty and creating a coherent school design that flowed naturally from primary, to intermediate and senior schools. 38
2/8/2013 3:55:20 PM
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Te Wharekura O Manaia
37 “Fundamentally, the proposed design responded to the practical considerations of the placement of the different building types and building masses,” Penny Bell said. “Careful consideration of the buildings’ mass and the relationship between them was essential to the quality spaces that were created and the overall feel and appearance of the school. Orientation, landform, climate (prevailing winds, temperature, rainfall etc) and views all had to be factored in. “The large gymnasium is located on the southern boundary of the school, which offers several benefits, one of which is that it does not cast shadows over the school’s external spaces. And because it is located at the heart of the complex, it gives a feeling of belonging to the junior, intermediate and senior schools. “It is important that the
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gymnasium is clearly visible from the road because it is a shared school and community asset, while its location allows community access to be monitored and controlled from the school’s administration spaces,” she said. Because it is often used for community events where welcomes may be held on a cobbled area outside, the gymnasium entrance faces east to greet the dawning of each day. The auxiliary spaces adjoining the main gymnasium space helps to visually reduce the mass and height of the gymnasium externally, assisting its integration with adjacent school buildings. Penny Bell says that having a clear master-plan in place at the beginning of the project was fundamental to its success. “Careful placement of buildings created a strong coherent plan – spaces flow naturally, making movement
through the school easy.” She says a large, central courtyard can be seen as an external application of the modern learning environment concept of a ‘learning street’. “It can accommodate numerous applications as an external teaching and gathering space: for example, it can be used for individual tutoring, group discussions or to accommodate large formal gatherings such as prize givings and performances. The classrooms flow directly onto the courtyard and large windows enable visual links between different teaching spaces. The library creates a visual focal point at the end of the courtyard.” Local art has been used to enhance the new buildings with each block having a different design applied to the large windows. The impressive designs were based on the natural environment of Manaia – for example, the library block window design being a hammerhead shark. The artwork was created by the students, deepening the sense of ownership and pride the school radiates. The library design brief was for a ‘special’ building that would welcome students to visit and encourage them to stay. “Our response was to create an open, light and airy library,” Ms Bell said. “It has high sloping ceilings and large windows, some six metres high. External views and direct links to the exterior are important – for example there is a ‘private’ north facing deck off the read nook area, encouraging students to relax, read and explore. “The school now sits comfortably in its rural, coastal environment. The final design has a strong sense of place and identity. This is Manaia School designed specifically for the teachers and students of Manaia and the greater community.” By December 2011, the work was complete. Throughout the school, electrical wiring for ECT equipment was installed where appropriate, along with visual breakout rooms.
Outstanding success Being more geographically isolated than most schools, Te Wharekura o Manaia’s electronic communication with the outside world is very important, said Martin Mikaere. “The school is now fully wired to ultra-fast broadband and allows all students access to the information freeway, including a myriad of educational resources and other learning websites. A further advantage is the equipping of some classrooms with video equipment and projectors, allowing instant downloading of material and screening to students. We are indeed wired to the world.” Penny Bell is well satisfied with what has been achieved, which she ascribes to that original master-plan. For Te Wharekura o Manaia and the local community, “the project has been incredible from start to completion,” according to Martin Mikaere. “The community was kept informed about progress and continually updated with new information. In all aspects of the building programme, Penny ensured there was community participation. “The new buildings are wonderful and aesthetically pleasing. They fit in well –nestled beside the Manaia River with the mountains and hills providing a stunning backdrop. The whole community is trumpeting its success,” he said. “Our new buildings are providing a solid learning environment for our children. We now have space to house all of our students, the science block is equipped with modern technology to provide a full NCEA programme for all levels, while the gymnasium is an absolute state of the art facility. It is used by our children daily and utilised after school by various groups, including community organisations and teams. As a result, the skill level of our teams and overall general health has greatly improved.” By Brent Leslie
How to get the most out of your surroundings
chool landscapes play a crucial part in children’s learning and development, and often are an essential and central element in the community. Well designed and managed grounds provide opportunities for healthy exercise, creative play, social interaction, learning through doing and getting in touch with the natural world. The potential is huge, but it is a complex task because of the multiple functions which school grounds can fulfil. As Bruce Curtain said in his article on Modern Learning Environments, in a previous issue: “Often the external spaces for the school are an afterthought and yet they represent a fantastic opportunity to create great learning spaces. The key is visibility. The power of passive surveillance through being able to remotely supervise a space through good visibility can transform behaviours and learning outcomes.
Careful thought by designers can unlock the potential of the neglected areas in your school grounds, bringing them back into the overall learning environment.” (p. 20, School News, issue 18, 2012) The questions I suppose the first question is – what do you think a school landscape is? And then what do you think a school landscape should be? Are we talking the physical school site not covered by buildings or are we talking the total space, the context of the school and its neighbourhood too. And the next should be – why is this important? There is now an enormous amount of educational and behavioural research which demonstrates the influence our surroundings have on our ability to develop, physically, socially and mentally. Our moods, behaviours and ability to learn can be influenced by
our environment and values learned at an early age resonate through life. They form many of our preferences and responses to the outside world. Early memories are key in how we meet the world later. Good habits and experiences last, are reflected in our actions and are passed on to others over time. The school landscape is really a series of outdoor rooms and needs to be thought through and laid out as carefully as the buildings themselves. Sun, shade, safety, stimulus and social interaction are all key elements of a school landscape and environment. What is the current situation with your school landscape? The conditions are pretty universal for education sites. Everyone wants the best for their schools. Generally money for ‘landscape’ is short or nonexistent. Maintenance, or lack of it, is often an issue and action is generally
Helen Preston Jones Principal Landscape Architect/Planner, Opus International Consultants.
reactive, sporadic and a “one off”. What do school landscapes need to do? The functions which the school grounds and setting can provide include • Looking good – attracting parents • Feeling good – the pupils being comfortable in the school • Providing teaching resources – built and natural materials and patterns • Providing external classroom space – both for structured and casual use • Providing stimulus outside the curriculum • Encouraging social interaction • Encouraging physical activity and recreation. Each school will have its own specific opportunities and needs. 40
A master plan is key to creating usable, interesting outdoor spaces over time
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39 Funding generally gets allocated to buildings and classrooms, or formal recreation facilities, but often not on the spaces in between. And it is these which hold the rest together and provide the character and living environment of our schools, the places students spend time and socialise, places they can experience and explore for themselves in a non-structured manner, and which also support the wider teaching and learning objectives. So how do you get there? • A vision – what is the character of your school, what do you want people to think of when they visit and how do you want your pupils to remember their time here? • An inventory of your resources • A master plan or concept to guide you • Involvement of the students in generating the plan • A commitment to sustainability and the future • A way to mobilise action to achieve your plan • And people with the passion to make it happen. A master plan can bring all this together. I would always recommend a professional landscape architect to help you develop your plan. They can see the big picture, ask the hard questions and balance competing demands in a creative manner, providing you with a way to bring your vision into being. They can work with you to establish a brief for what you want the plan to deliver. They can take all the knowledge you have of your school, your needs and the aspirations you have and pull them together into a whole. Developing a master plan will act as a catalyst to really know your site and community – finding out how your students use the grounds at the moment and what spaces and weather conditions are there. Getting your students engaged in the process gives it a greater chance of success. This can be done as part of the curriculum, with your landscape architect supporting the teaching and learning process. The plan will give you a picture of your vision, whose implementation
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‘Often the external spaces for the school are an afterthought and yet they represent a fantastic opportunity to create great learning spaces’ – Bruce Curtain
can be phased as resources allow over time and will mean that things are put in the right place, first time, and can be used to show how new ideas can be integrated to support the big picture. A list of actions can be made and prioritised. Some of these may be able to be carried out as part of maintenance, such as relocation of fencing or footpaths with paving patterns for use in maths curriculum. Others may need fundraising or sponsoring; others can be carried out as built development takes place, i.e. niche courtyard and shade sails with room for art works. Things to think about Planting, playgrounds and sports facilities, fencing, security, lighting and shade are easily recognised as components of the school landscape. There are many other benefits which an integrated school landscape can provide, than the
obvious one of physical recreation, visual appeal and community pride. Some other aspects which it is worth considering are: Sustainability – Environmental innovations and well-designed school grounds can benefit students and staff by being integrated into teaching and learning programmes for science and other subjects. School plantings can provide niche seating areas for plays and storytelling, raw material for arts and science projects. There are shading and cooling impacts of vegetation which strategic landscaping can achieve, improving buildings performance and reducing heat stress. This can contribute to more comfortable conditions in which children’s behaviour, alertness and concentration improves. There are a number of programmes and resources which
schools can access such as the Enviroschools Programme www. enviroschools.org.nz; Garden to Table Trust www.gardentotable. org.nz; Cancer Society Sunsmart Assessments of Schools, www. sunsmartschools.co.nz; Green Buildings Council Green Star uildings,www.nzgbc.org.nz. As a starter, look to see whether you can put roof water tanks, to be used for irrigation; rain gardens for water quality or to absorb water into the ground; what plants grow best in the conditions; how you can provide shade where people congregate outside – can trees do this or do you need structures? To summarise With pressure on space and resources, and with more computer time and less physical recreation in the curriculum, school grounds need to be multifunctional and robust, a learning resource and a community focus. By identifying your needs and resources, and by getting a skilled practitioner to work creatively with your school community, you can establish a direction which will invigorate your school grounds and achieve a vibrant learning environment.
Choose the best ride-on mowers and tractors
hese days, the standards expected of school sport fields and grassed areas visible to the public, have never been higher. Sports followers are now well used to seeing pristine fields on their widescreen TVs, the work of highly-skilled ground-staff and very likely patterned in carefully manicured stripes. To create anything like it aesthetically is not easy, particularly when costs must be kept under control, yet the playing surface must also be as safe as possible for the inevitable multiple impacts of children with growing bones. No matter how much knowledge goes into looking after sports fields, good ride-on equipment is essential. Fortunately New Zealand schools have several reputable companies to choose from. Fieldmaster Fieldmaster, based just south of Auckland in Pukekohe, is a privately owned business that has earned a reputation over several decades for
supplying quality machinery with sound customer support to back it up. In the 1950s, Fieldmaster was mainly associated with grass cutting equipment, pioneering some of the country’s almost indestructible machinery, much of it still operating today. But in more recent years Fieldmaster has supplied an extensive range of mowers, ATV accessories and other equipment with a full line up of attachments. Some products can do multiple jobs, saving money by doing two or three different tasks with only a simple change of blades or settings. “Almost all of Fieldmaster’s products are designed and made in New Zealand for tough New Zealand conditions,” says marketing manager Patrick Murray. “The equipment is manufactured using the highest quality materials and with well thought out, practical up to date computer modelled 3D design, creating modern, structurally tested and well designed machinery that will stand the test of time. 42
Maintaining Lawns and Grounds
New Zealand’s Widest Range of Products for Artificial and Natural Surfaces
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Maintaining Lawns and Grounds
41 Our full range of equipment is designed to provide ongoing reliability wherever it is needed – including sports fields and grounds maintenance.” Mr Murray says the company demands the highest of quality in all its operational areas and has a very strict quality control programme that ensures all components meet stringent quality levels. “For instance, if a component is sourced from off-shore, it must still meet the same quality standards of all Fieldmaster’s products.” The Fieldmaster commitment to its products and customers does not end with a sale. “Both Fieldmaster and our nationwide dealership network have a finely tuned after sales, spare parts backup programme that ensures minimal downtime and maximum productivity,” Mr Murray said. Fieldmaster stocks a full range
of spares for all its machinery. Local agents carry the most popular spare parts – otherwise 99 per cent of all spare parts requirements can be supplied by an overnight courier service around New Zealand, he said. Trimax Mowing Systems Trimax Mowing Systems has been working with schools for more than 30 years gaining insights into the application of grounds maintenance. Through the company’s dedicated R&D programme and constant customer connection, it has developed a mower that specifically re-purposes the schools smaller 25-50hp tractors. “Through clever innovation and state of the art materials, they can still offer Trimax’s robust design but with less weight,” said Trimax sales representative Darren Davies. “This now allows compact tractors to mow larger areas faster. The Trimax named ‘Striker’ still provides an exceptional finish and low
No matter how much knowledge goes into looking after sports fields, good ride-on equipment is essential.
maintenance requirements common to Trimax but at a lower capital cost.” Mr Davies describes the Trimax Striker as “the perfect solution for schools where they need to save money, yet cannot compromise on cut quality or efficiency. “The groundsmen love it as the double rollers not only produce an incredible stripe pattern and
increased safety, but it provides an effective rolling function after the games to help smooth out the fields. They also love the fact that they can now maximise the use of their machinery, helping to ease operational efficiencies.” Davies quotes Tauranga Boys College head groundsman, Chris Harris as saying:
New Zealand’s widest range of quality gear for your ride-on or compact tractor Equip your tractor or ride-on to tackle all your groundscare needs efficiently & effectively.
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View all the options online @ www.fieldmaster.co.nz or contact us today mentioning this advert on 0800 500 275
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“The school has had Trimax mowers for over 10 years now. They produce a pristine finish every time on both the cricket pitch and the rugby field. We’re completely happy with them and we wouldn’t look at another mower.” Power Turf New Zealand Power Turf New Zealand has one of the largest ranges of natural and artificial surface maintenance equipment in the country. “We import and distribute TYM Tractors from Korea, which offer our customers a great quality of product while maintaining value for money,” said managing director, John Woodham. The company’s Peruzzo collection mowers are manufactured in Italy and provide the user with a simple collection system towed behind a tractor, Mr Woodham said.
Maintaining Lawns and Grounds
“The added benefit of the Peruzzo is that with a simple blade insertion, it can scarify the grass areas which improves the quality of the grass by removing thatch. Another collection mower used predominantly by contractors is the Gianni Ferrari zero turn mower. This is an excellent value for money product that can move in the very tightest of areas.” With some schools moving to artificial surfaces, Power Turf NZ can also provide equipment to maintain the artificial surfaces at a high level of safety and improve longevity, said Mr Woodham. “As most artificial surfaces use rubber infill, there is a need to ensure that the surfaces are regularly maintained to remove unwanted debris and to insure an even playing surface, as the infill can move about during play. 44
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Maintaining Lawns and Grounds
43 Redexim (Verti-Top) is the world’s leading natural turf aerating equipment manufacturer and now has market leading artificial surface equipment to provide the highest level of maintenance for artificial surfaces.” Husqvarna Husqvarna has dealerships throughout New Zealand and offers a huge range of tractors and mowers for grounds maintenance. When it comes to mowers, customer development manager Anthony Barry says the company has many models that feature articulated steering, together with hydrostatic transmission, helping to provide a smoother operation so the job can be done with greater precision. “With our Combi cutting decks
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there are two cutting techniques to choose from – rear ejection or BioClip. Taller, wilder grass and coarser types of grass should be cut with a rear ejection cutting deck that can manage large amounts of grass. The BioClip method is especially suitable for well-maintained lawns that are mowed often. The finely cut clippings return to the lawn as fertiliser,” Mr Barry said. He says zero-turn mowers are engineered especially for the effective mowing of large areas. “They are generally robust, compact and provide high-speed ride-on performance.” “In general, the larger and more open the grass areas, the more important it is that the machine has a generous cutting width. If the area has lots of obstructions like trees and bushes, it’s more important that the cutting width is small enough
for the tractor to move through the tightest passages. Within the Husqvarna garden tractor range we offer tractors with cutting widths from 30” through to 52”, and our Zero turn range have deck choices from 30” up to 72”. “A Husqvarna tractor means the user can achieve first-class results by using the cutting method best suited to their requirements. Purchasers should choose a model with an integrated collector when they want to collect clippings and achieve tidy results. For quick and efficient cutting, choose a sideejecting tractor. Switch to the BioClip (mulching) mode when grounds need fertilisation.” Anthony Barry says a tractor with hydrostatic transmission is much easier to operate than a tractor with manual transmission where drivers have to stop the tractor each
time they want to change gears. “The hydrostatic transmission offers stepless adjustment while driving,” he said. “There are two different hydrostatic transmission solutions. For maximum comfort, choose a tractor with pedal-operated transmission, where speed and direction are controlled by separate pedals for forward and reverse. The other option is the lever-operated hydrostat. The lever is placed on the fender and is easy to access from the driver’s seat. “Our tractors can be equipped with a wide range of accessories for increased year round versatility – for instance a collector for leaves, or spreader for lawn preparation, a front-mounted brush, for clearing driveways and paths and a trailer to make the work easier.” By Brent Leslie
"the compact NZ made mower designed for education" The school has had Trimax mowers for over 10 years now. They produce CRTKUVKPGſPKUJGXGT[VKOGQPDQVJ VJGETKEMGVRKVEJCPFVJGTWID[ſGNF We’re completely happy with them and we wouldn’t look at another mower.
vid V eo ie onw lin e
- Chris Harris, Tauranga Boys College
Low Maintenance With a limited number of carefully positioned grease points, robust Trimax spindles and sealed ball bearings, Striker has low maintenance requirements
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(07) 541 0411
sports & recreation
Prepare for those outdoor occasions
t has been a wonderful New Zealand summer and hopefully for the next few weeks, schools will still be holding many outdoor events. While most are likely to be sports oriented, musical, artistic and a wide range of social occasions are also likely to be popular. Whether the golden weather will last is something we cannot do anything about, but good planning will make a huge difference to the day’s success or failure. Cups, medals and other awards may well be needed for competitors, and measures must be taken to guard against the effects of excessive sun exposure. The dangers of the cumulative effects of sunburn are now well recognised. Consideration could be given to providing sunscreens or hats to those who turn up ill-prepared. And whether the sun continues to shine or the rain pours down, a place to shelter from the weather would be a very good idea. Few schools will have adequate
Consideration could be given to providing sunscreens or hats to those who turn up ill-prepared
tents, marquees or sun shelters of their own, but they can be quite easily hired. Several companies specialise in providing outdoor solutions in the form of portable shade and shelter for use in all aspects of outdoor leisure events. They offer a wide variety of products ranging from massive marquees to very simple sun shades – some of them even inflatable. The word marquee may well conjure up horrific visions of helpers being hurled about as they try to assemble them or take them down in a blustery wind, but fortunately this is no longer the hazard it once was. Some companies have marquee frames that allow them to collapse
down to a very compact cluster, which a couple of people with some idea what they are doing, can achieve in about two minutes. A wide choice is available in colours, sizes, frame types and accessories, and can be delivered to far-flung parts of New Zealand. Some company executives say their marquees have an ultra-violet protection factor (UPF) rating of 50+ and that as they are now very simple to erect and collapse, they can be shifted to provide shade wherever it is needed throughout the day. And whether the day turns out to be blazing hot or freezing cold, particpants and guests may well become hungry or thirsty. Providing
refreshments might not only be sensible but could be turned into a lucrative opportunity for fundraising as well. Depending on the type of occasion, thought might need to be given to obtaining awards for the winners of various events, and there are several companies only too willing to help. These awards could include: medals, pin badges, and apparel accessories such as tie bars and belt buckles. Plenty of time should be allowed for design and manufacture. Gold, silver, bronze and many other plated finishes are often available, or colour and resin added for dramatic effect. Most such companies can take a school’s simple concept and turn them into a full design. Then, do you have adequate systems for electronic communications and sound delivery? When you have sorted that out – just hope for good weather!
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S E I C A G E L BUILDING Y MADE EAS One thing every school wants with a building project is to be able to see exactly what they are getting, before having to commit to a building contract. Eliminate the risk; Steel Shed Systems promises to turn your vision into reality. The company provides you with a 3D replica of your dream-building, exactly as it will be built – before you’ve even paid a cent. Its five regional operators are all owners and directors of the national company, meaning that when building with Steel Shed Systems, you experience the advantage of having both the resources of a nationwide company and the local knowledge and personal service of a local certified builder at work for you. Director Mike Tracey (Wellington/Manawatu) says the company walks handin-hand with clients throughout the whole process to ensure the “dream” is fulfilled. He says because the company offers a no-obligation engineering and design assessment, potential clients can get in touch with Steel Shed Systems risk-free. They can obtain valuable site and preliminarily engineering information at no cost. “No contracts need to be signed until they realise that we can design engineer and build exactly what you need.” Steel Shed Systems is a one-stop shop; it can design, plan and execute your school building project from conception to completion. It recognises architectural value in design, this can inspire long into the future. “What we do is put together our clients’ vision with our innovative engineering and design skills (in order) to build outstanding steel and concrete structures – tailor-made to specific requirements.”
STARTING FROM SCRATCH Don Kerr (Director Whangarei & Auckland) has worked with schools and the Ministry of Education for many years and knows the importance of working with Board of Trustees and staff to ensure all interest groups, get what they need, out of a new building. “We offer guidance throughout the process. We will talk to you about what your school needs from your building, and how it can meet the future demands of education.” At the start of every project someone from Steel Shed Systems will go out and meet at the school, have a look as to want and need, and view the site – “Let’s talk, we listen, is our motto.”
A VISION IN 3D The next step is building a solid design to bring the project to life, through Steel Shed Systems 3D software. This generates a replica which enables the school to see a working model of its desired building on its site, exactly as it will be built, with a full quote; no surprises for anyone. We model seating requirements, meeting rooms and activity spaces, so you get what you need for your current requirement, and for the future. Once the Board of Trustees have had a good look around their new future building, the full design, geo-technical and fire engineering of the actual building will take place. Worries around organising building and resource consents will be a thing of the past too with Steel Shed Systems, who deal directly with
the Ministry of Education and all local and national building authorities. It ensures any new school building will be fully compliant in all applicable areas such as occupancy, food safety, zoning, fire compliance, occupational safety and public use.
BUDGETING As the design of your building takes shape, Steel Shed Systems is also modelling your budget. It develops a budget plan for you from day one, keeps you constantly apprised of the costs you will incur, and works to ensure your budget is sustainable for you. Because Steel Shed Systems works with a range of products and suppliers, it’ll go over all your available choices and help to select the best one for your needs - it won’t push you on a particular option that doesn’t suit your budget or requirements. Your budget is updated constantly with every decision that you make, and therefore there are no sudden surprise costs or “additional” charges.
ENGINEERING & BUILDING Once the design, engineering prelims and budget have been finalised, and clients having happily signed a contract – the building process can get underway. Full engineering, working drawing and geotech sampling can be done concurrently, and building consents with councils are lodged when all this is completed. Councils take about one month to issue consents. Construction times are dependent on weather conditions and size of the build, but in the dry months a typical schedule to build a brand new purpose built building, could be complete within four to five months. However with one of its smaller, off-the-rack or pre-existing designs the project can be completed in as little as six weeks. But it is all entirely up to the client. Hamilton based director Paul Kingsbeer, who also looks after South Auckland clients, says the company employs a flexible approach. “The key element for us is that we add value, being able to handle budgeting, design and engineering, as well as the actual construction and project management. “We like to be challenged in our work, and we enjoy being able to engineer unique architectural design features — something a little out of the ordinary — and finish it to an exceptional detail.” As a nationwide company Steel Shed Systems is committed to the highest quality with branches in Northland, managed by Donald Kerr, Auckland, managed by Grant Walls, Hamilton, which is run by Paul, Manawatu and Wellington, under Mike’s guidance and Christchurch which is run by Wayne Dimock. In addition, Grant also manages the building of some projects in the Pacific Islands.
A PROMISE By getting Steel Shed Systems involved in your school project as early as possible, it promises to head off as many potential delays and planning issues as possible.
“We have a fantastic building that we are really proud of; our students and staff love working in the large space and the beautiful library.
Its professionalism and excellent customer service aims to make the building process as unobtrusive as possible. “Get us on board and we can ensure your project is cost-effective, yet still retain architectural features that will enhance your school environment. There’s no need to compromise on the detail, and we will find ways to ensure the end result is a unique, quality building,” Paul says.
“We chose Steel Shed Systems as, of the five tenders, it was the cheapest and we were able to get a much bigger space under the set funding amount from the Ministry.
STEEL SHED SYSTEMS IN THEIR WORDS…
– Glenys Edmonds, Principal, Tiritea School Palmerston North
“As the owner of Steel Shed Systems was personally working on the building, we were lucky to have his expertise right there at hand. He was easy to talk to, especially when building isn’t exactly my strong point.”
“We wanted to build a gymnasium that could be used for a variety of sports in all weather and free up our school hall for performing arts. The board was keen on the idea of a gymnasium, but knew the cost would be prohibitive for us. Also, the MOE did not fund gymnasiums for intermediate and primary schools. So we decided to build something suitable ourselves. “We approached a number of companies which had constructed gymnasiums for schools and quite frankly, the cost was beyond us. We had quite specific ideas and a limited budget. “Steel Sheds Systems were exceptionally accommodating; they knew what we could afford and they tailored the plans to suit our requirements and worked within our budget. “The weather was foul during the construction, but his team worked diligently and non-stop to complete the project on time for the new school year.” – Pearl Murti, Principal, Wainuiomata Intermediate School
Steel Shed Systems P 0800 800 750 E mikeT@SteelShedSystems.co.nz More Information at www.SteelShedSystems.co.nz