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What’s In This Issue Kia ora and welcome to School News for term two.
The start to this year has been tumultuous for many schools in New Zealand; at one point, more than 700 were temporarily closed because of cyclones and storms, and the Bay of Plenty has been particularly badly aﬀected. Meanwhile, teachers up and down the country have expressed outrage at the proposal of a huge hike in fees to the Education Council, from $73 to $170 per year – a rise of 132 per cent – and are questioning what exactly they are being expected to pay for. There is criticism too of the new agreement which teachers are calling a “low trust model” and “punitive in tone”.
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There is also widespread concern around the government’s plans to replace the school decile rating system with one known as a predictive risk index (PRI). Using a PRI, students would be tracked and funded according to their “risk” factor which in turn would be determined by whether their family received benefits, whether they had been abused, or had parents who had been in prison.
To top it oﬀ, outgoing education minister, Hekia Parata,
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04 Ministry News
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06 News Round Up
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education 08 Principal Speaks: McAuley High School: a community united in faith
10 Bullying: How to stamp out bullying 12 Bullying: Bullying heartache laid bare at Barnardos
14 Sustainability: Generating kaitiakitanga in schools
16 Case Study – Wairoa College: Conversion to solar expected to wipe out college power bills
teacher's desk 17 Professional Development: How to access
Professional Learning and Development (PLD)
profiles 20 Rolleston College: The face of ultra-modern learning
what’s hot 24 What’s Hot: The latest trending education industry products
teaching resources 26 Interactive Teaching: Making the most of interactive technology
32 3D Printing: Why it’s time to get serious about 3D technology
36 Te Reo: The benefits of learning Māori 36 Te Reo: Starting with kia ora, the journey to correct pronunciation
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declared that teaching had one of the lowest bars of entry of any profession. Given all this, you could be forgiven for wondering why anybody would want to be a teacher. Then you meet someone like Anne Milne, principal of McAuley High School in South Auckland, and everything makes sense. Decile one McAuley took out the Prime Minister’s Award for Education Excellence last year, and Ms Milne shares with School News the diary of a school where even students who live in poverty are excelling and determined to make a diﬀerence. In other stories, we take a look at ways in which schools can reduce the incidence of bullying, and how important it is that everyone in the school – from the principal to the newest student – is committed to maintaining a safe school environment. We also explore measures schools can take to become more sustainable, and to how to nurture learners to become well equipped to adopt sustainable lifestyles. With best wishes to all School News readers for a safe and productive term, Noho ora mai
administration 39 School Management Systems: Which SMS for your school?
42 Fundraising: Keeping it simple 45 Transport: Sustainable use of the school bus 46 Upgrading The School Library: Transforming the school library for innovative learning
50 Case Study – Albany Senior High School:
Clever design solutions to future-proof the library
52 Case Study – Whangaparaoa Primary School: Why acoustics matter in school libraries
leotc 54 School Camps: Planning an adventure to remember
62 Excursions: Connecting with the wider world
sports & recreation 66 Exercise: Using exercise to stay on top of work pressure
food & beverage 68 Canteen Menus: Top ingredients for healthy menus
health & safety 70 Carpark Safety: Keeping students safe around the school carpark
72 Carpark Safety: Our children need us to keep them safe
property 74 Playgrounds: Planning the school playground 78 Acoustics: Q&A: Designing acoustics for optimum learning
82 School Buildings Maintenance: Staying on top of the maintenance programme
83 Sports Field Maintenance: Keeping the school’s playing fields in good shape
Key - For easy perusal Commercial supplier profile or supplier case study Supplier information or content Suppliers share their views in one-off, topical pieces General editorial. Case studies and features may cite or quote suppliers, please be aware that we have a strict ‘no commercial content’ guideline for all magazine editorial, so this is not part of any commercial advertorial but may be included as relevant opinion. Happy reading!
Term 2 - 2017 schoolnews
Low decile schools shine in Education Excellence awards line-up Most of the finalists named in this year’s Education Excellence awards are low decile schools. Horowhenua College, Waitakere College, William Colenso College and Invercargill Middle School, all decile three, have made it to the finals, along with decile one Manurewa Intermediate. The only high decile schools named as finalists are Rotorua’s John Paul College (decile seven) and Halswell School, Christchurch, (decile ten), while no mid-decile schools made the final cut. “I want to congratulate all the finalists on getting this far,” says education minister Nikki Kaye. “It’s a huge achievement meaning they have demonstrated excellence in education to the panel of education experts. “I was particularly pleased to see that four finalists are part of Communities of Learning Kāhui Ako in their region. Belonging to such a community fosters these schools’ ability to share their good practice,” says Ms Kaye. “Each of the finalists has shown innovative and effective teaching practice. They demonstrate how important it is to work with students and the wider community
Education minister Nikki Kaye
to ensure every child succeeds, and for teachers to work together and base their decisions on evidence. “Every finalist and their community should take pride in what they’re doing and know that they are great examples of innovation and excellence to others throughout New Zealand and internationally. A judging panel will visit finalists this month and next to see them in action. Winners will receive a financial award and professional development opportunities.
Brand new schools for Auckland, Tauranga and Christchurch The Ministry of Education (MoE) has announced that Auckland, Tauranga and Canterbury will each see a new primary school opening their doors for students in 2019. Establishment notices have been signed for Flat Bush South East School in Auckland, Pyes Pa West School in Tauranga and Lincoln South School in Canterbury.
Iain Taylor, principal of Manurewa Intermediate School which has been nominated for an Education Excellence award.
schoolnews Term 2 - 2017
Flat Bush South East School will be built to accommodate students in years one to six in the rapidly growing South East Auckland suburb. Pyes Pa West School will be built
New primary school for fast-growing Tauranga
on Kennedy Road in Tauranga and will enrol students in years one to six from 2019, with year seven being introduced in 2020 and year eight in 2021. The new school is expected to reach a roll of around 650. The location for Lincoln South Primary School, a full primary, in Canterbury is expected to be finalised shortly. Formally establishing the school now enables the Establishment Board of Trustees (EBoT) to be appointed and planning to get underway so the school is ready to open in 2019. The school is scheduled to open with 450 students with a final roll of 700.
Anti-obesity expert for schools The MoE has taken on a health and well-being specialist to help it work with schools to combat childhood obesity. Professor Grant Schofield, of Auckland University of Technology, is director of the university’s Human Potential Centre and his research focuses on disease prevention, physical activity and nutrition health promotion. Education secretary Iona Holsted says Professor Schofield will be working across government agencies “to help New Zealand learners achieve their full potential through the use of international and national health and nutrition research.
“The government is committed to combating childhood obesity. The 2015 Childhood Obesity Plan developed by chief science advisor Sir Peter Gluckman acknowledges that education settings are an important environment for influencing children’s physical activity and food choices,” she says.
resources with two large building projects in the latter stages of design.
Professor Schofield has been tasked with “lifting the quality of public debate around health and nutrition education”. “He will also help foster good practice within the ministry, build bridges to academia and the profession to lift overall performance,” Ms Holsted says.
NCEA passes up, UE down Final NCEA results for 2016 have revealed a jump in achievement for Māori and Pasifika students, most notably at level two. At year 12 (NCEA level two), 76.9 per cent of Māori students passed, along with 79.5 per cent of Pasifika students. Confirmed results are: Year 11 NCEA level one: 75.5 per cent, up from 74.4 per cent in 2016, Year 12 NCEA level two: 78.4 per cent, up from 76.4 per cent in 2015, Year 13 NCEA level three: 64.5 per cent, up from 62.7 per cent the previous year. University Entrance passes are at 49.2 per cent, down from 61 per cent
New Zealand’s top scholar named Former Hamilton Boys’ High School student Christopher Mayo has been named as New Zealand’s top scholar.
Science Award winner Dianne Christenson with prime minister Bill English Photo: Prime Minister’s Science Prizes
Minister’s Award; ten awards for top scoring scholarship students, and 35 awards for students top in individual subjects. The Prime Minister’s Award for Academic Excellence recognises the best overall achievement and is the highest accolade a student can aim for at secondary school. “At Hamilton Boys’ High, Christopher distinguished himself as a true academic leader by consistently achieving to a very high level, and excelling in a diverse range of subjects,” says Ms Kaye. “He received a total of eight New Zealand Scholarships in 2016, and his achievements illustrate what can be attained through hard work and dedication, along with the guidance and support of school and whanau. Other premier award winners are: • Geoffrey Berntsen, Lindisfarne College • Carlos Aguilera Cortes, Auckland Grammar School • Yiannis Fam, Wellington College
• Oliver Sutcliffe, Wellington College • Yan (Tina) Zhang, Kristin School • Yibin (Ben) Zhang, Macleans College
Primary teacher takes out top science prize A primary teacher has won the prime minister's $150,000 prize for science teaching. It is the first time the accolade has gone to a primary teacher. Dianne Christenson picked up the award, The Prime Minister’s Science Teacher Prize, for her leadership of science programmes at Koraunui School in the Hutt Valley. This includes getting students working in the garden, the river, ocean and kitchen, and challenging pupils to take risks and cope with failure. Projects initiated under Ms Christenson's leadership include installation of beehives at the school, making and selling natural balms and creams, students building a shed to store garden tools, supporting the establishment of a school taro patch and cleaning rubbish from local waterways.
The Top Scholar awards recognise the top achieving students from the most recent New Zealand Scholarship examinations, and are presented in parliament by education minister Nikki Kaye.
• Sebastian On, Wellington College
Kura upgrades for Northland
There are 46 awards for the 2016 academic year, including the Prime
• Kevin Shen, St Kentigern College
Māori education in Northland is getting a substantial boost in
• In Gyu (Lucas) Lee, Macleans College
The MoE say the upgrades represent a $19 million investment. One is a transfer to a new site and the other is a redevelopment of an existing kura. Both will include flexible teaching spaces to enable teachers and students to work in a modern learning environment, plus 21st century technology such as video conferencing facilities to connect rural learners with specialist teachers in far flung locations. Te Kura Kaupapa o Te Tonga o Hokianga is being relocated from its current site to a new permanent site at Koutu Point, Hokianga, with all new facilities. The existing kura at Whirinaki, comprising temporary buildings on a leased, undersized site prone to flooding, will be relocated to flat land adjacent to stunning Hokianga Harbour. The new facilities will include classrooms, a library, gymnasium and a remote learning suite. It will accommodate up to 150 students and can be expanded to cater for up to 200 (the maximum permitted by the designation). Construction will begin later this year and is expected to take 12 months. Another school, Te Kura Kaupapa Māori o Taumarere, is also being redeveloped to provide improved facilities to provide quality education resources for both senior and junior students, with a combination of new buildings, extensions and upgraded existing facilities. Until 2010, the kura provided education for students in years one to eight, but that has been extended to all school years, creating the need for specialist teaching areas and a bigger cultural space. A redesign of the buildings will allow for roll growth, updated teaching spaces and classrooms dedicated to both junior and senior students. Term 2 - 2017 schoolnews
News Round Up
Outrage over proposal for huge rise in Education Council fees Teachers have expressed outrage over a proposed hike in Education Council fees. The increases are substantial, for example, the practising certificate renewal would go from $220 to $510 per three year period. The PPTA is protesting on behalf of teachers, but advises members to add weight by submitting individual responses. “The Education Council is interpreting its functions as requiring them to expand the “leadership of the profession” role substantially, and this consultation about fees shows the result of that, as PPTA has been predicting for some time,” says PPTA president Jack Boyle. “The fee increases being proposed in this consultation are huge. It is important to protest now. In 2019, it will be too late.”
Too many risks in rushing decile replacement NZEI Te Riu members are concerned that decisions around a major review of the school decile funding system are being rushed through before there is evidence that the new model will improve children's education. NZEI president Lynda Stuart says, "Decisions around a new model to replace deciles need to be based on what's best for children, not about fitting in with political timetables. "The new system being discussed - a predictive risk index - raises huge privacy concerns that we are not convinced have been addressed. The education and privacy of every child in New Zealand is at stake. It’s crucial that we get this right," Mrs Stuart said.
Special education funding needed urgently, say principals Principals are calling for additional resources to deal with
schoolnews Term 2 - 2017
the growing number of students presenting with high behavioural and learning needs. Whetu Cormick, president of the New Zealand Principals' Federation (NZPF), says he is receiving calls from principals "up and down the country, desperate to accommodate students with very high behavioural and learning challenges, who simply do not have access to expert professionals, support or resources to keep these challenging students in their schools". It is not a case of schools not wishing to be inclusive, it is a question of keeping all students and their teachers safe and engaged in their learning and teaching. "The complexity and severity of some young peoples' needs calls for much more than capable and inclusive teachers," says Mr Cormick. "Teachers are not trained to be psychiatrists and social workers." He suggests it is time for a multidisciplinary approach. "We need a three-pronged approach including the Ministries of Education, Health and Social Development to provide urgent help to schools who cannot otherwise be expected to accommodate these very highneeds and challenging students."
New Zealand bullying rates second-worst in world New Zealand is the second-worst country for bullying in schools according to a new OECD report. Of the 70 countries surveyed, only Latvia fared worse. Twenty-six per cent of 15-yearolds in New Zealand reported experiencing at least one of six bullying behaviours a few times a month, behaviours defined as: • other students took away or destroyed things that belonged to me
• I was hit or pushed around • I was threatened • other students spread nasty rumours about me • other students left me out of things on purpose • other students made fun of me The PISA report also conﬁrmed that higher achievement is closely linked with a strong sense of belonging, motivation to achieve, parental support and lower school work-related anxiety. For information about how your school can implement a bullying prevention plan, turn to page 10.
Should consent education be compulsory in schools? Specialist sexual violence prevention organisation, Sexual Abuse Prevention Network (SAPN) supports calls from secondary school students for compulsory consent education in schools. Widely publicised incidents in Wellington schools last term prompted calls from secondary school students for compulsory consent education. Wellington secondary school students led a march to Parliament to demand the education and a petition has been launched on online campaign platform, Action Station. “We’ve heard what the young people are saying and we
absolutely support their demand. It is essential that we teach young people about consent and healthy relationships. Who knows better what young people need than young people themselves?” says SAPN spokesperson, Fiona McNamara. The network specialises in providing education to young people that teaches young people to recognise the signs of abusive relationships and promotes healthy relationships and consent. “The government needs to make consent education a priority and fund the delivery of effective specialist programmes accordingly,” says Ms McNamara. All young people would benefit from access to education about healthy relationships. “We need programmes to be in every year level in every school. It is important that students receive this education each year at school. We are talking about cultural overhaul – this is not a quick fix where we see behavioural and attitude change after one lesson.”
Educators call on government to waive police check charges NZEI Te Riu Roa is calling on the government to waive costs of police checks for adults who work around children. From July, schools will be charged nearly $10 for each police check of staff, parents and volunteers
News Round Up
working with the children, after an initial 20 checks. However, school principals have said that without any additional government funding to meet the additional expense, it'll come at the cost of education. "The safety of New Zealand's children should be a top priority for both the government and for the police," says NZEI president Lynda Stuart. "The cost of vetting should be waived for education in the same way that it will be for charities. "Schools and ECE services want to be absolutely certain that every adult who works or helps out around their children is safe. But asking us to pay hundreds of dollars for vetting, when our budgets have been frozen, will force us to find ways to cut costs elsewhere. Whenever cuts in
education are made, children lose and that's not right.”
New academic competitions launched Measuring children’s progress in New Zealand schools has become more distinctly Kiwi. For many years, New Zealand school students have participated in the Australian mathematics, English and science competitions. This year, the Centre for Evaluation and Monitoring at the
University of Canterbury (UC) has launched the Great KIWI English, mathematics and science competitions for New Zealand primary, intermediate and secondary schools. Dr John Boereboom, who is the centre's director, has taken the initiative to offer a Kiwi alternative to the “Aussie” competitions. “We’re thrilled to be able to offer the Great KIWI competitions. The uptake has been very encouraging with thousands of students participating throughout the country. These online
competitions are designed by New Zealand teachers for New Zealand students, based on the New Zealand curriculum.” All students will be awarded a certificate and top students will be presented with a prize sponsored by UC. The online competitions will be run in the last two weeks of term two. Different classes or groups can participate in the competition at different times during this period to give schools flexibility in running the competition.
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www.stronglite.co.nz Term 2 - 2017 schoolnews
McAuley High School: a community united in faith At McAuley High School in Otahuhu, South Auckland, there’s a big focus on building resilience. Many of the 800 students live in poverty and are dealing with overcrowding and family illness.
is identified, are provided with books, uniforms and lunches. We have two counsellors, two registered nurses, a social worker and access outside agencies when the need arises. Each student has equal opportunities. Differentiated learning is practised in the classroom and there is no streaming. An individual pathway of learning is provided for each student in consultation with both students and their parents.
Learning to rise to very real challenges is considered key to students’ success, and the school aims to lift up “but not create a dependence on financial assistance”. Anne Miles is principal at the decile one school, which last year took out the Prime Minister’s Supreme Award in Education Excellence as well as the trophy for Engagement. McAuley High School’s vision statement is as follows: “Walking in the footsteps of Catherine McAuley, we to seek to realise our own potential as a community of learning, to answer the call of the Gospel by choosing to make a difference in the world, and to aim for excellence believing that everyone can achieve.”
Students know there are very high expectations of them
welcomed into the school and every effort is made to liaise closely with the wider community. Parent evenings are held to welcome year nine entrants into the school. This is followed with information evenings for parents, report evenings and invitations to major school celebrations. All invitations are posted home and followed with a personal phone call. The principal and junior ambassadors visit all the feeder schools. Senior students, and the principal or chaplain, go out into
the communities by attending church services. Students are encouraged to accept leadership roles from the time of their entry into the school. This is an inclusive school where the community is part of the school. Parents are always welcome and the principal has an open door policy. Ensuring accessibility to all learning opportunities is vitally important. Students do not pay for EOTC activities, and, if a need
Our students achieve well above the national average in all areas of NCEA, and in 2016 we were awarded the Prime Minister’s Award for Excellence in Education. We are a community that is centred in the values and faith of the Catholic Church. Our mission statement indicates that we offer a quality Catholic education in the tradition of Mercy which challenges young women to strive for standards of personal excellence. We are proudly a decile one school in South Auckland with a role of 800 predominantly Māori and Pasifika students. As a multicultural school, where our cultural identities are acknowledged and celebrated, our students know where they come from and have developed clear goals and expectations of themselves. Families are
schoolnews Term 2 - 2017
Our school is based around the inquiry cycle and is in a constant cycle of review. We identify a need, determine a course of action and evaluate the outcomes. Our students are enabled to take ownership of their learning, inquire into their learning and set clear goals. As a community of learners, our teachers, students and all staff are on a shared journey. Teachers model the learning journey and our professional learning groups are based around our school goals, the needs of our students and our own professional needs. The professional development opportunities presented to staff are very important. As a result of continuous pedagogical research and investigation, the school, for example, introduced and trialled the flipped classroom approach. The staff are eager to learn and meet one morning per fortnight to share and compare different pedagogical approaches. The use of accurate data is crucial to ensuring success. At the end of year eight there is extensive testing of new entrants using MYAT, e-asTTle and Progressive Achievement Tests.
Principal Anne Miles with two senior students
All data is triangulated, is regularly obtained and updated. Pastoral and attendance data plus results of common assessment tasks add to the body of knowledge of a student.
McAuley High School is a community united in faith
Our students have, as one of their goals, a determination to support their families in the future.
The data is used to assist and support student learning. Programmes and remedial processes can be introduced to enhance learning. There is intensive tracking of achievement. Student feedback is encouraged at all levels. Teachers are encouraged to determine the impact of their lessons on their students. Students feel comfortable in providing honest feedback. It can be anonymously completed or it could be verbal. The students know that their voice is heard. The building of relationships of mutual respect between teacher and students is vital. Students need to know that they are valued and that there are
very high expectations of them. There are no excuses for not achieving to the best of your ability. Aiming high is an expectation. Honesty is very important. Our reporting system was reviewed to enable us to provide accurate and honest feedback to our parents. Our report feedback evenings are usually extremely well attended and we encourage our students to attend with their parents. There is not a discussion of behaviour, rather there is discussion of academic goals and future aspirations. Support is provided to students who may be experiencing difficulties and challenges are provided to
Differentiated learning is practised and there is no streaming
those who need to be extended. An individual pathway for each student is very important. Our students need to build resilience. Many come from families struggling financially. Some parents work at several jobs and our students have major responsibilities at home.
their families in the future. These circumstances are not seen as a barrier but rather as a challenge. As a school we provide support, encourage and motivate. Our aim is to lift up but not to create a dependence on financial assistance.
Others face real barriers at home with sick and ailing family members, overcrowding and poverty.
We also appreciate the beauty and dignity of our families, their deep faith, love of their children and determination to give their daughters a future.
Our students have, as one of their goals, a determination to support
By Anne Miles, Principal, McAuley High School Term 2 - 2017 schoolnews
How to stamp out bullying Bullying is rife in schools across New Zealand, that much we know. What we don’t seem to know is how to address it. How can we make our schools a place of learning where all students feel safe and welcome? The latest PISA report from the Organisation for Economic Co-Operation and Development (OECD) makes for sobering reading. A survey of 70 countries revealed that New Zealand schools are amongst the worst for bullying, second only to Latvia. Our global reputation for being friendly and helpful is clearly at odds with what is going on in our schools.
Report findings Twenty-six per cent of 15-yearolds in New Zealand reported experiencing at least one of six bullying behaviours a few times a month, behaviours defined as: • other students took away or destroyed things that belonged to me • I was hit or pushed around • I was threatened • other students spread nasty rumours about me • other students left me out of things on purpose • other students made fun of me
These negative experiences correlate strongly with students’ relationships with teachers and other students; those who had a weaker sense of belonging were more likely to report that they were treated unfairly by their teachers, or had experienced bullying at school. They are also tied closely to academic achievement; bullied students gain significantly lower results at school. The message is clear: students need a sense of belonging and safety within the school community in order to succeed. According to the Bullying Prevention Advisory Group (BPAG), a 17-agency strong initiative, schools can help to
create safe environments by setting up a robust bullying prevention programme. On its new website, www. bullyingfree.co.nz, BPAG walks schools through the four-step process.
1. Planning Set up infrastructure to support the implementation of the plan. This requires buy-in from the Board of Trustees, school leaders, and the establishment of a bullying prevention team. “The team should be diverse; it should reflect a wide range of perspectives, knowledge and experience. It will vary depending on the size and context of the
A whole school approach to wipe out bullying KiVa is an internationally proven anti-bullying programme now in its third year in some New Zealand schools.
KiVa schools here record an average of ten per cent reduction in bullying incidents, with some schools demonstrating more than 20 per cent.
Developed in Finland, it is in more than 90 per cent of schools there and the impact has been phenomenal.
“Percentages like these represent thousands of students who say their situation has improved,” says education manager Deidre Vercauteren.
Accent Learning, New Zealand’s KiVa licence holder, says that
schoolnews Term 2 - 2017
There are three units to KiVa –
junior primary, senior primary and junior secondary, which address the preventative component of KiVa. This continues throughout the school year, the key being in changing the role of the bystander from passive to active. The second part is in the hands of the school’s KiVa team who are trained to deal with any incidents of bullying that arise in “short, sharp and frequent meetings”.
school, but it is important to include at least one member of the school’s senior leadership team.” Ideally all key groups of the school’s community will be represented: • the principal and at least one other member of the senior leadership team • the person responsible for pastoral care • the special needs coordinator or RTLB • someone who oversees the health component of the health and PE learning areas • deans or teachers responsible for different year levels with different subject expertise
school life, otherwise bullying can increase again. The data your school has collected at the start of the process of self-review can form a baseline against which future change can be measured.
• student leaders • board of trustee members and parent and whānau representatives • support and administration staff • other community members or groups which are closely involved with your school
2. Gathering evidence Identify planning tools, such as: • an overall planning process (e.g. a three to five year self review) • the action plan tool • a communication plan • change management tools “Every school has its own culture and values, and bullying manifests itself differently in each school environment. That’s why
Is it bullying? each school needs to regularly collect reliable data and develop initiatives tailored to the needs of students and the wider community.”
3. Taking action The action plan needs to align with the school’s vision, and focus on enhancing positive outcomes. The goals should address needs revealed by the data gathered and by the collective judgement of the team. There should be just a few goals, and they should be clear and easy to understand.
“Look for leveraging goals in setting priorities for bullying prevention. For example, promoting greater trust between school staff and students will lead to more reporting, and more reporting will lead to responding more frequently.”
4. Reviewing and improving Evidence suggests that bullying prevention efforts must be monitored, sustained and integrated into every aspect of
The consensus of opinion is that bullying is based on four characteristics: it is deliberate, harmful, involves a power imbalance, and has an element of repetition. According to BPAG, bullying incidents generally involve three different roles: initiators (those doing the bullying), targets (those being bullied), and bystanders (those who witness the bullying). All students have the potential to be a target, initiator, or bystander at some point in their school life.
What is KiVa? KiVa is a school community approach to bullying prevention. It is designed first and foremost to create a school climate unaccepting of bullying and, instead, encouraging of empathy and positive social behaviours. KiVa students are equipped with strategies and confidence to act and defend.
What makes KiVa different?
Is KiVa Successful? YES!
• KiVa has a strong theoretical basis • KiVa is based on decades of research
• KiVa principals report spending less time on bullying incidents
• KiVa is centred on the idea that the way bystanders react either maintains bullying or puts an end to it
• Students talk about getting a second chance and changing their behaviour
Why is KiVa necessary?
• KiVa teams are dealing with less incidents each school term
New Zealand’s statistics have not improved. • 2017 PISA Report shows 25% NZ 15 year olds are bullied • 2014 TIMSS Report for year 5 students shows only 2 countries worse than NZ
• Research (2017) and annual student survey comparisons show an average of 10% reduction in bullying
• 2011 TIMSS Report put NZ in bottom 6 countries for year 5 students • KiVa NZ student surveys show about 20% of our students are bullied • Approximately ¼ of NZ bullied students say they don’t tell anyone
Contact Accent Learning email@example.com | DD: 04 4639612 | www.kivaprogram.net/nz
Term 2 - 2017 schoolnews
Bullying heartache laid bare at Barnardos Counsellors from Barnardos New Zealand service 0800 What’s Up know more about bullying than most. In 2016 they answered more than 900 calls where bullying was the key issue – making it one of the biggest problems for young users of the helpline.
The bystander Bystanders are students who witness bullying. They can be powerful influencers – how they react can either encourage or inhibit those who bully others. There are three main types of bystander: • followers (assistants) – do not initiate, but take an active role in the bullying behaviour • supporters (reinforcers) – support the bullying behaviour (overtly or covertly, for example, by turning a blind eye) but do
schoolnews Term 2 - 2017
It’s a heart-breaking problem says What’s Up team leader Lesley Butler and one that must not be underestimated. “We know that bullying can lead or contribute to a wide range of problems for students,” she says. “It can trigger anxiety, depression, social isolation, low self-esteem and eating issues. We also know that it leads to serious problems such as self-harming, extreme anger and suicidal thoughts.
not take an active role in the bullying behaviour • defenders – dislike the bullying and try to help the target by intervening, getting teacher support (using safe telling) or providing direct support to the target. Teaching bystanders to respond appropriately (by discouraging, intervening in or reporting bullying) can be an effective way to limit and prevent bullying.
Who’s most at risk? LGBTQIA+ young people (lesbian,
“Bullying is never just ‘having a laugh’ or a natural part of growing up. It’s not something any child should endure and we need to make Aotearoa a place where we say this isn’t OK.” There’s no one reason why some children are targeted by bullies and often there’s no real reason at all. “One of the big questions many of our callers have is simply ‘why me?’ but there’s no real answer,” says Mrs Butler.
gay, bisexual, transgender, questioning, intersex, asexual, or other sexuality and gender diverse identities) are overrepresented in bullying statistics. Auckland University’s Youth 2007 survey found 15 per cent of same/ both-sex attracted students reported being bullied at school weekly or more in the past year, compared with 5.5 per cent of opposite-sex attracted students. An online survey of LGBTIQ young people by the Ministry of Youth Development revealed that schools could help immensely by:
“We make it clear to the young people we talk to that bullying is in no way their fault and is never acceptable.” But it’s not just those being bullied who call What’s Up bullies phone in too. “Some of them come from exceptionally difficult home environments or are going through tough times. They may even be bullied themselves. So when we talk about bullying it’s really important
• acknowledging and normalising LGBTIQ young people • having strong anti-bullying policies for all LGBTIQ students • educating students and teachers on sexuality and gender diversity • establishing support networks and guidance channels for LGBTIQ students • offering facilities and clothing options that are not gender specific (eg, school uniforms and unisex bathrooms). By Anna Clements, Industry Reporter
than we recognise it’s a complex problem that needs to be tackled holistically.”
“Online bullying is much more prevalent now than even a few years ago,” says Mrs Butler.
The most important thing for all students affected is that they be allowed to talk about what’s happening.
“Our callers, particularly adolescents, report being bullied through websites, apps and text messages. It can make bullying almost impossible to escape. But there’s always something that can be done to make things better. We just want these kids to reach out.”
“Kids need to know that when they reach out to adults for help that something will be done,” says Mrs Butler. “Many of our callers say they feel unable to talk to the adults around them or that, when they have reached out the adults couldn’t, or wouldn’t, help. As parents and teachers, we don’t have to have the answers straight away but as adults, we do need to take action.” Signs to be on the lookout for include unexplained injuries, lost or damaged possessions, frequently faking illness or not wanting to go to school, diff iculty sleeping and sudden loss of friends. The best thing to do is
Some children might not feel comfortable talking to the adults in their lives and that’s when a service like 0800 What’s Up is a big help with advice, support and reassurance.
talk to the young person and let them know that what’s happening is not OK and that something will be done. Some children might not feel comfortable talking to the adults in their lives and that’s when a service like 0800 What’s Up is a
Web chat and helpline for kids A service of Barnardos New Zealand, 0800 What’s Up, is one of the country’s most accessed children’s helplines - providing support, information and advice to young people for more than 15 years. All What’s Up counsellors are trained to provide high quality support – no matter what the problem. Callers are also able to speak to the same counsellor each time they get in touch, meaning that comprehensive and ongoing support can be provided for a long period of time. Crucial issues for young What’s Up callers include bullying, relationships, sexual activity and self-harm. However, children can phone
about anything at all, no problem is too big or small. Kids can even just phone for a chat. 0800 What’s Up counsellors are available to talk or Web Chat 365 days a year. Call free on 0800 WHATSUP (0800 942 8787) from 1pm10pm Mon-Fri or 3pm-10pm on the weekends. Web Chat is open 5-10pm every day.
big help with advice, support and reassurance. Bullying has always been a prominent issue for callers to 0800 What’s Up, which has been supporting young people for more than 15 years. Although the counselling team have noticed changes in that time.
0800 What’s Up counsellors are available to talk or Web Chat 365 days a year. Call free on 0800 WHATSUP (0800 942 8787) from 1pm-10pm Mon-Fri or 3pm-10pm on the weekends. Web Chat is open 5-10pm every day. The What’s Up website also has some valuable information on the types of bullying, why it happens and what to do. Visit: http://www. whatsup.co.nz/teens/most-talkedabout/bullying 0800 What’s Up is a proud service of Barnardos New Zealand.
Whatever the problem, we’re here to help.
FREE helpline for 5-18 year olds. Phone and Web Chat counselling available seven days a week, 365 days a year. Visit www.whatsup.co.nz to learn more and email firstname.lastname@example.org for your FREE classroom poster to print.
0800 What’s Up is a proud service of Barnardos New Zealand
Term 2 - 2017 schoolnews
Generating kaitiakitanga in schools Sustainable schools incorporate environmental challenges like climate change into core subjects such as math, science and art, and are modifying the teachinglearning process to a more all-encompassing approach. In this way, students can more easily relate what they learn in the classroom to their real life actions, and become well equipped to adopt sustainable lifestyles. There are many ways in which schools can develop sustainable practices, too many to include here, but here we take a look at some of the best.
Planting Trees for Survival is an environmental education programme which involves young people growing and planting native trees to restore natural habitats. They help landowners to revegetate erosion-prone land, improve stream flow and water quality, and increase biodiversity. “We deliver seedlings to the schools about three times a year during planting seasons,” says spokesperson Michelle Swanepoel. “The students pick out the seedlings and nurture them until they’re ready for planting, usually about a year’s worth of loving and learning, then we organise a planting day on an at risk site - a stream, a hillside or valley. It’s a really fun day out, the kids get stuck in and get muddy. Sometime Wai Care will come along to test the water so the kids can get a feel of where that site is at in terms of water quality. We try to book the same site year on year, and to repeat that water test to hopefully show an improvement so the kids get to see the growth from the previous year.” Trees for Survival partners with councils and voluntary organisations which help with cost and delivery. Schools pay a nominal fee to join.
schoolnews Term 2 - 2017
Megan Cummins, spokesperson for Fresco Shades. “And it encourages awareness of staying under cover during the heat of the day. Children learn that if they’re under the canopy, they are safe from the sun.” The key is in choosing a quality product from the outset, says Mike König from 0800 Sunshade, and this involves consideration of the design, the fabrication, and the fabric.
Keeping waterways clean The team at Sustainable Coastlines deliver educational programmes to schools and community groups to bring to light the effects of rubbish on the marine environment. “We are largely about positive behavioural change and generating kaitiaki,” says co-founder and spokesman Sam Judd. “It’s about using less plastic, growing more food and not littering. Children learn that their actions inland are having an impact on the oceans and that generates more motivation.”
Edible gardens Edible gardens are taking off in New Zealand primary and secondary schools, presenting important new opportunities to promote fruit and vegetable consumption, new University of Otago research has found. Among 491 schools surveyed, more than half (52.9 per cent) had an edible garden, with most having been started in the previous two years. From learning about microorganisms to cooking soup, building bean frames to writing poetry, gardens were used across the curriculum as a ‘handson’ way of enhancing student learning. As well as being used to teach specific curriculum areas, edible gardens were seen to resonate with schools’ values, such as sustainability, partnership
between school and home, work ethic, community service, practical skills, pride and respect.
Energy-efficient buildings The most cost-effective time to improve energy performance is at the design stage of a new building, and the MoE urges boards of trustees to consider this in any building project and upgrades. Look at the entire life cycle of products and building systems. You can then make decisions on which heating and cooling systems to use in terms of their whole-of-life cost. Whole-of-life considers the costs and benefits of getting the best performance, reliability and safety over the life of an asset. The best value for money might be in a high-performance building ‘envelope’. In this way, energy efficiency is incorporated in every aspect of the building design. The aim is to reduce the need for heating and cooling as much as possible.
Shade sails, canopies and screens The benefit of installing shade sails and canopies around the school are two-fold - they help to keep students safe from the sun, and they help to keep the buildings healthier too. “In summer, a canopy attached to the external wall will help to keep the classroom cooler,” says
“You need to be sure that whatever is installed gives you the shade where you want it and when you want it because very rarely does the sun actually sit right above us. So the design is important.” Then there’s the fabrication. “Although it looks simple, a lot of engineering goes into it to make sure it stands up to the wind. We have seen shade sails that don’t fit properly between poles so the fabric gets pulled diagonally instead of straight so it breaks.” Heavy fabric is not always best. “Go with a fabric that has stood the test of time. We’ve got samples of fabric that still has 92 per cent of its original strength after 15 years.” Mr König says schools need to protect their investment in sunshades by maintaining them. “If it doesn’t have to be up in winter, take it down and have it inspected. And at the first sign of the fabric or stitching going, get it repaired before it becomes major damage.”
Waste management Responsibility for waste management in schools falls to boards of trustees. Guidelines from the MoE state that schools should use a combination of methods to reduce waste by separating, reusing, recycling and composting. Set up bins for the different kinds of waste, and label them for glass, paper, plastic, cans and organic waste. Avoid sending waste to a landfill by educating staff and students about other ways of disposing of waste, such as recycling, reusing and composting.
Ways that schools can reuse waste include: • taking lost property to local clothing banks • using plastic bags as bin liners or as packaging • having students make recycled paper and use shredded paper as bedding for pets. Separate organic waste, like food scraps, plants, paper and lawn clippings, from other rubbish, and teach students how to use it for compost. It could be used on the school’s garden, saving on the cost of fertiliser.
– it’s generally cheaper to drop organic waste at a landfill than other rubbish.
Solar power Keeping the electricity running in a school is not cheap, and more schools are making the move to solar power.
• keep hens at school and feed them the waste • have the organic waste composted at the local landfill
By Anna Clements, Industry Reporter
• ask students and teachers to take organic waste home • find out if local farmers want organic waste
0800 Sunshade is New Zealand’s leading manufacturer and installers of high-quality outdoor weather protection products including: Shade Sails | Outdoor Screens | Shade Structures Umbrellas | Awnings | Service & Maintenance
With the price for grid connect solar power systems continuing to fall, it is now an increasingly affordable option for schools. Many schools with energyefficient solutions use them as learning tools for students, particularly during maths and science. At Henley Primary School in Nelson, the first school in New Zealand to sell power back to the grid, principal John Armstrong says his students are “well aware and conversant” of the school’s efforts to be more sustainable.
If composting is not possible:
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Term 2 - 2017 schoolnews
Case Study – Wairoa College
Conversion to solar expected to wipe out college power bills Wairoa College in Hawke’s Bay is looking forward to vastly reduced power bills after a recent conversion to solar energy. The 500-student high school has had a huge solar energy system installed - 60kW - by renewable energy specialists MPower Pacific Limited, and expects to save around $20,000 in electricity bills each year. Of course, there was considerable cost involved in supply and installation of the system $135,000 plus GST - so it was not a decision taken lightly by the school board. However, after some research, and recommendations from the school’s architects, A44 in Gisborne, the school contracted the work to MPower.
“We visited the school to discuss options, then held a community discussion evening before any decisions were made,” says Paul Sands for MPower. “This was very well received - and we are always available to the school and its community if they need more assistance with solar energy systems.” Ultimately, the system was designed based on the historic long term power usage that had been recorded by the
school’s smart meters, and a twostage installation plan was agreed to work around the extensive building renovations taking place. Mr Sands says the annual production for the system is computer modelled to be more than 90MWhr annually; at the school’s unit charge this equates to approximately $19,900 annually although this is based on their 2016 unit and associated charge rates which are expected to increase periodically. “Taking this into account it is anticipated the system will pay for itself after approximately five years, excluding any additional allowance for depreciation and other possible tax savings which could potentially bring this down to fewer than three years.”
SOLAR SOLUTIONS THAT PAY FOR THEMSELVES THROUGH REDUCED POWER COSTS PROVIDES AN INVALUABLE EDUCATIONAL AND TEACHING RESOURCE CREATE AN ON-GOING LEGACY OF REDUCED CARBON EMISSIONS AND POWER SAVINGS
To find out how a Solar Power solution can work for you and your school, contact: MPower Pacific Limited | www.mpower.co.nz Auckland (09) 415 6615
Wellington 0274 533 322
Christchurch 0274 742 753
schoolnews Term 2 - 2017
A monitoring system allows the school and MPower to see what is happening and get alerts if there are any issues. This can also be used as an educational tool looking at performance, weather
and shading effects, and different array performance based on panel orientation The life expectancy of the solar array is more than 25 years, and product warranties on the system are between five and 25 years, so the school stands to make significant financial gains with little or no ongoing operational cost other than periodical general array maintenance and cleaning. Although final installation was complete only in February this year, the school has already observed significant savings on the power costs. The system is set up so that if the consumption of the entire school is less than the output of the solar system then it will export and sell power back to the grid, although it is expected that this will happen infrequently on especially fine days when the school is closed and there are no extracurricular activities underway.
| TEACHER'S DESK
How to access Professional Learning and Development (PLD) Education is viewed by many as the most important way to improve a country and its economy. Skilled teachers are essential to an effective and prosperous education system - and teachers need to stay on top of their game. In New Zealand, there are two ways that schools, kura and Communities of Learning | Kāhui Ako can access professional learning and development (PLD): by applying for Ministry-funded PLD, or by purchasing their own independently. At the Ministry of Education, spokesman Karl Le Quesne says PLD for New Zealand teachers has been upgraded. “We have redesigned Ministry-funded PLD so that it is more responsive to
and lift achievement for their students.”
Now schools, kura and Communities of Learning | Kāhui Ako put together a proposal for support that identifies all of the professional learning they have identified they need to accelerate progress and lift achievement for their students.
the needs of teachers, education leaders, and their students, and so that it is focussed on building greater equity and excellence in national priority areas – reading, writing, maths, science, digital fluency and te reo matatini (pānui, tuhituhi, kōrero), pāngarau, pūtaiao.” Processes for accessing PLD have also been redesigned.
“Previously, we bulk-purchased PLD support in subject areas, and then allocated it to schools and kura as necessary. Now schools, kura and Communities of Learning | Kāhui Ako put together a proposal for support that identifies all of the professional learning they have identified they need to accelerate progress
Proposals are assessed by regional sector panels and successful applicants are free to choose the professional development facilitators that they have identified as having the skills and knowledge for their PLD plan. “We have also introduced an accreditation process for PLD facilitators so that schools can have confidence that the people they choose to work with have the required knowledge and skills.”
Keeping up For many educators, the challenge is in keeping up with the rapid changes in technology. At the Mind Lab by Unitec, teachers can build their knowledge of 21st-century education practices and learn how to integrate relevant technologies and methodologies.
Term 2 - 2017 schoolnews
TEACHER'S DESK |
Teachers can also apply to do a 32-programme to obtain a Postgraduate Certificate in Applied Practice (digital and collaborative learning), worth 60 credits at NZQA level eight. Limited full scholarships are available to teachers working in low decile schools, and $2000.00 scholarships are available to teachers working in schools decile four and above. At the annual uLearn conference, teachers can explore the possibilities for pushing educational boundaries. Spokesperson for conference creators CORE Education, Becky Hare, says, “uLearn is designed to both inspire and to meet educators’ practical needs – to help the profession grow deeply, in pedagogically sound ways backed by research, and to share ways for educators to grow the learners in their care. We are ultimately all there for the students.” Each year’s line-up includes keynote speakers offering perspectives on global and local issues affecting education, and hundreds of hands-on workshops where teachers can explore new ideas, tools and resources to take back to their schools.
Where to go? PLD is on offer in many organisations throughout New Zealand. In the South Island, two of the biggest providers are
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the University of Otago and the University of Canterbury. Otago University provides PLD in: ■ Assessment for Learning ■ Literacy ■ Māori Medium ■ Mathematics ■ New Zealand Curriculum: Curriculum Self-Review and Design ■ Pasifika Success ■ Pathways/Careers ■ Provisionally certificated and overseas trained teachers (nationwide) ■ Reading Recovery ■ Science ■ Specialist Classroom Teachers At the University of Canterbury, training is offered to individual teachers as well as teams, whole schools and Communities of Learning.
Support available includes: ■ National priority areas, including mathematics, science, reading and writing, and digital fluency ■ Cultural responsiveness ■ Modern learning environments and collaborative teaching practices ■ Inclusive and differentiated teaching ■ Department and faculty reviews ■ New Zealand Curriculum and Learning Areas ■ NCEA subject knowledge and assessment practices
Trust (MET). The academy uses an innovative model to integrate hands-on learning, academic research and mentoring to improve student achievement, and is working with teachers at Tamaki Primary School, Tamaki College, Point England School, Glenbrae School and Stonefields School to ensure teachers are confident working in digital environments in order to achieve the best student outcomes. At the University of Waikato, teachers of all career stages can access PLD through the university’s four centres and institutes.
■ Coaching and mentoring for CoL leaders and teachers
At Te Toi Tupu, programmes are available in:
In Auckland, teachers can apply to study at The Manaiakalani Digital Teacher Academy, a partnership between the University of Auckland, Google, and the Manaiakalani Education
■ Literacy ■ Leadership and assessment ■ Learning with digital technologies ■ Gifted and talented ■ New Zealand Curriculum ■ Maths ■ Pāngarau ■ Te Marautanga o Aotearoa ■ Te reo Māori At the university’s Centre for Educational Leadership Research, there are courses in leadership development for teachers at all career stages. These include coaching and mentoring, and developing strategic thinking. By Anna Clements, Industry Reporter
| TEACHER'S DESK
supplier profile THE MIND LAB BY UNITEC
NEXT Expert Teachers empowering Kiwi kids with digital skills Three educators have recently been recognised as New Zealand’s top digital learners, winning the prestigious NEXT Foundation Expert Teacher Award at The Mind Lab by Unitec’s Auckland graduation in April. The winners are Matt Dalton from Rotorua Boys’ High School, Kate Gifford-Maposua and Susannah Fowler of South Auckland’s The Gardens School, who have all just completed The Mind Lab’s Postgraduate Certificate in Applied Practice (Digital & Collaborative Learning). The NEXT Foundation Expert Teacher Award celebrates the three teachers’ commitment to broadening their skills to help
their students gain the skills needed for 21st Century careers. Matt says winning the award was a humbling experience and the results he has seen in his classroom and across the school from the other teachers who are participating in this programme are remarkable. “We talk a lot about moving pedagogy practice into the 21st century but there are limited professional development opportunities to give teachers the tools to do so. It’s something The Mind Lab does so effectively with its postgraduate programme”. “The programme was an invaluable opportunity to reflect on and develop my teaching practice and leadership capacity. I cultivated new ideas through collaboration and challenged pre-conceived ideas about what I believed education to be,” he says.
Kate and Susannah were jointly awarded the scholarship to reflect their teamwork throughout the programme. “We are on a journey with our entire staff to prepare for our brand new school, opening in November. The Mind Lab fitted perfectly in assisting with pedagogical change, strengthening collaboration between teachers and students. We thank the generous support of NEXT Foundation and the team at The Mind Lab,” says Susannah. “By having so many teachers involved, we have significantly enhanced the level of professional discussion, and created energy and enthusiasm for our future. The Mind Lab has made a large contribution towards our teachers embracing a truly collaborative environment,” says Kate. All three teachers express their
gratitude to the NEXT Foundation for its continued support in improving educational outcomes. Launched in 2014, NEXT Foundation plans to invest $100 million in The Mind Lab over the next ten years. It provided 1,350 teacher scholarships in 2016 to allow public school teachers to undertake The Mind Lab’s postgraduate programme. The Mind Lab by Unitec’s Postgraduate Certificate in Applied Practice (Digital & Collaborative Learning) is a part time 32-week programme and is redefining professional development for teachers through the offering of a handson, progressive and blended qualification. Intakes are in March, July and November. To find out more visit www.themindlab.com
Term 2 - 2017 schoolnews
Rolleston College – the face of ultra-modern learning Steve Saville had some lonely days when he took up the post of principal at the country’s newest high school, Rolleston College. As the first employee of a school yet to be built, staffed or populated, he spent months working in a motel room with just a phone and laptop for company. Eighteen months on, Mr Saville can barely complete an email or finish a sentence without someone popping in to see him. Rolleston College is five months old - and it’s buzzing with life. It’s the first state high school to open in Canterbury in more than 30 years, a response to the rapid population growth in the town of Rolleston, 28km south west of Christchurch. Previously bestknown for its prison, Rolleston has in recent years expanded so quickly that the council no longer
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the job is that he is the school’s “educational leader” and has no obligation to be involved in property management. This is because the school has been designed and built by a Public Private Partnership (PPP), an agreement between the Ministry of Education (MoE) and a consortium of private companies.
publishes road maps but instead distributes A3-size updates with new streets and facilities. The town’s population, currently at 16,000 and expected to keep rising, is very youthful - the percentage of under-15s is five per cent higher than nationally, while the number of over-65s is half the usual number. During the past few years, three primary schools have opened in the area and now, at last,
Rolleston has its own high school. And what a school it is. When the 200 foundation students arrived for their first day in January this year, they took their place in the history books. Rolleston College is a school of few walls and built around a high trust model where students can manage aspects of their own learning programmes, and the use of laptops and smartphones is expected. For Mr Saville, the best part of
“The functioning of the building, the cleaners, the caretakers and five-year plan are nothing to do with me which is fantastic,” says Mr Saville. “I get to walk around and visit the kids regularly, and be in education as if I was a traditional teacher.” He did, however, check in with the construction team from time to time to ensure that the school would be functional for its innovative learning model. At his behest, pillars are peppered with charging ports because “teenagers are reluctant to be separated from their device by more than a millimetre”. Facilities are enviable, and include a 500-seat theatre, a multi-
Your Music Education Resource Specialists purpose gym, an automotive workshop, and dance and music studios. Mr Saville also had to establish the school’s teaching team, interviewing candidates for more than 26 positions. “I was looking for teachers with a growth mindset who were concerned about the learner rather than the process. Obviously, we had to have our learning areas covered, but we made sure we gave Canterbury teachers the first bite of the cherry. We wanted to draw on local knowledge and people committed to the region.”
regardless of gender, nationality or ethnicity.
Then there is the structure of the school day. Students have three lessons a day, each for 100 minutes, interspersed with breaks. “We keep the structure simple so the learning can be deep. As soon as you break, the students lose concentration and you’re losing time walking around the school.” Lessons are divided into sessions of small group work with an ako coach, mentoring and reflection, a teaching style that personalises while remaining inclusive, says The staff line-up includes 21 Mr Saville. “Teachers have the Cantabrians, and all teachers chance to take remedial learners share the school’s vision of away for extension without11:24 having enabling every learner to succeed New Zealand Magazine Ad half pg.eps 1 10/5/17 am to categorise them.” as the individual person they are,
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The innovative learning style is supported by the ultra-modern design of the buildings and “phenomenal” acoustics. “Problems predicted such as noise issues and students being distracted by other learners just haven’t happened. I can observe three different classes working and not impacting on each other.” It helps, too, that most students have come from local primaries using modern and inclusive models.
The curriculum is delivered in three parts: Ako, that includes a personal project, a reading programme for literacy and mentoring, an integrated learning of English, maths, science and social science delivered around a context by a team of teachers, and selected optional subjects students choose from a range of arts, technology, languages and extension options. The curriculum delivery has aroused considerable interest. “The community gets and supports the philosophy and
vision of the school but they have questions because it’s a lot of new things to take in that they don’t instantly recognise,” says Mr Saville. “They’re still asking questions as they come to terms with a more integrated approach where subjects are not delivered as separate entities. Happily, students’ results are exceeding expectations. “The learning vehicle working best is the student-personalised one where they manage their own learning. The work being
Selecting top quality woodworking gear When it was time to kit out the new school’s woodworking studio, Rolleston College approached Carba-Tec New Zealand Ltd. Carba-Tec sources high quality woodworking tools and machinery from all over the world, and sells it into Australia and New Zealand. As is always the case for schools, money had to be spent carefully. Carba-Tec eased the process of selection and purchase by supplying samples for the school to try before they
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committed to classroom-sized orders. “They were starting from scratch, purchasing class lots of tools, not replacing bits and pieces,” says Carba-Tec general manager Glenn Robertson. “They were also looking to purchase only top quality equipment that would stand the test of time, and students, with the correct maintenance.” During the past three years, Carba-Tec has supplied more than 130 schools directly, and many more through its dealer network. Carba-Tec has a 700m2 showroom in Auckland, and a comprehensive website.
produced is of a far higher quality than we might have expected.” It’s been a sharp learning curve for all teaching staff. “Teaching in an open learning space requires some risk taking,” says Mr Saville. “We don’t have classrooms isolating teachers, so your teaching is very transparent. They’re doing everything for the first time so they’re working very hard and they’re reflecting a lot. We’re trying to capture and encourage that, and we’re trying to cut down on meetings.
Shopping for musical instruments and equipment
If you’re working in a team, you’re having planning meetings during the lesson. “Students are seeing teachers talking and collaborating so they’re are seeing how adults function. It does have to be managed and we have to be aware of what’s working and what’s not managed.” Shiny Rolleston College with its mostly European students might seem a world away from Mr Saville’s last post, deputy principal at decile two Alfriston College in South Auckland, but “kids are kids”, he says. “Alfriston would have a larger group from a lower socio economic background, but the range is the same, there’s just more at one end than the other. Alfriston was very multicultural so that’s a big change. (Population in the Selwyn district where Rolleston is located is 91 per cent European.) Expectations are not different, it’s the knowledge of how to achieve those expectations that is different here. Families that have gone through university and have jobs understand the system, how it works and how to access it better. They have more access to technology and to experiences but the want and desire is the same. In higher decile schools, parents know what questions to ask and they’ll ask them. It’s all about context and community,
you are serving your community.” The school includes a satellite unit from Waitaha Special School, and Mr Saville counts the integration of these students as one of Rolleston’s great successes. “We said from day one that the presence of Waitaha students would be normalised into the school and I get a little buzz when I see them around because they are not secluded or isolated in any sense, they are fully integrated.” At the time of this interview, Rolleston College was nine weeks into its first term, and Mr Saville reflected on his journey from those early days alone in a motel room. “It’s been a huge learning curve and challenge. We’ve had to make decisions about everything from the school logo and uniform to the interview process. There were no learning programmes as such, no policies or procedures, and everything is very, very time consuming. If you thought about everything that had to be done it would become daunting so we focused on one step at a time. I was hugely appreciative of the work already done by the Establishment Board of Trustees. And every time we start to think it’s overwhelming, I then think what a privilege it is - and I think the staff feel that as well.”
Marty Hannan had the enviable task of setting up the music department for Rolleston College – and his first stop was KBB Music. KBB Music started as a boutique business in 1888 and has since grown to ten stores nationwide, with a dedicated education team that supplies instruments and music equipment to hundreds of schools throughout the country. Roger Cleave, from KBB, talked with Mr Hannan about his requirements and then presented a proposal to Mr Hannan on site at the college to fine tune the order. The resulting outcome was that Mr Hannan was able to set up two classrooms with band equipment, choose gear for practice rooms which included a collection of 30
instruments, a PA system and some recording equipment as well as a maintenance contract which provides for on-call servicing of all equipment. KBB Music also offer the option of hiring musical instruments and this agreement includes some maintenance. Schools get reduced prices on all equipment as well as a five per cent rebate on musical instrument purchases.
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schoolnews Term 2 - 2017
| WHAT'S HOT
Term 2 - 2017 schoolnews
TEACHING RESOURCES |
Making the most of interactive technology Advances in digital technology are transforming the look of interactive teaching, and it’s all good news. Well harnessed, the use of new technology and virtual communication can enrich learning opportunities beyond those we might have imagined, even a few years ago.
Industry views Chris Maclean, general manager at Canon Business New Zealand, says that interactive technology is now truly in the hands of the teacher and their students. “We have seen that some schools still work strongly towards a front of class lecture teaching, whereas others are very interactive with their styles, engaging students as a whole, one to many, or one to one.” Also at Canon, national collaboration manager Ben Smythe says interactive technology is constantly changing. “There are now products for schools regardless of location, class size, or IT set-up,
and they offer teachers greater flexibility to run lessons to suit their own teaching style and needs of individual students. “Schools need to consider the exploitation of technology to increase self-learning and collaboration as much as possible,” says Russell Williams from technology company ,
Shipleys Audiovisual. “Students should be able to utilise all resources at their fingertips to apply relevant information to the topic or project, teachers should be able to monitor the students’ direction and progress live to give immediate feedback or encourage seeking alternative perspectives from their peers or online resources.”
“Most schools are on a tight budget so the main thing they are looking for is an economical system. We prefer not to align with low end brands due to the issues they cause with interconnectivity and instead work to ensure a system can be modular and expanded once the budget rolls over.
Expert advice to help schools keep digital progress simple Shipleys is an audiovisual consultancy and installation service heavily involved in the education sector.
acquire the equipment they need, within budget. “We offer a staggered roll out to suit cashflow using technology that won’t become redundant as systems expand.” They also hire out equipment and offer long term lease agreements and service agreements for new and existing systems.
Based in Christchurch, the company sources, installs and codes new equipment and components into bespoke systems for its clients. “Most schools are on a tight budget so the main thing they are looking for is an economical system. We prefer not to align with discount brands they typically cause issues with
schoolnews Term 2 - 2017
connectivity and interfacing with other products, instead work to ensure a system can be modular and expanded once the budget rolls over,” says spokesman
Russell Williams. “The second criteria is generally simplicity, it must be simple for all end users.” Shipleys is focused on helping educators to determine and
“We have the newest equipment on the market and invest heavily in developments and innovative technology, we have a creative team with centuries of collective experience and support our clients 365 days a year.”
en d by An G l t re rna x e Ne ow xte p e n a he et m ro
ActivPanel GIVING SCHOOLS THE ULTIMATE IN:
FREEDOM FLEXIBILITY CONTROL AND HERE’S WHY .... Designed For Touch Interact, draw or write while presenting a lesson, browsing a website or watching a video.
Mirroring Made Simple Using Promethean’s ActivCast App ensures you can wirelessly connect Windows®, Mac OS®, iOS®, Chrome OSTM or AndroidTM to start mirroring. Collaborate in Real-Time Students can use a connected mobile device to receive, send, or interact with digital lesson content. Move freely throughout the Classroom Observe and intervene with individual work teams while mirroring lesson content from anywhere in the classroom using a mobile device.
Capture and Save Work Capture all annotations, slides and notes during the lesson to send to each student.
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The second criteria is generally simplicity, it must be simple for all end users.” Mr Williams says connectivity is key. “BYOD is huge in a lot of schools so our clients want to ensure the system can talk to these devices as well as other systems both in the school and off site.” At Canon, Mr Smythe says schools are starting to order the “newest and best' imaging technology, knowing that higher quality products are easier to engage with and give students a better experience. “Gone are the days of ‘band aid’ tech, more and more schools are remembering that quality is remembered long after the price is forgotten and that replacing aged equipment every few years no longer makes sense. They’re going for companies with a technology roadmap.” There are probably two trends with these interactive technologies which should be noted, says Peter McAlpine, APAC region manager of SMART Technologies. “One is that, although they are a great teacher display device increasingly we’re seeing students at the board having educational experiences. These boards due to their intuitive nature, create a front of room teaching and learning space rather
than just a teacher display space. The second trend is students and teachers collaborating and using gamification as learning by using the board and SMART’s software to send and receive information from students’ individual devices.” The use of interactive projectors in schools is growing. Epson’s sales of interactive projectors has increased 15 per cent during the past two years. “We are seeing greater implementation of students using electronic devices such as tablets, Chromebooks and laptops as both their learning and recording devices,” says Simon Rogers, general manager at Epson NZ. “This will become more and more prevalent as each generation grows up with the ever changing technology space.' Many projectors now have the functionality through free software to allow the students’ devices to connect the classroom projector and share their work to the class. Some have free software that allows the teacher to be the moderator and to choose which students work they want to display on the projector. Equipment must be portable. “The biggest trend we’re seeing is mobility,” says David Parker, managing director of Active Vision, interactive touch screen specialists.
“The schools are wanting a mobile solution rather than an attached to the wall solution so they can share the resource and use them in flexible learning spaces. Our mobile solutions have one cable then everything else is integrated into the system. It is safe and secure, purpose-built for the classroom, and robust.”
the device, and maintenance requirements.
Mr Parker has also noticed the increasing uptake of interactive technology in high schools. “Historically we have been very strong in the primary and intermediate market and that continues today, but what’s happening today is that the students who have grown out of that education have moved to high schools and tertiary so our technology is significantly expanding through the high schools and tertiary - and also into business because it is an expectation of the new generations coming through that interactive technology is used.”
“We get huge feedback from schools that have visited another, they just cannot believe how engaged the students are working in that environment.”
What to consider Possibly the most important question for schools to ask suppliers is how the technology impacts student learning outcomes. Once that is answered satisfactorily schools should get into the nitty gritty of cost versus lifespan of
Mr Parker advises educators to visit schools that already have new technology. “Look at schools with interactive, engaging technology based around G Suite, Activinspire and other educational software applications.
At Shipleys, Mr Williams recommends that schools find out: - response times if something were to go wrong - can the supplier provide a turnkey customised solution and sound technical advice following site visits? - can we work with and integrate existing equipment? - what lifespan can be expected from the system - If the technology is future-proof (for example, IP based)) - how long the recommended product has been around and whether it has been installed in other schools? By Anna Clements, Industry Reporter
Empowering students to interact and connect • • • • • 28
Innovative interactive technology Large multi-touch displays Interactive projectors and whiteboards Service level agreements Equipment rental and leasing
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03 379 5166 www.shipleys.co.nz
Future Proof Technology Designed for the Future Generation
EPSON’S NEW FINGER-TOUCH INTERACTIVE PROJECTORS MAKES EDUCATING CHILD’S PLAY A new era in collaborative learning, Epson ultra-short-throw interactive projectors take kinaesthetic learning to new heights. Touch- and pen-based interactivity make it easy to draw and collaborate using any wall and familiar, intuitive gestures. With brilliant high definition resolution, plus advanced network connectivity performance, these projectors make it easy to share larger-than-life lessons and control the projector remotely. Learn more at epson.co.nz/interactive
Now Includes SMART Notebook ® Software
TEACHING RESOURCES |
Digital tools for future-focused learning Active Vision supplies a comprehensive range of interactive technology designed to boost engagement in the classroom. The company represents two of the largest selling interactive brands in the world, Promethean and Clevertouch, and specialises in showing schools how to reap the benefits. Previously known as ACTIVboard, the company recently rebranded to reflect its departure from selling interactive whiteboards (IWB) to supplying digital tools to take
learning into the future. “Both companies that we represent have developed significant pieces of software and apps that actively engage the students,” says managing director David Parker. “As opposed to a lean back and look at a big screen piece of technology, it’s a lean in to collaborate and work together on a large interactive display. And we provide the software and training to go with it.” Some of the technology’s biggest supporters are lower decile schools. “They have seen the significant improvement in the engagement of their students because of the technology that we are providing. It makes a difference. Our technology is designed for anything from one-to-one to a group of students working together, that’s where they’re learning to work together.” Active Vision also offers leasing options so that schools do
not get saddled with out of date equipment. “The technology we are supplying is always cutting edge but we do offer leasing because the benefit is in its use and not owning it. Using a financial plan, schools can update when the technology changes as opposed to being stuck with the legacy technology that’s eight years old. We’ve got schools with some of our older technology out there and we continue to support them and also look to help them move to the new technology.” The company provides training to schools throughout the country. “The best technology in the world is fantastic but most people will need a level of
training. We have regional-based trainers, and offer training every term. We have a online and helpline support services, too.” The company is also building an online community where teachers can share recommendations for apps and online tools. Visitors to the company’s website can download and trial apps and tools, and most are free to keep using.
New interactive projectors designed for the MLE Epson is a leading provider of interactive technology to schools, and continues to upgrade equipment and software for optimum learning experiences. New features include wireless connectivity for up to 50 users, and options to display up to four users on the projector at once. Projectors are brighter with longer lamp life with the lamp“eco” mode extending the lamp lifetime to 10,000 hours. Epson’s new range of interactive projectors are designed to integrate with the modern classroom environments. With higher lumens - up to 3800 lumens in both white and colour light output - and options for
schoolnews Term 2 - 2017
full high definition resolution, projectors display brighter, clearer images for classrooms. They also allow the teacher to control their computer at the projection surface and project interactive content to engage the students at a higher level. This can be done using finger touch, an interactive pen or a combination of both. When used in conjunction with the likes of Microsoft Word or One Note, annotations/notes can be digitally saved into the actual programs to allow content sharing; students will not need to copy what the teacher has written or projected meaning they can focus on content comprehension. “This functionality enhances learning both within the
classroom and remotely,” says Epson spokesperson Nika Osborne. “Interactive projection has reached its next level with finger touch technology and multi-user functions, enhancing learning at schools or remotely.” Epson’s interactive and selected non-interactive projectors also allow students to share content from their laptop or tablet with their peers by displaying on the projector. This functionality is available across major platforms including Chromebook. However, the
teacher retains control of content by using a moderator function provided in free Epson software. Newer models also contain a code which allows teachers to redeem a 12-month licence for Smart Note Book educational software. Schools have the option to lease projectors from Epson dealers meaning they can wait until the end of the lease period to buy outright or opt for an upgrade to a newer model.
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supplier profile CANON NEW ZEALAND
Interactive technology to deliver world class learning experiences
With new technology emerging every day, it has never been more important to find a partner to work with you to future proof your technology investment.
them with interactive learning solutions, network security cameras, video conferencing and print. As SMART’s leading New Zealand partner we can help schools create modern learning environments for their students and achieve new levels of student engagement with the latest interactive technology.”
of the room having educational experiences. Gamification has also become popular and creates new ways to give students that ‘a-ha’ moment. Using SMART’s learning suite software, game based activities can be created within minutes and work across the display and students own devices.”
Chris Maclean, General Manager of Canon Business New Zealand says that Canon closely follows the way technology changes learning environments in schools. “Many teachers have been ahead of the education technology curve in how they have wanted to teach for years, and now the technology has caught up. Interactive tech is now truly in the hands of the teacher and their students.”
Products are now available for schools regardless of location, class size, or IT set-up, and they offer teachers greater flexibility to run lessons to suit their own teaching style and the needs of individual students.
Chris Maclean adds ‘education everywhere’ is gaining traction, with technology allowing people to connect with learning sources anywhere in the world. Online education and streaming is becoming more important as students are starting to supplement their in class learning with external feeds. The technology in the classroom and around the school now has to more closely match the ease of use students are finding at home and then in the workplace as they grow and leave formal education.
“Canon partners with nearly 300 education and training customers across the county, providing
Looking at what’s new in interactive learning, Peter McAlpine, APAC Region Manager of SMART Technologies commented that “although interactive displays are a great teacher display device increasingly we’re seeing students at the board in front
This year SMART is launching its most advanced interactive panel, the 7000 series, and it looks set to help schools take classroom learning to the next level. With iQ technology the 7000 series and other boards of this generation are designed for any teaching environment and act as the hub of the classroom. It connects lesson content, an interactive display and student devices all into one effortless experience. With software that allows teaches to quickly and easily create a lesson plan and classroom activities, or let students work together across devices on a digital canvas, everyone can use the technology to learn in ways that come naturally.
To learn more visit canon.co.nz/SMART
INTERACTIVE LEARNING STARTS HERE. Transform your classroom to offer learning experiences fit for a fast moving, mobile and connected world. canon.co.nz/smart
Term 2 - 2017 schoolnews
TEACHING RESOURCES |
Why it’s time to get serious about 3D technology While the use of 3D technology opens up huge opportunities for innovators and entrepreneurs, there is still little evidence of it being promoted in New Zealand schools. “We are way behind countries like the US and the problem is that it puts our kids at a disadvantage,” says Murray Clark from Ricoh New Zealand Limited. “For a country that is supposed to be innovative, we seem to be falling behind in recent years.” In his State of the Nation address of 2013, US president Barack Obama called 3D Printing a technology that has "the potential to revolutionise the way we make almost everything". Accordingly, a programme was set up to put a 3D printer into every school in the USA, a move that Mr Clark says showed that the US government “saw the value and and the need to educate our next generation of innovators to take advantage of it”. “So far, we haven’t done this in New Zealand. The biggest challenge is that most teachers do not know how to teach 3D printing. There are a lot of 3D printers catching dust in corners of our schools because no one is passionate about the technology and getting the thing to print becomes as big a job as teaching it. It’s like, ‘I’ve got enough to do without getting this thing to work’.” Teachers were not expected to be technology people when they signed up for teaching, so it’s a challenge for the schools.” At 3Design in Tauranga, Chad Vorwerk says New Zealand as a whole is still on the brink of adopting 3D technology. “As some would say, ‘people’s hands are still on their pockets, not in them’. Some of the more affordable basic technology still requires much manual input from the user, and this can be intimidating for teachers. A lot of time needs to be invested by the teacher or individual to not only learn how to run and maintain these machines but also to simply run them constantly to produce an entire classes worth of prints. Some
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teachers are giving up holidays or working up to 25-30 hours a week over their normal duties to achieve this.” Getting New Zealand schools to catch up with the rest of the world is going to take time and education, Mr Vorwerk says. “There are multiple ways in which we can assist in the growth of this industry. Seeking out companies like ours which can
provide not only the equipment but the technical support and training is essential. Being left with a machine that you can't use will only discourage growth and acceptance. We are already starting to see a new generation of printers that are fairly "Plug and Play" like the Cubicon range; these are are cost effective to run and require minimal input.” Mr Vorwerk says he doesn’t
believe making 3D printing compulsory in schools is necessarily the answer, “although it may help to fast track the adoptive process”. “After many discussions with teachers, it seems it is more important to find a way to really engage with students, and to get them to want to take the courses that are offered with which design and 3D printing are incorporated.”
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supplier profile 3DESIGN
Revolutionary Cloud Based 3D Printing In the last ten years, 3D printing has become a core component in advancing the technology sector.
your 3D file and choose your colour specifications. From here the printer will do the rest of the work and you can expect to have your model sent to you within 48 hours after print completion.
It’s been heavily integrated into a range of industries because it can turn virtual designs into a 3D object.
If you’re not sure how to create a 3D file, 3Design will work with you to create your personalised item, or there is a range of free reputable websites which have pre-made 3D files which you can download.
Learning about 3D technology is crucial for those looking to go into product development, engineering or design, as 3D printing is common practice for creating prototypes. Integrating 3D printing into student’s education while they’re at school prepares them for the rapidly changing technological environment they’ll enter once they go into the workforce or into further study. It can expand their creativity by helping them take an initial idea and turning it into solid, physical object.
The costs to operate and maintain a 3D printer has made 3D technology diff icult for the New Zealand public to access.
studio and is a Cloud-based internet program where you can book out a 3D printer online and it will print out the object you want.
With this in mind, 3Design created a New Zealand first with its 3D printing farm. The farm is located at 3Design’s Tauranga
To get started all you need is an internet connection and computer. Simply create an account with 3Design, upload
The printing farm was created with students and teachers in mind as a cost-effective way to develop student’s one-off projects or create prototypes. Visit 3Design’s website 3dinnovation.co.nz or give them a call on 07 929 7278 to find out more.
experience 3d printing from anywhere Now every student can have access to cost-eﬀective 3D printing capabilities with our NEW remote 3D Printing Farm.
FREE SIGN UP LIVE VIEW LOW COST 3D PRINTING USER FRIENDLY INTERFACE NO MAINTENANCE NO SETUP COSTS
3d printers available for every classroom! P: 07 929 7278 E: email@example.com www.3dinnovation.co.nz
74c Maleme Street Greerton, Tauranga 3112 New Zealand
Term 2 - 2017 schoolnews
TEACHING RESOURCES |
To this end, 3Design has launched a 3D printing “farm”, a collection of printers for customers to use by remote access. Rather than submitting a file for someone else to process, the user has control over the printer - “vital for individuals to learn how the process works”, says Mr Vorwerk. “They can watch via live stream as their part grows which can be projected for the class to watch and see if there are design feature which could be improved for next time.” Using the farm also eliminates the need for capital expense or technical knowledge of how to run or maintain a machine. Nor need there be any concerns about equipment getting damaged. “3D printing, or additive manufacture, is already disrupting most of today's manufacturing processes.,” says Mr Vorwerk. “The world appears to be moving toward customisation for each individual rather than a one for all policy, and 3D printing is fast becoming the number one choice for prototyping because of its increase in precision, materials, relative low cost and accessibility. “It is important for students to start learning not only how this technology works but how it will
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MakerBot has also established a website, www.thingyverse. com where anyone can access guidance on using 3D technology, no matter what brand of printer they are using. And there’s a section dedicated to teachers. Schools or teachers can create an account (free of charge) and download lesson plans for 3D printing, and share students’ or teachers’ work. be applied in their future careers.” Mr Vorwerk and his colleagues have noticed that students are getting more creative and confident in their use of 3D printing technology. “They are not only generating digital files but also demonstrating the ability to create real world parts. A prime example of this is students making their own fidget spinners.” He says that a school needs to to allow itself up to six months to become 3D print proficient. “If our services are used well this can be reduced significantly. With a plug and play printer like the Cubicon, it can be as little as one to three months.” According to Mr Clark, people need to understand that 3D printing is about the design, not
the machine or the software. “If you have a good enough machine and good enough software, you can focus on the design. You need a machine that’s as good as maintenance-free, and if you buy the right product you’ll get incredible value out of it.” Mr Clark says schools need machines with replaceable, consumable parts, particularly a clip on, clip off extruder. MakerBot, pioneered desktop 3D printing and continues to update its technology to bring it into the reach of the masses, both in terms of price and ease of use. Distributed in New Zealand by Ricoh, they are assisting Rotary Clubs to get 3D printers into all schools here, continuing president Obama’s lead.
Lessons are divided into subjects and year level, from new entrants through to university level projects, and are as diverse as recreating artefacts to converting drawings to 3D objects. As an example, one contributor has shared a design for creating cheap, waterproof shoes suitable for use by children in South Africa. This project encompasses technology and design to solve a real world problem in a practical and cost-effective way. MakerBot has a 24-7 support service meaning teachers and students can access immediate help with printing issues out of school hours if necessary. By Anna Clements, Industry Reporter
| TEACHING RESOURCES
The Rotary mission to get 3D printers into every school Rotary may be 112 years old but it is keeping up with the times better than most. One of Rotary’s current goals is to get 3D printers into every school in New Zealand. This ambitious project was kickstarted by Rotary Newmarket’s Brian McMath who got 3D printer manufacturers MakerBot on board. They donated a MakerBot which was given to Newmarket Primary School where, according to principal Wendy Kofoed, it filled a vital link between education and technology. "Ricoh New Zealand, distributors of Makerbot have got behind the initiative and we have developed a great partnership with them,” says Mr McMath. Since then, other Rotary Clubs across New Zealand have joined the venture, and Sir Richard Taylor, founder of Weta
wonderful Rotary Newmarket endeavour.” To date 19 printers have been given to mainly low decile schools.
Workshop, is championing the cause. “I view 3D printing as a technology which affords greater opportunities within many sectors of New Zealand business and I believe it will have a fundamental impact on modern manufacturing practices,” he says. “At Weta Workshop we are reliant
on this technology, we have 16 3D printers running around the clock. “The sooner we get New Zealand children working with this tech, the sooner they will be able to grasp the potential and positive impact it may have on their future lives. “3D printing is set to change the way our world is built. New Zealand children can get the jump on this change through this
Mr McMath is asking primary schools who believe they have the skills to embrace 3D technology to contact their local Rotary club. “Newmarket Rotary has developed the model for other clubs to pick up. Some cofunding maybe available through charitable trusts associated with Newmarket Rotary so we encourage schools who meet the criteria to approach their local Rotary and ask them to contact us at Newmarket.” Ultimately, the club would like to see schools collaborating on a 3D technology project such as creating parts to build a giant moa. “There’s a moa on display at Te Papa but some bones are missing. Wouldn’t it be great if school children could collaborate to recreate the missing parts?” says Mr McMath.
Empowering today’s students to be tomorrow’s innovators. MakerBot Replicator+ and Mini+ Simple. Accessible. Reliable. 3D printing in your school has never been easier! It has been suggested that 65 per cent of today’s school children will be employed in jobs that have yet to be created. MakerBot’s Mini+/ Replicator+ are empowering today’s students to become the innovators of tomorrow by making 3D printing accessible, relevant and fun.
Rigorous testing of 380,000-plus hours and the new and improved grip surface, coupled with MakerBot’s non-toxic, easy-to-print-with filament, means minimal warping or curling of the finished design.
For more information call 0800 80 76 76 or visit www.ricoh.co.nz
Term 2 - 2017 schoolnews
TEACHING RESOURCES |
The benefits of learning Māori Alice Patrick
He uri nō Koterana e mihi nei. Ko Benechie te maunga. Ko Dee te awa. Ko North te moana. Engari, he Māori āku tamariki, nō Ngāti Awa. Aku taura here ki te kaupapa o te reo Māori me te mātauranga Māori ko rātou ko āku mokopuna. Outgoing education minister Hekia Parata recently emphasised the value of learning languages – including the appreciation of culture and identity, the development of neural pathways, the value of diversity, and the expansion of conceptual frameworks. The benefits of learning Māori are set out in the Māori language curriculum guidelines Te Aho Arataki Marau, namely: national identity; enhanced linguistic ability; knowledge of another culture; career opportunities; cognitive challenge; and
socialisation in different contexts. My vision is for all New Zealand students to enjoy these benefits. Learning te reo Māori creates a sense of belonging (tūrangawaewae) and a sense of pride in coming from Aotearoa. It also enhances students’ linguistic ability and increases their language awareness per se. For Māori students, te reo Māori is central to their identity – as conveyed in the words of the famous Māori leader, Sir James Henare: “Ko te reo Māori te kākahu o te whakaaro, te huarahi i te ao tūroa”. (Māori language clothes one’s thoughts, providing a pathway to enlightenment). There are cultural benefits for non-Māori students too. Being exposed to a different world view can lead them to reflect on their own language, culture and identity. In terms of employment opportunities within New Zealand, there is an increasing expectation (particularly in government agencies) that
employees will have a basic knowledge of te reo Māori me ōna tikanga. And, globally, there are anecdotal reports of young Kiwis who are well-positioned to accommodate another language and culture overseas, because of their knowledge of Māori. Associated with this are the social benefits that ensue from students mixing with the Māori community while learning te reo – thus building on one of the five competencies in the New Zealand Curriculum (2007); namely ‘relating to others’ (whakawhanaungatanga). This competency emphasises the importance of interacting with a variety of people in a range of contexts, recognising their different perspectives. There are also cognitive benefits from learning another language. For people like me in their advancing years, research into the brain suggests that lifelong bilingualism could delay the onset of memory decline, loss of reasoning and other ailments
Starting with kia ora, the journey to correct pronunciation Worried about your pronunciation of te reo Māori? Don’t let fear hold you back from giving it a go. As a teacher, you may be the only adult who your students hear speaking te reo, and it’s a great opportunity to learn together. Kiwi teacher, author and publisher Sharon Holt specialises in helping fellow teachers gain confidence in speaking the language. Start with one syllable at a time, she says…
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For the first 42 years of my life, I knew almost nothing about the Māori language. I had no idea that I was pronouncing our Māori place names incorrectly, and I knew no one who spoke Māori. When I took my first tentative steps into te reo Māori in 2002, I was too scared to even say the word “Māori”. Starting a Māori language journey at Te Wānanga o Aotearoa 15 years ago has changed my life. The tutors and fellow students I met there encouraged me to believe that, even though I am non-Māori, the Māori language
is for me as well, and I quickly grew a passion for this beautiful language. Now, just 15 years later, I have published many te reo books and singalong resources, and teach te reo pronunciation. Part way into my journey, I realised that many of my teaching colleagues lacked confidence in their pronunciation of te reo, just as I had. They told me that the resources available to them were diff icult to use, and they had no idea how to gain the confidence they needed to go beyond greetings, commands, colours and numbers. My thoughts turned
associated with Alzheimer’s disease. And for students, it is encouraging to note that Ministry of Education research revealed that those learning a second language outperformed their monolingual peers in verbal and non-verbal assessments. Moreover, they were also more autonomous, more creative and more able to multi-task – as well as being able to think more divergently. As highlighted by one of our leading Māori educationalists commenting on differential achievement, senior lecturer Wally Penetito states categorically that the “wellbeing and learning of Māori children is located in their culture, language and identity”. If this aspect was strengthened in schools, it is reasonable to expect that Māori students’ self-esteem would be enhanced and their achievement would improve. Success breeds success. Research academic Professor Mason Durie reflects the same
Sharon Holt Arahia Books
to repetitive sentence structures sung to a catchy tune – and the idea for Te Reo Singalong books was born. The feedback on these books was very positive, and followed by requests for pronunciation workshops. During these, I explain that the key to pronunciation is to break Māori words at every vowel. But the most important thing we can do is to put that knowledge into practice, with every Māori word and phrase we use – including our place names. I have a special passion for respecting Māori by pronouncing our place names correctly. I remind teachers of
| TEACHING RESOURCES
view; namely, that in order to be successful at school, Māori students need to have their language and culture validated. In fact, he goes as far as saying that: “If, after 12 or so years of formal education, a Māori youth were totally unprepared to interact within te ao Māori, then, no matter what else had been learned, education would have been incomplete".
Useful Māori language phrases – give te reo Māori a go! In conclusion, to build teachers’ confidence, here is some Māori language useful for the classroom (primary and secondary) or early childhood centre.
Greetings Nau mai. Haere mai. Welcome.
Tēnā koutou. Hello (to more than two) Mōrena/Ata mārie. Good morning.
Tino pai. Very good.
Rārangi atu! Line up over there!
Ka pai. Good.
Rārangi ki waho/roto! Line up outside/inside!
Ka mau te wehi. Awesome.
Kei te pēhea koe? How are you?
Kei te pai. Fine.
Ka kite anō. See you again.
Haere tonu. Keep going.
E noho rā. Bye (said to someone who’s staying behind).
Kia kaha. Give it heaps.
Haere rā. Bye (said to someone who’s leaving).
Aroha mai. Sorry.
Ko Wiremu tēnei. This is Wiremu.
Kia ora. Thank you.
Ko wai tō ingoa? What is your name?
Commands E noho! Sit down!
Ko Hone. It’s Hone.
Whakarongo mai! Listen here!
Nō hea koe? Where are you from?
Hōmai tō pukapuka! Pass me your book!
Nō Ngāti Awa. From Ngāti Awa.
Kia ora. Hi.
Tēnā koe. Hello (to one person)
Nē rā! You don’t say!
Tēnā kōrua. Hello (to two people)
the importance they place on the correct pronunciation of the names of the children they teach. And I ask “why should the pronunciation of our place names be any different?” Every Māori place name has a unique history and a story to tell. I believe that pronouncing those place names incorrectly is disrespecting that place and its story. While incorrect pronunciation is not deliberate, but rather the result of poor role modelling and years of habit, I believe that teachers have a special responsibility to make the effort to get it right. As teachers, we may be the only role models that students have for the correct pronunciation of te reo Māori. They learn to speak by copying what those around them say. If we get it right, they will follow.
speaking in sentences. They start by practising sounds, moving on to words and then phrases. It takes a while before young children learn to speak in full sentences. Surely learning a second language such as Māori should be done in the same way. We should start by perfecting the sounds of the language. Then we should use those sounds to pronounce single words well, before moving on to simple phrases. When I work with teachers in pronunciation workshops, I encourage them to go back to basics and perfect the sounds of the vowels first. What’s the point in saying “kia ora” if we haven’t learned the correct pronunciation of that phrase? You may be surprised to learn that many people pronounce that basic greeting incorrectly.
I believe we can learn a lot from the way children learn language. Babies and toddlers don’t start
Most people say “Ki ora” instead of “Kia ora”. There are no silent letters in the Māori language, so
Kōrero mai. Speak to me. Waiata mai. Sing to me.
School signage Kia tūpato. Be careful. Horoia ō ringaringa. Wash your hands. By Alice Patrick Ministry of Education. (2002). Learning languages: A guide for New Zealand schools. Wellington: Learning Media Ltd. 1
Penetito, W. (2001). ‘If we only knew… Contextualising Māori knowledge’. Paper presented at Early Childhood Education for a Democratic Society 2001, and published in Wellington by the New Zealand Council.
Durie, M., (2003). Ngā Kāhui Pou: Launching Māori futures. Huia Publications.
Kia tere! Be quick! Turituri! Quiet! Rārangi mai! Line up here, near me!
we can’t leave out the “a” at the end of “kia”. Most Māori speakers say “Ki / ao / ra”, which is the correct pronunciation. To learn more about te reo pronunciation, you can watch some of the short videos on my facebook page: Pronunciation Signposts in Te Reo Māori.
Alice Patrick is a reo Māori advisor in schools – and the writer of Arahia Books, bilingual readers aligned to the curriculum.
Sharon Holt worked as a teacher and journalist before moving into publishing. She is the author of many School Journal stories and plays, and also wrote the popular Ready to Read books about Skipper (No, Skipper! and Skipper’s Happy Tail). Sharon now works full-time writing and publishing Te Reo Singalong books, and publishing Arahia Books.
Bilingual resources – user-friendly for teachers, engaging for students
firstname.lastname@example.org www.arahiabooks.co.nz www.alicepatrick.co.nz
Term 2 - 2017 schoolnews
TEACHING RESOURCES |
New to the bookshelf September, 1939. As the Second World War begins, ten-year-old Shirley is sent away on a train with her schoolmates. She doesn’t know where she’s going, or what’s going to happen to her when she gets there. All she has been told is that she’s going on ‘a little holiday’. Shirley is billeted in the country, with two boys from East End London, Kevin and Archie – and their experiences living in the strange, half-empty Red House, with the mysterious and reclusive Mrs Waverley, will change their lives for ever.
Goodnight Stories for Rebel Girls By Elena Favilli and Franscesca Cavallo What if the princess didn't marry Prince Charming but instead went on to be an astronaut? What if the jealous step sisters were supportive and kind? And what if the queen was the one really in charge of the kingdom?
Award-winning, bestselling and beloved author Jacqueline Wilson turns to this period of history for the first time, in this beautiful, moving story of friendship and bravery against the backdrop of the worst conflict the world has ever known. For readers 10+ Doubleday Penguin Random House
Te Pāmu O Koro Meketānara By Donovan Bixley
Pieces of You By Eileen Merriman Fifteen-year-old Rebecca McQuilten moves with her parents to a new city. Lonely but trying to fit in, she goes to a party, but that’s when things really fall apart. When things go badly wrong, Rebecca feels she has no one to turn to. Who would believe the new girl in town? Things look up when she meets gregarious 16-year-old Cory Marshall, but more heartache lies in store. This is a love story about the tough teenage years. For young adult readers Penguin Random House
“I a Koro Meketānara tētahi pāmu — TI-HAI-TI-HAI-HAU...” E mōhio whānuitia ana tēnei waiata. Engari, ināianei tō Koro Meketānara he pāmu ātaahua kei Aotearoa tonu – ā, kei taua pāmu ētahi kararehe whakaharahara – kei te aha anō rātou ināianei? “Old Macdonald had a farm — e-ie-i-o…” Everyone knows the song. But now the farm and animals are in New Zealand and old Macdonald has a Swanndri and gumboots. Donovan Bixley’s illustrations depict the beautiful New Zealand landscape with farm animals - and a fantastic way for children to learn te reo Māori. For early readers Hachette
This anthology, illustrated by 60 female artists from every corner of the globe, introduces us to 100 remarkable women and their extraordinary lives, from Ada Lovelace to Malala, Elizabeth I to Serena Williams. These are true stories of inspirational women - who definitely don’t need rescuing. A feminist bedtime story book - for boys and girls. For readers 7+ Particular Books Penguin Random House
Boy By Phil Cummings Boy lives in a small village with his parents.
By David Hill
By Zack Zombie Zombie, 12, is facing his biggest fears as he tries to survive three weeks of terror at Creepaway Camp.
A lovely picture book for young readers, or read aloud.
Eighteen-year-old Jack wanted to escape boring little New Zealand. But he soon finds that flying in a Lancaster bomber to attack Hitler’s forces brings terror as well as excitement. With every dangerous mission, he becomes more afraid that he’ll never get back alive. He wants to help win the war, but will he lose his own life? A gripping novel for young adults that captures both the daring and the everyday realities of serving in the Air Force during the Second World War.
For readers 5+ Scholastic
For young adult readers Penguin Random House
For readers 7+ Hachette
Because he is deaf, he communicates ‘with dancing hands and pictures in the sand’, though the villagers, who are unable to understand him, consider him strange. The village is constantly under attack by a dragon and Boy, though unable to hear the fighting, can sense the distress - starts the process of resolution by writing in the sand.
Wave Me Goodbye By Jacqueline Wilson
schoolnews Term 2 - 2017
Diary of a Minecraft Zombie #6 Zombie Goes to Camp
Are the camp staff really evil humans in disguise waiting to eat the brains of unsuspecting mob campers? Will the camp cafeteria food really come to life and make a meal of the unsuspecting mob kids? Zombie knows it's real, and he and Steve are preparing themselves for their biggest battle ever. Will they survive?
School Management Systems
Which SMS for your school? School administration is becoming increasingly complex. With ever-expanding reporting obligations, individual learning plans, an increase in allergies and diagnoses, not to mention the increasing expectations of parents, school administrators could feel like they are drowning in paper, forms and requirements. School Management Systems (SMS) are no longer the domain of the progressively organised, rather, they are a necessity. As distinct from the Student Management System, a School Management System provides a total system that records and analyses data on curriculum, behaviour management, timetabling, student wellbeing, financials, and even alumni, for use by all stakeholders. The programs can be streamlined to incorporate record-keeping in areas of attendance, academic results, co-curricular involvement, behaviour and student wellbeing. What exactly can a school management system contribute to the smooth running of your school? We asked some experts for their perspective.
Industry views Edval Timetabling provides a feed-in service to SMS, and from this vantage point, sales manager Phil Donato has observed SMS transforming the connectivity of schools in all areas: “Systems are generally broken down into modules, allowing schools to effectively ‘build’ their system,
based in their individual school’s data needs.” PCSchool is an organisation providing SMS capability across Australia and New Zealand. Director Brendan Croese says that for an SMS to truly be a ‘school management system’, it must enable the school to leverage its data in a multitude of applications, rendering the system far more efficient and reducing the need to massage data to third party applications. Mr Donato says that with SMS, a teacher entering daily attendance data can result in greater engagement and care for the student.
“At that moment of entering, they have access to current data on family welfare or academic progress, past and present; this holistic perspective is of great value in providing context for lateness of absence. “SMS providers have developed great communication tools, via teacherstudent-parent portals, allowing everyone to collaborate on the common goal of educating kids.” Mr Croese says schools can expect more from an SMS than maintaining attendance statistics, or ‘marking the roll’. “This is just the starting point for attendance statistics in SMS. Research has clearly established the high correlation between academic success and absenteeism/
lateness (even at low levels).” Mr Croese says performance outcomes and SMS should have analytics to track, and map patterns of attendance, allowing schools to address trouble areas and remedy issues causing poor attendance.
Timetabling According to Mr Croese, most schools have a “timetabling guru”. “Generally, they have programmes of preference for achieving this ‘arduous’ task. “Some still rely on pencil and rubber techniques, while others use sophisticated software to manage the task more easily.
• Any browser, any device • No server needed • Minimal school setup • Cost effective • Complete integrated school management and student achievement suite, including a mobile app
So, if you‘re thinking about the future of SMS at your school,
Contact: Phil Simms email@example.com | www.musac.io
Term 2 - 2017 schoolnews
School Management Systems
There are many timetabling solutions out there, both integrated as part of SMS systems or as stand alone, built for purpose systems.” Mr Croese says SMS packages should allow this freedom to the administration rather than restricting access to the inbuilt system that may not be the system of choice for the ‘timetabler’: “Whichever timetabling solution is utilised, it is critical that the resulting timetable can be imported and utilised within the SMS for normal day-today management including roll marking, matching attendance to subjects studied, and providing covers for absent staff.” While timetabling used to necessitate a pencil, rubber and sleepless nights, SMS has freed up those sleepless nights for reporting and compliance requirements.
caregivers and students in the education journey. “This is seen to significantly enhance outcomes and involvement. To achieve this ‘web portal’ delivery is critical.” Mr Donato says when timetabling is achieved through specialised third party software, SMS integration is vital. “Many of our integration partners have worked with us to ensure there is ‘live’ integration of data. For example, when a student changes their subjects in year 11, this is generally noted in the timetabling software, and once saved, the data is automatically updated in the SMS for all users to see.” The same applies to adding new students to school lists, and parents have access via the portal to see their children’s current enrolments, and receive notifications of changes automatically.
Mr Donato added that SMS providers’ move towards enterprise solutions serves multi-campus schools. “In theory, student information would follow the student as they move from one site to another.”
SMS in the Cloud With technology rushing on, SMS is keeping pace. Mr Donato says most systems are stored in the Cloud, which has allowed the community greater access to stored data. “We are seeing more apps for mobile devices and accessibility via online portals as the norm.” Mr Croese sees a trend towards increased involvement of
Key SMS benefits derive from data and data analysis. This is especially vital in large schools where school leaders are unable to keep a holistic view of 1,000+ students at a time. The SMS can keep an eye on all areas of a student’s engagement with school and, if concerned, a teacher can bring up their data to obtain a clearer picture, and upon noting a spiral, they will intercept.
Managing assessment and mapping progress According to Mr Croese, assessment programs need to supply institutionalised performance indicators “as required by governments, higher
PCSchool keeps Selwyn students on track Andrew Saunders of Selwyn College in Auckland says the PCSchool Student Management System (SMS) has contributed to Selwyn’s success in developing well-rounded, selfmanaging successful young adults.
asking us what we are doing with our students.” Mr Saunders says the many PCSchool applications enhance eff iciency, because the “raw data” produced by the system immediately highlights issues such as patterns of attendance, removing the guess work from allocating resources.
A school-wide award system produces well-rounded graduates who are wellregarded by universities and employers. Students collect points in leadership, service and involvement in co-curricular activities, receiving a prestigious award upon collection of ten points. Mr Saunders says the PCSchool application Spider, assists students and their mentors to track their point allocation.
schoolnews Term 2 - 2017
Spider also tracks academic progress: teachers, students, and their parents can access timely data to check academic progress. Mr Saunders says access to this up-to-date and continual data prompts intervention before it’s too
late, thus hugely reducing the chances of students “falling through the cracks”. Mr Saunders is certain the SMS tracking has contributed significantly: “Universities are giving more scholarships per capita to our students, and
For example, tracking attendance has allowed constant follow-up of absences, with attendance up from 82 per cent to 92 per cent since implementation. Intermittent absence or ‘skipping classes’ has dropped to lower than one per cent. Now, if a student is regularly missing a subject, the data indicates that, and resources can be applied to supporting that student. For enrolment purposes, Mr Saunders says the system “can drill down” a snapshot of the school community,
School Management Systems
education and employees”. He says a vital role of SMS is to store data and report on results, mapping them against student goals to maintains focus on learning outcomes. “To monitor and report performance longitudinally, against prior performance as well as standardised national testing, SMS must offer live data analysis to enable effective intervention.” Mr Donato says SMS technology now responds to current wisdom that feedback is vital for student learning: “Systems now allow students to submit assessment tasks and receive teacher feedback online as part of the learning process before final submission.” Noting that parents are “a vital component” in learning, he says SMS means communication flows both ways, which in many schools is still a challenge.
including personal data such as, address, ethnicity, origin school and more. “We can produce a Google map of the home locations of all enrolled students, which we can use to inform Auckland Transport, for example highlighting the need for another bus route,” he suggested. “I used to think it was too complex, it was like a Rolls Royce, lots of bells and whistles, but as I got to know the system, I appreciated
And the future? “I think technology is bringing us together,” says Mr Donato. “An SMS of the future should build on kids’ existing technological awareness and use technology to better support the individual learner. Whether it’s gaming, flipped classrooms or virtual reality, an SMS should find a way of bringing this learning space together.” Mr Croese predicts that the role of SMS will continue to expand. “The era of SMS capability limited to marking the roll and producing reports is over. Future-focussed SMS providers will be web-based, and accessible on any device, while providing strong analytics and live data to the users, offering solutions that are proactive in enabling change and befit our ever-changing world.” By Suzy Barry, Industry Reporter
how that complexity made for enhanced capability; it can just do so much. It’s also stable and reliable.” Mr Saunders says PCSchool has brought together a “holistic view of student data for staff, students and parents”; a portal for pastoral issues, subjects, timetables, assessments, as well as co-curricular involvement, supporting the school’s systems to ensure that no student goes unnoticed.
Term 2 - 2017 schoolnews
Fundraising keeping it simple Fundraising - it’s the gritty reality of education today, plugging the gap between state funding and the cost of running a well-resourced school. It also requires a huge outlay of time and energy. How can schools run effective fundraising campaigns that don’t suck the life out of staff and volunteers? In most schools, the task of fundraising falls to the Parent Teacher Association (PTA), and their efforts can make a colossal difference to the resources a school can provide for students. The traditional book fair, for example, can reap in excess of $10,000 in a big primary school. And the annual school gala, a day of great excitement for children, can bring in upwards of $20,000 - as well as providing an opportunity for the school to connect more closely with its wider community. The challenge with fundraising is determining cost and profit. Bake sales, for example, are labour and cost intensive, with the average contributing family spending around $10 in ingredients to contribute baking, only to then send more cash to buy someone else’s (usually sugar-laden) baking. It could be argued that a more effective strategy would be to hold a No Bake Sale; no one buys ingredients or bakes, but everyone sends a dollar or two.
The flip side of the fundraising headache is the sense of belonging created when the staff, pupils and families are supported by their wider community. The NZPTA says that fundraising event can bring the whole community together and give children the message that their education is really worth investing in.
There are, however, fundraising opportunities which require minimal input from staff and volunteers. Online crowdfunding campaigns fit this bill perfectly, allowing rapid sharing of information and collection of funds with as much or as little publicity as the donor prefers. A scan of the education entries on Givealittle reveals this method to be gaining in popularity, with
more than 100 listings. It is also telling of the challenges that some of our schools are facing; primaries without playgrounds or swimming pools, a college damaged by fire trying to fill the gap between the insurance payout and rebuild costs. Wairau Special School needs playground equipment and rural Mangamuka School wants to take pupils to visit Auckland Zoo.
Remember also to look out for grants on offer in your school’s communities. A successful grant application can bring in more money for less work than a cake stall or gala. Organisations such as the Southern Trust, Lion Foundation, Portage Licensing Trust and the ASB Community Trusts are among many groups who award grants to schools. Check Funding NZ for more details. By Anna Clements, Industry Reporter
0800 456 784
◆ Discos ◆ Glowsticks ◆ Flashing Toys ◆ Decorations ◆ Fairs/Gala Days ◆ Inflatable Hammers, Swords & Dinosaurs ◆ FREE sample packs
schoolnews Term 2 - 2017
Keeping the FUN in fundraising
Guilt-free fundraising with snacks Interworld Fundraising NZ Limited has come up with an answer to demand for a “healthy” fundraising product - Bumper Bliss Balls. These are tasty snacks containing only healthy, raw ingredients such as fruit, nuts and cacao, and are free of gluten, dairy, preservatives, artificial flavouring or colouring. Each packet contains five balls in three different flavours - Apricot Almond, Cacao Vanilla, and Cranberry Raspberry. The individual packets of Bumper Bliss Balls are supplied in carry packs of 20 which can be bought for $40 and on sold at up to $60, a profit margin of 33 per cent. Interworld helps schools get the project started by
How your school can profit by selling seeds One very simple and healthy fundraising option is to sell seeds. And given that gardening is one of the most popular hobbies in New Zealand, it is likely to be very popular in many school communities.
providing a fundraising guide, 10 Steps to Success, which contains advice on working out numbers of participants required, how many packs to order and tips for selling. Interworld general manager Sharleen Mischefski says up until now fundraising options that are both healthy and profitable have been limited. “Now schools can have guiltfree fundraising.”
Katikati-based Kings Seeds offers schools a fundraiser programme which involves provision of seed packets at discounted prices to be resold by children at standard retail price. “It also offers children and families quality time in the garden through sowing seeds and growing plants together,” says director Barbara Martin. Profit margins are $1.60 to11:31 AM Kings Seeds_EB A4.pdf 1 16/09/13 $2.45 per seed packet sold, Kings Seeds_EB A4.pdf
Need a healthy fundraiser? Every carry pack has an instant prize inside!
$20 profit RRP per box
depending on the variety of seed. Other ways to use seed for fundraising include buying bulk seeds at a discounted wholesale price and growing them into seedlings to sell, buying discounted packet seed for school garden projects, and running competitions to grow a pumpkin, sunflower or gourmet vegetable.
Raise money for your school with our Seedy Schools Fundraiser Programme! Raise money for your The Kings Seeds Seedy School Fundraiser is a healthy way to school with ourProgramme Seedy Schools raise money for your school or kindergarten through selling packets of vegetable and flower seed. Simple to implement and low stress for organisers, Fundraiser Programme! the Seedy Schools Fundraiser programme also offers children and families quality time in the garden through sowing seeds and growing plants together. Seeds can also be purchased The Kings Seeds Seedy School Fundraiser Programme is a healthy way to to give as gifts to friends and family. raise money for your school or kindergarten through selling packets of vegetable and flower seed. Simple to implement and low stress for organisers, Why our Fundraising Programme works: the Seedy Schools Fundraiser programme also offers children and families quality time in • People love having a healthy alternative to selling confectionery. the garden through sowing seeds and growing plants together. Seeds can also be purchased • It is easy to implement. to give as gifts to friends and family. • Minimal effort is required by the organisers. • Friends and family know and trust Kings Seeds. Why our Fundraising Programme works: • Great interest - gardening is one of the most popular hobbies in New Zealand. • People love having a healthy alternative to selling confectionery. • You make from $1.60 to $2.45 profit per seed packet sold. • It is easy to implement. • Minimal effort is required by the organisers. How it works: • Friends and family know and trust Kings Seeds. • Send out the attached Top Sellers list to parents of the school through the school newsletter - make sure • Great interest - gardening is one of the most popular hobbies in New Zealand. you include a date the order form needs to be in by. • You make from $1.60 to $2.45 profit per seed packet sold. • You sell the varieties from this list at their standard retail price A: $2.75, B: $3.75, C: $4.75 (minimum order 100 packets). How it works: • Place your order with us and we’ll send the seeds to you along with an invoice. • Send out the attached Top Sellers to make parents of the school the school - make • You pay the discounted price within 7 dayslist and a healthy profit! through Discounted prices:newsletter A: $1.00, B: $1.50,sure dateGST the and order form needs to be in by. C: $2.00you perinclude packetaplus freight. • You policy sell thebut varieties thisthe listright at their standard retail price A: $2.75, $3.75, C: $4.75 • No returns we do from reserve to substitute if a particular variety B: is unavailable. (minimum order 100 packets). Placeisyour with for us and we’ll send theOur seeds to you along with an invoice. NB: This• offer onlyorder available resale purposes. seed is available at wholesale prices for • You pay the discounted within 7 days and make a healthy profit! Discounted prices: A: $1.00, B: $1.50, other fundraising purposes – see price below: C: $2.00 per packet plus GST and freight. • No returns policy butwith we do reserve the right to substitute if a particular variety is unavailable. Other ideas for Fundraising Seedy Schools:
Kings Seeds Kings Seeds
Energize Gardening Booklet Energize
• Buy our retail packets at a discounted price for resale! Pre-sell our Top Sellers at their standard retail price, place your order with us and we’ll supply just what you have sold. No leftovers! • Buy bulk seeds at a discounted wholesale price, grow them into seedlings then sell them. You thea 10% discounted priceOur and a wholesale healthy t! NB: pay This available for resale purposes. seed make is available at pricesprofi for We supply this offer seed isatonly discount.
(6 Carry Packs)
other seed fundraising – see and below: • Buy packet for thepurposes school garden we will discount this to you by 20%. Simply place your order by email supplying invoicing details for your school. Other ideasto for Fundraising with Seedy Schools: • Run competitions grow a pumpkin, sunflower or gourmet vegetables. Buy bulk seeds discounted wholesale price, grow them into seedlings then sell them. • Grow •cut flowers to sellatatathe school fete. We supply this seed at a 10% discount. • Buy packet seed for the school garden and we will discount this to you by 20%. Simply place your order by email supplying invoicing details for your school. Good luck and kind regards from the team @ Kings • Run competitions to grow a pumpkin, sunflower or gourmet vegetables. PO Box 283, Katikati 3166 • Grow cut flowers to sell at the school fete.
• Buy bulk seed at a discounted wholesale price, grow them into seedlings then sell them. • Run competitions to grow giant pumpkins, gourmet vegetables or sunflowers. Great for School Fairs!
• Grow cut flowers to firstname.lastname@example.org at the school fete.
Good luck and kind regards from the team @ Kings
PO Box Katikati 3166 • Buy seed on a small scale for283, projects in your school garden email@example.com andwww.kingsseeds.co.nz we will discount you 20%.
To order call toll free
0800 272 473
0800 GERMINATE (0800 437 646) www.kingsseeds.co.nz • firstname.lastname@example.org
Term 2 - 2017 schoolnews
A no-risk way for schools to raise money Knowing how tricky it can be to dream up fundraising ventures that excite yet do not drain too much time and energy, School Aid has done the homework for schools The Auckland-based social enterprise has surveyed literally hundreds of fundraisers to work out those which are guaranteed to make money. Their straightforward process and success of their products “Disaster Plasters” and reuseable shopping bags has seen the venture expand into Australia and now Canada, a reflection of the hundreds of satisfied schools in NZ. All profit goes to the schools, and campaigns are risk-free
with schools invited to return unsold product. School Aid is about to launch a new product, a photobook app, in a project designed to remove the hassle factor in fundraising.
Lighting up school events with risk-free fundraisers
Parents get high quality, low priced photobooks and the school raises money during the campaign - and passively throughout the year.
Mish products light up parties and events all around New Zealand, and the company specialises in providing schools and community groups with fundraising opportunities. Items start at 12c a piece, and are cheerful - most items glow or flash, and schools are free to set their own resale prices. “Our ever popular flashing star necklaces are $1.15 each to schools, and they can sell them on for $2 or $3 depending on the profit they want to make,” says company
spokesman Graeme Le Roux. Popular Mish products include flashing necklaces and toys, glow sticks and face paints, and inflatable toys such as guitars and dinosaurs. Mr Le Roux says Mish fundraisers are all sale or return (SOR) meaning no charge upfront and schools are free to return unsold items. “We realise that organisers are very busy people and don’t always know how much to buy.” Schools most often buy Mish product to sell at discos and free sample packs are available anytime.
• Any browser, any device • No server needed • Minimal school setup • Cost effective • Complete integrated school management and student achievement suite, including a mobile app
SPECIAL OFFER of FREE PRIZES given for your campaigns
Email email@example.com or call 0800 724 733 quote School News to claim.
schoolnews Term 2 - 2017
So, if you‘re thinking about the future of SMS at your school,
Contact: Phil Simms firstname.lastname@example.org | www.musac.io
Sustainable use of the school bus All schools utilise buses whether it’s a minivan for sports and music trips, or a fleet of coaches transporting a year group to school camp Some schools go a step further and invest in their own minivans and buses, allowing greater flexibility in organisation of field trips. Good management of your school’s investment in transport will go a long way towards saving money - and a great deal of inconvenience. Nigel Powell is operations manager at Kiwi Bus, importers of buses for schools and businesses across New Zealand. If your school is considering purchasing a bus, Mr Powell recommends checking the vehicle’s maintenance records. “Secondhand buses are often sold just before major maintenance/repairs are required, especially for gaining a certificate of fitness (COF). A
good operator will have a file showing everything that has been done and what is coming up.” Take a good look at suitability for use. “We have seen seen schools (and companies) purchase buses that are either too old, too small or just not suitable. They should look at seating (bench or coach - the former can take three younger students whereas the latter only two). Air conditioning is not usually considered a necessity, and carpet and plush seat coverings wear quickly and soon look dilapidated if not looked after.” Even new buses may not have good after-sales support as some brands sell buses but have no parts support in New Zealand. Ask the seller where you will get parts from. If the engines or transmissions are not common, it may prove diff icult to get parts, service diagnoses (connecting to a computer) or warranty claims.
Sustainable practice If your school has its own bus, consider hiring it out. “I have heard of buses used by schools in the mornings and afternoons, then being used by rest homes to transports residents to outings during the day,” says Mr Powell. “Perhaps communities can work together to find some exciting solutions that could benefit more than just the school.”
It’s just as good for the bus as it is for the school’s bank account, he says. “Buses perform better the more they are used. Don’t let it sit idle on weekends or school holidays; you could hire it out for use by sports teams and other community groups. And look for sponsorship: you could use the side of the bus for advertising or community notices.” By Anna Clements, Industry Reporter
School transport designed for Kiwi roads Christchurch and Tauranga-based company Kiwi Bus NZ imports new buses designed for safe travel on New Zealand roads, many of which are winding and unsealed. The buses are assembled in China but with original Western technologies and parts, an arrangement that keeps prices down while optimum safety is maintained. All Kiwi Buses have split windscreens in order to minimise costs of repairing chipped or broken glass. “School buses in New Zealand are often roads covered in shingle a lot of the time and we have very strict rules about where chips can be in the windscreen,”
says operations manager Nigel Powell. “A complete windscreen repair is horrendously expensive, but split screen repairs are far simpler and cheaper.” Kiwi Bus NZ is developing a new 11m 50-seat school bus which is scheduled to arrive mid-year. “All new buses are fitted with cruise control, Electronic Stability Control (ESC), ABS with disc brakes and air suspension, and meet the latest emissions controls without plumes of black soot coming out the exhaust to choke everyone,” says Mr Powell. The warranty for a new bus from Kiwi Bus NZ King Long is 24 months or 100,000km, whichever comes first.
Term 2 - 2017 schoolnews
Upgrading The School Library
Transforming the school library for innovative learning
The joy of reading is something that stays with someone for life and for many, this joy has its roots in the school library. Reading for pleasure is also inextricably linked with higher achievement and social mobility, making the school library a place of great importance in a child’s life. While the end goal is the same, the layout of today’s library has changed considerably from even a few years ago to accommodate high demand for technology and the shift from a quiet space to a learning hub for both groups and individuals. It is imperative, therefore, that the design and resourcing of the school library is meticulously planned by those with expert knowledge. School News spoke to industry insiders for advice on refitting the school library.
Consider your space Start by looking at your space, advises Scott Reed from Resource Furniture, suppliers to hundreds of school libraries across Australia. “Consider any distinguishing
schoolnews Term 2 - 2017
features of the building or space that could be highlighted, and any window views that could be utilised to create pleasant, relaxed reading spaces.”
castors,” says Karen Hansen from shelving suppliers Lundia. “These can be moved easily to create breakout areas and for group workshops.”
The company provides a space planning consultancy service to evaluate the library space and create a space for people to connect, explore and learn. “We work out flow of traffic, create fun and interesting reading nooks and breakout spaces, provide a range of options for seating and standing, and ensure there is sufficient space for PC and own device plug in,” says Mr Reed.
Of chief consideration is the accommodation for books. How many shelves? What type? And what height? Most consultants will be able to provide guidance on the amount and types of shelving required once they are supplied with book collection numbers.
“The contemporary learning space requires innovative thinking to complement interaction and engagement with students,” says Trevor McCann from library design and solutions company Raeco. “Setting up zones such as quiet reading, learning, discussion, breakout areas to plan and play are important examples to enhance student learning experience.”
Shelving “The school library is now more of a multi-purpose classroom and has island shelving units on
The number of choices for shelving is vast both for style rollaway, wall mounted, floating, curved and shuttle, and for construction - steel, natural timber and acrylic. All suppliers agree that there has been a shift to faceout display not only in emerging readers and picture books, but in graphics and fiction too. “For some time now we have been supplying a shelving system that displays the books facing out, not like before boring old spines,” says Darrin Batty from Fry Library. “This reduces wear and tear on the books and the kids love seeing the bright illustrations. It’s also a win for librarians as face-out displays are easier to re-shelve. We are also putting non fiction books and series books into browser bins
which serve as a space saver.” Chris Pooley at shelving specialists Hydestor says: ”A review of enhancing sections of the non fiction collection has seen the option of taking selected Dewey categories and treating them like sophisticated picture books and providing them in a face-out display mode. The logic is if children aren’t able to select books via Dewey from a spineout view, they can choose them by seeing the covers; think of all those popular topics in non fiction such as dinosaurs and volcanoes.” There is also a high demand for mobile shelving, especially curved units, which have a middle division to stop the books from falling back, says Mr Batty. “They require no installation, are easy to move even when fully loaded, and can be used to create quiet areas and different shapes in the library.” Acrylic spinners are a popular choice for novels and DVDs, as are acrylic-fronted bookcases for picture books. Versatility of shelving units is essential, says Mr Reed. “We (Resource) have developed a steel shelf that transforms from a standard flat shelf, into a display shelf, a picture book tub and a CD/DVD shelf.
Upgrading The School Library
supplier profile HERITAGE CARPETS
The behaviour of sound in school libraries and learning spaces Noise is always going to be an issue in schools – both internal reverberation and noise penetrating from outside or upstairs. Libraries and learning spaces need specific treatments to reduce noise in order to maximise learning opportunities. Some of these treatments can be very expensive.
Hush Collection carpet tiles from Heritage Carpets incorporate dBack acoustic backing from Belgian carpet tile manufacturer modulyss. Both these companies are known here in New Zealand for quality and value, as well as friendly effective service. There are some important factors to consider when choosing carpet for quiet spaces like these;
◆ Sound Absorption ◆ Impact Noise reduction ◆ Cost ◆ Availability ◆ Performance (wear) The Ministry of Education’s “Designing Quality Learning Spaces” document clearly highlights the importance of good acoustics in Learning Environments and the Hush Collection of modulyss carpet tiles certainly contributes to this. Heritage Carpets is available to assist, alongside your architect or flooring contractor to guide you through the selection process. Significant research and product development has already taken place for you to benefit from. Heritage Carpets also have the services of an acoustic interiors professionals who can assist with this and other areas of your renovation or project.
Acoustic backed carpet tiles are a cost effective and attractive way to contribute to the space’s acoustic performance. Heritage Carpets Hush Collection is available ex Auckland with a series of attractive options for you to mix and match.
Those interested in creating quality learning environments are invited to enquire via their local flooring contractor, architect – or property consultant.
Term 2 - 2017 schoolnews
Upgrading The School Library
This allows any shelf type to be completely interchangeable between any unit in the library and provides great flexibility.”
Furniture “Today’s libraries areas are for communal work and independent study so are equipped with large tables and booth seating,” says Doug Stewart from Quantum Libraries. And furniture needs to be easy to move so that spaces can be re-worked according to group size and use. “Flexible, modular furniture is essential, says Mr Reed, and today’s school furniture is fun for users. “Breakout soft seating that is easy to move and reconfigure is proving very popular.” Schools are also asking for nesting tables and mobile flip tables, both of which can be used for collaborative work yet easily pulled apart for small groups or independent study. And as laptops and tablets find their way into the hands of even the smallest customers, demand for chairs and tables with integrated power continues to rise. Mr Stewart encourages clients to ask where the product is manufactured, and how long it can be expected to last. “Check whether the supplier will be able to help if you have any problems with the product, and always ask if it is designed for your requirements as some companies will try to apply generic solutions.” At Raeco, Mr McCann says
that schools need to ask their supplier whether the new learning environment will encourage engagement and interaction. “Is the furniture agile and flexible for a learning space? Can they provide a learning environment that encourages engagement and interaction?”
Acoustics With the shift away from libraries being quiet zones to multi-purpose digital learning environments, the consideration of acoustics for ceilings and walls is becoming a necessity. Ecoplus Systems’ general manager, Paul Sowry, says acoustic treatments which have been engineered to absorb noise and reverberation can be fitted. Ceiling tiles can also be supplied with a seismic grid, as a safety feature, in areas prone to earthquakes. Staff at NZ Acoustics consult with many schools to help them create learning spaces where groups can work collaboratively without noise negatively impacting on independent learners. Spokesman Nigel Spiers says the first port of call is always the ceiling. “That is the cause of most room excess
sound reverberation and noise. It is also much easier to treat a ceiling as you are not limited by windows, doors, shelves and other fittings and you are not taking up valuable wall space, and it is much more cost effective to treat ceilings rather than walls or floors. As a guideline, $1,000 of acoustic ceiling panels correctly positioned will make a significant improvement to the acoustics of any small to medium-sized library room.” Mr Spiers advises that installing thin acoustic panels will only absorb a moderate amount of high frequency sounds: “To absorb male and female voices, chair scrapes and lower frequency sounds requires 50mm thick acoustic panels.”
Flooring Choice of flooring will also impact on the library’s acoustics. “Libraries and learning spaces need specific treatments to reduce noise in order to maximise learning opportunities,” says Kahu Goulton from Heritage Carpets Ltd. However, some of these treatments can be very expensive. “Acoustic-backed carpet tiles are a cost effective and attractive way to contribute to the space’s acoustic performance.
Smart Design + Smarter Thinking 48
schoolnews Term 2 - 2017
Ms Goulton recommends checking several aspects: sound absorption, impact noise reduction, cost and performance.
Wired for learning All libraries require extensive provision for learners with laptops and tech devices, and new furniture includes choices of tables and seating with integrated power. “Booth seating with built-in power is popular with more and more people bringing their own devices and requiring power and data facilities,” says Mr Reed from Resource. “This also coincides with the increased need for laptop/ tablet tables that hook around seating to provide a little working surface.” Questions to consider
Space • What are the distinguishing features of your library space? • Are they being utilised? • Are there views to consider? • Is there sufficient lighting? • Does the flooring need replacing?
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Upgrading The School Library
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• Are the wall colours suitable?
and stand height pods?
• Do the acoustics need improving?
• Would you like to incorporate electric height adjustable pods?
CEILING ACOUSTIC PANELS
• Do you require storage? ie. Door for hard drive, drawers etc.
The easiest and most cost eﬀective area to address in any room or hall.
• Do you have prominent signage? • Are the service points clearly signed? • Would you like to incorporate wall graphics?
Collection • Can the collection be weeded? • What are the collection numbers? • What is the percentage on loan?
Circulation pods • How many circulation pods are required? • Would you like the option of sit
Breakout furniture • What type of soft seating would you like to include? ie. Individual chairs, ottomans, booths, incorporated power and data etc. • What type of tables do you prefer? ie. Round tops with pedestal base, mobile flip tables etc. • How many chairs per table would you prefer? • Do you require tables and chairs for outdoor use? By Anna Clements, Industry Reporter
Ideally suited to libraries, music practice rooms, studios and classrooms.
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supplier profile ECOPLUS SYSTEMS LTD
by Ecoplus Systems Ltd Looking for a high acoustic and resilient tile that can more than meet the demands of school environments? Would you prefer a sustainable tile made in New Zealand with a high recycled content? Tuf Tiles™ are an eco-friendly acoustic ceiling and wall tile made in New Zealand exclusively for Ecoplus Systems. Manufactured using a minimum of 60 per cent already recycled polyester fibre without chemical binders or retardants, the tiles have been certified as non-toxic and a low VOC ceiling tile which contribute towards gaining Green Star points. Tuf Tiles™ are designed specifically for school environments including areas prone to ball impact such
as gymnasiums and sports centres while also being ideal for multi-functional school halls and libraries. With changes in learning and teaching styles such as group work, more students in an open format and competing noise produced by electronic resources, the modern school library is no longer the quiet zone it used to be. Tuf Tiles™ are engineered for superior sound absorption to control this reverberant noise, yet an efficient and lightweight 14mm slim-line profile. The lightweight tiles also provide a safe option overhead particularly in areas susceptible to seismic activity especially when specified with the Ecoplus FasTLock Seismic Suspended Grid. If this is the ideal solution, get in touch, we’d love to discuss your project: firstname.lastname@example.org.
ACOUSTIC PLUS CEILINGS For New Open Plan Schools • Suspended Ceiling Systems • Acoustic and Decorative Wall Coverings • Thermal and Acoustic Insulation
Maree Koroitamana Phone: +64 21 940 301
Term 2 - 2017 schoolnews
ADMINISTRATION | Case Study: Albany Senior High School
Clever design solutions to future-proof the library
The history of the library at Auckland’s Albany Senior High School (ASHS) is in two parts; when the school was originally built, the college was housed in temporary prefabs on the site of the junior school. This was no small challenge for the school to manage; careful consideration was required to ensure the school could provide a temporary working library with shelving that could be extended and transferred to the permanent location. Fortunately the school had exceptional guidance from both its librarian, Sharon Jackson, and
its shelving supplier, Hydestor. Ms Jackson had previously been a library cluster manager with Auckland public libraries and has a wealth of knowledge in building up collections. She had also worked previously with Hydestor and it was this collaboration of client and supplier, both with expert knowledge, that allowed for a smooth transition. “Creating a modern, flexible, innovative and inviting school library is always a daunting task, and the choice of library shelving is a key component in its success,” says Ms Jackson. “We have a relatively small space so we required flexibility (shelving on wheels), and we wanted to maximise display opportunities,
and to allow for growth and versatility.” After an in-depth consultation on-site, the shelving specialists recommended a mix of solutions from two of its ranges - corporate and tertiary library, and shelving for school libraries. This provided accommodation for both fiction and non-fiction, with a heavy emphasis on flexible rollaway shelving and face-out display in the fiction and graphics collections. “Every school is unique and requires a customised school library shelving solution,” says Chris Pooley for Hydestor. “Each library layout requires the technical input from a huge knowledge pool including school staff and the Hydestor team.
Schools will not be working on their own, we work together to design a space that is unique to each school’s collection and which takes advantage of all the space available.” Mr Pooley says Hydestor consultants are well versed in the individual concepts and idiosyncrasies of libraries and can aid schools to create interactive literary environments which are enticing, accessible and highly visible. ”The Hydestor team have been invaluable in offering innovative solutions to make our vision a reality,” says Ms Jackson. “I've truly appreciated their professionalism, product knowledge and on-going support.”
Enviro solutions for library storage Lundia, a shelving specialist company in New Zealand, has been supplying storage solutions for more than 50 years. Lundia’s static shelving is built from plantation-grown, sustainably harvested Radiata Pine and is verified by EnviroSpec. This means that using these products can help you achieve Green Star rating for your fit outs.
schoolnews Term 2 - 2017
New and refurbished schools themselves are now being rolled out with good design in mind that demands high quality product, says Lundia spokesperson Karen Hansen. “Lundia is being chosen as a preferred product as it provides a difference from what has been on offer in the past. Ms Hansen says Lundia “sticks to what they are good at” - shelving and storage for soft and hard cover books,
big books, picture books, magazines and puzzles. Lundia can get on board with school library fit outs at any point from
working with the architect at the initial design stage. They consult directly with schools, and manage the full project.
Case Study – Whangaparaoa Primary School
Why acoustics matter in school libraries
The modern school library is a multipurpose, flexible facility where at any one moment there is a class of students under instruction, a group ‘studying quietly’, researching on personal devices, creating project content, a kid is catching Pokémon, and a bookworm is escaping to a fictional world. Dovetailed with the library’s traditional purpose, the space is now required to function as a classroom, a breakout quiet zone and accommodate group work. Architecture and modern teaching methods require an open plan or open cell type, dynamic layout, allowing teachers and staff line of sight to students at all locations. Whangaparaoa Primary School knows all about acoustics and aesthetics as they recently refurbished their school library with Autex Composition, an acoustic wallcovering. Principal Kevin Cronin said acoustics were important because of the way they impact children’s learning environments by eliminating
schoolnews Term 2 - 2017
noises and distractions. Modern learning spaces, libraries included, are designed to promote the cycle of learning. Students focus alone or in pairs; to generate ideas, plan, or digest information, then come together to learn, share, present or build on ideas creating a shared point of view, collaborating, then break apart to take the next steps, then repeat. To enable the cycle to operate correctly the spaces are typically laid out as zones, areas within the space which are designated to support the two typical activity types, instructed, collaborative work and focus work, solitary or in pairs. There can be multiple zones in any one space creating a dynamic, tailored facility. Mr Cronin further comments on the functionality of the retrofitted libraries’ zones saying, “We have lots of students in different pockets and different areas [in the library], and their work and learning can be separate from children who are quite close. They are not being distracted by others [as] the sounds are just being absorbed by the environment.” Zones can be denoted in different ways; sometimes by pathways
inlaid in the carpet, blocks of colour, ceiling elements or installations, curved walls, feature finishes and purposeful furniture. The zones work like islands where the feel, layout and the furniture elements define the space’s use. Students will gravitate towards them naturally, and move between them dependent on the activity. The architectural and acoustic separation of these zones is created using space, dividing walls, and strategically placed acoustic elements. Flexibility is added using movable screens and partitions. The finishes of each space can enhance the activity. In the modern multipurpose library, best practice includes full coverage acoustic ceiling, acoustic wall coverings are used to line walls and partitions around focused work areas, offering a change in colour and absorption to reduce the reverberated sound energy elevating distractions. Suspended ceiling elements are a means of defining space without interrupting the floor area. Good acoustic design makes a facility like this possible. The Ministry of Education’s
‘Designing Quality Learning Spaces – Acoustics specifies the ambient sound level in a library. There is a wealth of information available on the design of quality learning spaces and New Zealand has some of the best acoustic consultants in the world, and Autex is on hand to aid at any step of the design process. Throughout the retrofit of the Whangaparoa Primary School library, Cronin was assisted by Autex who collaborated to get the library to a high standard. “We’ve been lucky enough to have people who have been very accommodating and prompt in their response. They have worked with us to make sure the design options are discussed and that we are happy with things. They have shown us things along the way and kept us informed so we are always in a position to say yes or no or how about this,” he says. The result is a learning environment which is a pleasure to be in, promotes the learning cycle and future proofs the school for many years of growth. By Jonathan Mountfort, Design Engineer, Autex
EE DS ? AC O US TI C N RE O F YO UR CA KE 19 99 . TA ce TO sin S cs O FE SS IO N AL ss ro om ac ou sti im pr ov in g cla WAN T TH E PR , tex Au m fro ou sti c ad vic e .c o. nz Ge t ex pe rt ac w w w.a ut ex rce for oustics â€“ A Resou ) Classroom Ac 51697.pdf , Pamela. (2009 D4 tar /E Ay ext tt. ullt Ma v/f n, ily., Lin .eric.ed.go Robin., Hulce, Em from http://files ., Glosemeyer, nditions. Retrieved *Seep, Benjamin ble Learning Co sira De h wit nts ng Environme Creating Learni
Planning an adventure to remember School camps are hard yakka for everyone; the nervous, first-time campers, the school office staff tasked with chasing camp fees, and the parent volunteers reduced to nights on lumpy mattresses and high decibel dining experiences. But the demands on school teachers are at a whole new level. Planning begins months before the big adventure, and culminates in 24-hour responsibility for young campers tasting the adventure of great heights and long hikes. Most teachers wouldnâ€™t have it any other way. School camps are the stuff of dreams and the source of long-lasting memories. There are a lot of decisions to make: where to go and for how long, what activities to include, and how many volunteers you will need to take, but camp management teams can help you out at every point. Most will supply documentation for all aspects of camp planning including booklets for students
and parents, risk assessment and management (RAMS) forms, and lists of what to take.
activity charges, transport costs and any extras involved in out of camp visits or award ceremonies.
As a rule of thumb, planning should begin at least one year in advance with visits to camp sites to check out facilities. By the six-month mark, you should be clear about the purpose of the excursion and have finalised a budget that allows for camp fees,
Three months before camp, send out notices regarding fees, parent help and permission slips. Changes to the Vulnerable Childrenâ€™s Act 2014, and health and safety regulations mean these may require more processing time. One month before camp, you will
Getting into the Spirit of Adventure! Since the Spirit of Adventure Trust was founded in 1973, 75,000 young people have taken a voyage. Last year 1,157 teenagers experienced the challenge of life at sea on board the Spirit of New Zealand Tall Ship. Independent research from Otago University shows that voyage participants demonstrated better self-esteem, self-efficacy and resilience and were better able to work cooperatively in a team and manage stress. These benefits were maintained for four to five months after their voyage. On-board activities vary
schoolnews Term 2 - 2017
according to location, the group mix, the weather and through activities such as sailing the luggers, beach cleaning, tramping ashore, hoisting and setting sails, and a dawn swim, these life-long attributes are imparted to participants. The ten-day development Voyage programme assists New Zealand youth from various ethnicity, to gain life skills as they transition to adulthood. Ministry of Youth Affairs research found that the rate of social change today is increasing stress on young people. The Spirit of Adventure Trust aims to create life changing experiences so youth become confident, resilient and competent contributors to their community and to Aotearoa â€“ New Zealand.
need to ensure all permission slips are returned, finalise contingency for bad weather, and be clear about any special dietary requirements or health concerns.
Location The big question is where to go. A venue close will reduce travel costs, while those at a distance may offer activities not available nearer to home. Of course there
are the factors of cost and timing, with many camps booked long in advance. When searching for a good camp facility, find out: • Distance to the venue from your location; • Ability to provide outdoor professionals; • Ability to provide the activities you want to be in your programme; • Associations with industry organisations.
Accommodation options In addition to traditional-style accommodation such as holiday parks and adventure camps, there are some weird and wonderful locations for school sleepovers.
Sea Life Aquarium, or sleep over at the Stardome Observatory Planetarium. Wellington Zoo also offers sleepover opportunities, and students are invited to explore the zoo after closing time and even offer animals a night-time snack.
middle of Wellington Harbour. The island was home to Māori, has two pa sites and was also used an an alien internment camp and quarantine station. Today it is a haven where visitors can wander amid native plant and bird life.
In Auckland, school groups can check into digs in the old elephant house at Auckland Zoo, bed down next to sharks at Kelly Tarlton’s
For a camp far removed from everyday hustle bustle yet also within reach, schools can book into Somes Island - right in the
In Lower Hutt, Te kakano o Te Aroha Marae is available for school groups to hire both for marae visits and for overnights.
Meals are also available by arrangement. In Napier, the National Aquarium accommodates school groups for sleepovers, and offers a choice of themes - Piranhas in Pyjamas, Daring Divers, and Pirate Pranks. Children will be able to observe feeding time and touch an Australian Blue-Tongue Skink.
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Encourage your teens to take the ultimate challenge A 10 day development voyage on the Spirit of New Zealand will be a life changing experience where teens up their resilience, gain self-confidence, and link up with life long friends.
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For further information please contact Julia Bryant email@example.com 0800 472 454
Term 2 - 2017 schoolnews
Activities One of the key objectives of a school camp is for all participants to be challenged. While most camps offer a wide range of activities, mostly outdoor, schools are usually able to select the menu of challenges. Popular choices include kayaking, rock climbing, bush walking, Burma trail and camp fire, while other opportunities include glow worm adventures, archery, horse riding, raft building, mud slides and paintballing.
At more specialist centres, challenges on offer appear daunting to the casual observer; visitors can try coasteering, the sport of exploring a rocky coastline by climbing, jumping and swimming, while at mountain camps, visitors can go mountain climbing, caving and abseiling. For some students it’s a first foray into outdoor recreation, away from a life limited in experiences and opportunities. Before you book, check whether instructors are provided or whether activities can be manned by parent helpers.
A haven within Christchurch city The Christchurch TOP 10 Holiday Park is a five-hectare haven located in the northwest of Christchurch, halfway between the city centre and the airport. It is a popular choice for visiting school groups with more than 50 booked in each year. Most school groups are from within New Zealand but some are from as far afield as the United Kingdom. There is a minimum group booking requirement of three rooms and parties of up to 100 can be accommodated. Groups who hire the lodge or standard cabin units have access to the communal kitchen and dining areas, and all rooms have pots, pans, cutlery and crockery to use in the communal kitchen. There is
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also commercial-size cookware available for hire if groups prefer to do their own cooking. The park’s barbeque areas are a favourite with school groups, and groups are provided with a lockable storeroom and fridge for food storage. Other units, for example motels and deluxe chalets, have private kitchens. Groups also have the option of using a private caterer for which the park can provide recommendations. Groups’ coordinator for the park, Sarah Rhodes, says a wide mix of school groups visit including sports and academic teams, music ensembles and school camps. Many get out to sightsee at the city’s museums, galleries, gardens and wildlife parks, and there is plenty to do back at the park when everyone needs downtime. “Our indoor heated swimming pool is really popular for groups at any time of year, we have a
large playground and jumping pillow, as well as a giant chess set. We have the Neos interactive electronic game and a coin-operated games room. We also have four-wheeler bikes which students can ride within the park,” says Ms Rhodes. “Our pricing is dynamic and depends on time of year and availability. However, pricing is mainly based per person. We have many different room types with different facilities in each unit, we are happy to match
groups to room types that will suit their budget.” Visitors can pick up supplies from a supermarket just five minutes from the park, or from Northlands Shopping Mall, a large indoor retail centre only two minutes’ drive away.
Ski trips With ski competitions among the biggest events on the school sports calendar, trips to the snow are in demand making good planning essential. The season runs from June to September, and tour companies advise booking early, as long as 12 months in advance. Remember to get board approval for the trip before making any bookings; most tour operators can help by providing risk assessment tools. Of course, the weather does not always cooperate even with the best laid plans, but fortunately there are other ways to enjoy the mountain. Visitors to the central North Island can go rafting at Turangi, canoeing on the Whanganui River, hot pooling in Tokaau, and
bush walking in Tongariro. When the ski fields are closed in the Queenstown district, there are dozens of other high adrenaline activities on offer, notably luge racing and jet boating.
Catering Food is high on the list of priorities of young campers, and often remembered with great delight - or disgust. When choosing, consider the advantages and disadvantages of using in-house caterers or outsourcing. Cost and convenience, variety and quantities are all factors to ponder. Can the venue cater to specialist dietary requirements and will they allow parent help in the kitchen? By Anna Clements, Industry Reporter
Term 2 - 2017 schoolnews
Bush and beach joy just out of the city Presbyterian Camps run two campsites on the fringes of Auckland, Houghton’s Bush at gorgeous and wild Muriwai Beach, and Hunua Falls, a remote forest camp just 50 minutes’ drive south of the central city.
Both camps are booked for exclusive use, and both host school groups each year, Houghton’s with 86 beds and Hunua Falls with 120 beds. There is a minimum charge per day but not a minimum number of campers required, and maximum numbers are negotiable. Some groups take in
tents to accommodate additional campers. Full catering is available but campers can reduce costs by organising their own meals. Schools also have the choice of making use of camp activity equipment at no extra cost, or employing their own activity suppliers.
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schoolnews Term 2 - 2017
Backpackers’ hostel Pacific Coast Lodge in Mt Maunganui is a popular haunt with school groups. The lodge is an affordable, hostel-style residence specialising in group bookings, and has been voted best backpackers in New Zealand for the past three years. Accommodation prices start at $30 per person, per night, and all groups are welcomed. Large groups are requested to book for a minimum of two nights.
Room sizes vary from twin through to ten-bed dormitories, and a continental breakfast is available on request at $8 per person. Visitors have access to a large commercial kitchen, a roomy common area and off-site secure parking as well as free fibre internet/Wi-Fi. The lodge is located close to all major sporting fields for rugby, netball, cricket, hockey and water sports. Local attractions include the white sandy beaches, climbing at Mt Maunganui, surfing and beautiful walks and hot pools.
Adventure sports - on a tame budget
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School groups our specialty.
Go Orange! is a specialist travel company catering for visitors to the breathtakingly beautiful district of Otago in New Zealand’s South Island. The company, formerly known as Kiwi Discovery, works closely with school groups from both New Zealand and Australia, and caters to parties numbering as few as eight or up into the hundreds. During the winter, skiing is the most popular choice of activity for visitors, and Go Orange! arranges packages including accommodation, transport, rental, clothing and lift passes. As outdoor adventure specialists, they also arrange for white water rafting, cycling, walking, kayaking,
Close to all sports fields and beach! Large common areas and kitchen.
Mount Maunganui, Bay of Plenty Freephone: 0800 66 66 22 | www.pacificcoastlodge.co.nz
and cruises of Milford and Doubtful Sounds. They can also provide transport for school groups to travel to dinners and other events. will also arrange charters to and from dinners and events. Groups of 20 or more are provided with a tour leader free of charge, and the full ski package includes access to a choice of four ski fields – Cardrona, The Remarkables, Coronet Peak and Treble Cone.
Hunua Houghton’s Falls Bush Camp Presbyterian Camp C am
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Why choose our camps? • Exclusive use • All inclusive price structure • DIY package to save money • All inclusive package to save time
Book a camp with us and be in to win a $500 Creative Classrooms voucher!* Check out all the great classroom resources you could win at www.creativeclassrooms.co.nz
Check out our websites for further information: www.hunuafallscamp.co.nz • www.houghtonsbushcamp.co.nz Or contact our booking officer on: +64 9 411 9191 or firstname.lastname@example.org *CONDITIONS: Camps must be booked before 31 August 2017 and take place before 30 June 2018 to be in the draw. All school camps during this period will be included in the draw. Winner will be drawn 1 September 2017 and notified in writing. Judges decision is final and no correspondence will be entered into.
Term 2 - 2017 schoolnews
LEOTC | Supplier Profile | Sanitarium Healthier Vending Initiative
Venture Out! Healthy Outlook, Healthy Future! In New Zealand, throughout the school year, more and more young people from schools spend a week or day trips away in school camps to; •
support peer to peer exchanges, team build and role model
apply learning from the classroom
encourage a healthy lifestyle, keeping students active and healthy; supported by learning opportunities in an safe outdoor setting
enable mentoring opportunities between senior and junior students
nurture buddy opportunities for students to develop friendships inside and outside the classroom
The New Zealand Curriculum and Te Marautanga o Aotearoa encourage schools to develop school curricula and related learning programmes that: •
reflect the learning needs of their students
build on their previous experiences and
have meaning for their students because the learning relates to their lives
Outdoor classroom experiences provide students with a range of contexts to develop the key competencies, explore their values and the values of others, and apply learning across the curriculum. When students are involved in education outside the classroom (EOTC) experiences; teachers need to consider the learning and safety needs of all students. Source: http://eotc.tki.org. nz/EOTC-home/For-teachers
schoolnews Term 2 - 2017
corporate team building events and families who want to simply ‘get away from it all’. Tui Ridge Park has a long history with many New Zealand Schools. Affectionately known as the ‘Ridge’ school students have great memories of Tui Ridge. With activities to suit the more adventurous, and some for the less energetic!
‘My time at Tui Ridge Park was an amazing memory event. It was my first time away from home and I did not know what to expect. But I enjoyed the time and thrills so much. It changed the way I learn about things and it gave me new confidence around all my friends. The experience became ‘real’ instead of just reading about it on the web or hearing about it’ – Year 9 student An EOTC experience can be time exploring school grounds, a half day visit to the bush, a guided river cruise, a special event or class time investigating facts and knowledge at a local museum. But a well-planned camping experience takes it a step further, by allowing students to be involved in ‘experiential learning’, such as a hands on project exploring rocks by the beach, visiting a historic locations, hiking through the bush to check out a waterfall, or watching a bird’s nest and its habitat at a local reserve, playing a new sport, performing at a local performing arts or cultural competition, a
live interactive theatre show or participating in a children’s wearable arts festival. There are great camping and conference venues around New Zealand like Tui Ridge Park, who live and breathe their motto for everyone who comes - Adventure Lives Here! Tui Ridge Park is nestled in 170 hectares of beautiful New Zealand forest with commanding views of Lake Rotorua, Mt Tarawera, Mokoia Island, and the surrounding countryside. Tui Ridge Park offers you the very best activities and facilities! Ideally suited for school groups, church groups, clubs,
A substantial number of people believe that school camps can do more than provide an opportunity to have fun; based on a great school camp, they are designed to promote for students a positive learning experience backed up by a healthy active lifestyle. The Sanitarium Up&Go Vending Partnership initiative is proud to be partnering with Tui Ridge Park to support its efforts to engage with students for all ages who attend school camps. By providing healthy vending options all day, students now have access to portable nutrition and hydration while they are outside and ‘on the go’ attending programmes and activities all over the camp under the watchful care of their teachers and Tui Ridge Park staff. Mr Norman King, Tui Ridge Park Manager, is passionate about the place. “It is a fantastic place to learn and create memories, where you can experience the ‘real’ New Zealand.” “At Tui Ridge Park students can experience rock climbing, abseiling, zorb balls, mountain biking, and an exhilarating high ropes course, all under the watchful eye of the Tui Ridge Park trained professionals who keep everybody safe whilst still having fun.” Tui Ridge Park has something to suit everyone. With a huge 40,000 sq ft auditorium/gymnasium complete with a state of the art spring-loaded floor, this indoor events centre is the size
of three basketball courts and has numerous other activity areas including an indoor rock climbing wall. It is the perfect place for a school camp, regardless of the weather! With a camping experience like Tui Ridge Park interest is growing among many schools who choose camping and outdoor education experiences to support what is sometimes known as character education. In its broad sense, that label refers to almost anything we
might do to help kids become good people. School camps can now be tailored to match the academic standards of schools and at the same time demonstrating how experiential ‘outdoor’ education can be a powerful addition to a school’s curriculum; and provide opportunities for leadership development, socialisation, and selfesteem building, that allow students to perform better in the classroom.
Tui Ridge Park, is an excellent regional choice for schools and from many years of specialising in planning and delivering school camps, it has also developed specialised programmes for businesses, organisations, via a camp or retreat experience to enhance their team development and leadership development programmes through experiential education. Mr King, reports that many clients utilise their expertise in combining proven, impactful
and fantastic facilitation within an environment to create real change. Tui Ridge Park has a team of professional staff that has been partnering with schools to develop their greatest asset – their young people. Tui Ridge Park staff will work with schools to design camps and training that meets your objectives and enhances your schools effectiveness in engaging with the learning and teaching of students from all walks of life.
Term 2 - 2017 schoolnews
Connecting with the wider world Memories of school trips stay with us long after we’ve left school. Not only are they an opportunity to break in routine and explore the big, wide world, they serve as a valuable bonding experience for students and staff alike. Whether it’s as simple as a walk around the local town centre or as elaborate as a night at the opera, school trips are an opportunity for students to make connections between what they have learnt in the classroom and the wider world. In New Zealand, any curriculumbased activity that takes place outside of the school is defined as Learning Education Outside the Classroom (LEOTC). It could be a sports trip, a school camp, or a visit to a museum or gallery. According to the
Education Review Off ice (ERO), these experiences give students opportunities to demonstrate key competencies, particularly managing self, relating to others, and participating and contributing. While most children have the opportunity to experience a residential school trip at least once during their school years, most LEOTC outings are day excursions. Despite the constraints of time and money, there is an awful lot that can be sandwiched into one day.
Nature In New Zealand, we are fortunate to have a huge range of parks and reserves, and exploring the great outdoors is part of our culture. The Department of Conservation (DOC) suggests that time is key to making the most of nature trips, especially with young children. “Taking time and allowing space for play and curiosity will turn a walk into an adventure. Listen and watch the rhythms of nature.
Getting children to lie on a forest floor and listen to the sounds of nature can be a magical experience. Ask how many different bird calls they can hear, whether they can hear the creak of the trees or leaves falling. Ask open ended questions to encourage their curiosity and thinking, such as: What do you think has happened here? How are they alike? How are they different? How could we find out more? Trips to botanic gardens will enhance learning about sustainability, while visits to zoos and aquariums bring home messages about conservation and caring for the environment. Auckland Council facilitates school hook ups with park rangers in a local park of choice. Park rangers will introduce the park and discuss with students
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the importance of parks, the different types, who looks after them and who uses them.
Culture At Te Papa, students can explore the national museum’s collections using cutting edge technologies at Hīnātore, the new learning lab. Hīnātore is equipped with a virtual reality studio, studio, 3D printers, 3D scanners, touch tables, and telepresence technologies that enable learners to connect in real time with learners around the globe. Learners can explore a huge range of experiences including voyaging the Pacific in waka to creating digital art. Opportunities to explore Māori culture include marae visits, traditional craft classes and kapa haka festivals.
At Te Hana Te Ao Marama, north of Auckland, school groups can share authentic Māori experiences including a powhiri, hangi food and a night on the marae, while at Te Puia in Rotorua, students can observe cultural performances and see the mighty Pohutu geyser. In South Auckland, the Mangere Mountain Education Centre welcomes visitors to explore its collection of artefacts, and to learn about the volcanic formation of the mountain and the life of its Māori inhabitants. All education programmes offered at the centre are aligned with the school curriculum, and have strong bicultural and environmental education elements.
Arts Many galleries and arts centres align their programmes with the New Zealand curriculum, addressing achievement objectives for all year levels. The Corban Estate in West Auckland is one such learning centre, and provides workshops ranging from Van Gogh-inspired mixed media to kite making using traditional Maori technology, and an introduction to abstract impressionism.
In South Auckland, the Manukau Beautification Trust runs an annual event called Eye on Nature, the highlight of which is a wearable arts competition. The popularity and success of the show is such that organisers are going to run the next year’s show as a standalone event. “We are also looking to open it up Auckland-wide,” says operations manager Lincoln Jefferson. The highly contested event tests students’ ability to design and innovate when choosing materials for their costumes with remarkable results. In Taranaki, schools can visit the Govett-Brewster Art Gallery and experience the work of extraordinary artist, Len Lye. There is even subsidised bus transport available to and from the gallery for selected schools.
ROCKUP delivers the mountain to you Would you like to help students develop selfesteem, confidence, trust, teamwork, safety awareness and positive behaviour? ROCKUP specialises in the delivery and operation of adventure-based learning activities and outdoor safety education, and often for the cost of a bus can deliver “the mountain” to your school or camp. With more than 30 activities to choose from, including our 8-metre high mobile rock walls (with inbuilt auto belays), archery, clay-bird or rifle shooting, kayaks, giant earth balls, inflatable obstacle
courses, dunking tanks, log jousting, giant earth balls, webs or ski-boards. ROCKUP’s rock-climbing and other programmes are very effective in creating opportunities for students to develop positive behaviour and to develop and achieve a higher range of inter-personal communication and practical skills. These programmes incorporate safety in the outdoors, buddy networking, team work and communication, goal setting, consequences for actions and strategies, rock-climbing and abseiling techniques in a safe, supportive environment.
Schools in the south can access more than 100 wide-ranging school education programmes on offer at the Dunedin Public Art Gallery. These include kiwiana, light, movement and colour, construction, sculpture and mixed media, and most can be adapted to suit any age between new entrant and senior secondary. By Anna Clements, Industry Reporter
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World War I in virtual reality at Auckland Museum Cliﬀ hanging a joy even for nervous explorers The prospect of allowing students to dangle off a cliff edge during a school trip is not for the faint hearted board of trustees.
Sonya Warne. “There are lots of nervous giggles, then anxiety and concern when they are on the edge of the bungy or dangling mid-air on the swing, then huge encouragement from their peers and a feeling of pride in having faced their fear.”
But visitors to Taupo Bungy & Cliffhanger, where visitors can choose between a water touch bungy and an extreme swing, consistently report the experience to be enormously rewarding. The adventure organisation hosts around 30 student groups each year, and most visitors report it to be the most exciting day of their itinerary, says spokesman
The company adheres to a strict code of conduct. All certifications are readily available to organisers, including Risk Assessment Management, Health & Safety Policies and Liability Insurance Certifications, and all participants are required to complete a waiver form, signed by a parent if under the age of 16 years.
Exploring war history will become a lot more hands on when a new gallery, Pou Kanohi New Zealand at War, opens at Auckland Museum later this year. Visitors will be able to wear virtual reality goggles to see a field artillery gun at scale, and even take the controls of a WW1 aircraft in a reconnaissance mission over the trenches. Students will also be able to explore the standard issue kit that a New Zealand soldier carried into battle, and to try on an iconic Lemon Squeezer hat and great coat. It’s a place where students can learn about New Zealand’s unique story of war and to consider why, 100 years later, it still matters, says Wendy Burne for Auckland Museum.
EXPERIENCE AUCKLAND MUSEUM Book now from a wide variety of educator-led programmes, or let us help tailor a free self-guided experience. Contact us for expert advice to inspire your students: email@example.com or +64 9 306 7040.
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COMING SOON Pou Kanohi New Zealand at War In October this year, Auckland Museum will open a captivating new gallery, Pou Kanohi New Zealand at War, packed with interactive, thought-provoking content. Book now to give your students an experience they won’t forget!
The new gallery will complement the Museum’s Pou Maumahara Memorial Discovery Centre, which opened last year, a space where students can explore the stories and collections of individuals involved in the New Zealand war experience. Pou Kanohi New Zealand at War opens October 12, 2017, the 100th anniversary of the Battle of Passchendaele.
Surfing Education for Schools NEW LOCATION: MOUNT MAUNGANUI Our objective is to teach and develop surfing skills for Primary, Intermediate and Secondary Schools, coaching students to be active and have fun in the ocean by increasing ‘Beach Safety’ through the enjoymeny of learning how to surf.
We offer NCEA Achievement Standards, surf tours, ‘Beach Surf Safety’ days and can assist your school camp or day excursion.
P: 09 434 3843 M: 027 734 4877 firstname.lastname@example.org www.oneillsurfacademy.co.nz Surfing Mount Maunganui, Northland, Matakana & Orewa
Term 2 - 2017 schoolnews
SPORTS & RECREATION |
Using exercise to stay on top of work pressure Teaching is high stress work, no question. A recent survey of New Zealand teachers revealed that more than half, 54 per cent, have taken time off work because of stress and anxiety. Study co-author, Ursula Edgington, says the results are extremely concerning. “No matter how subjective, for a majority of teachers to feel it is necessary to take time off in order to recover from workplace stress and anxiety, there will inevitably be consequences for the health and well-being of staff and potentially for the quality of teaching and learning in New Zealand.” Further concerns about teachers’ health and well-being are raised by respondents’ descriptions of what measures they take to cope when feeling feeling stressed and anxious. More than one third, 39 per cent, take solace in comfort eating, 37 per cent try to extend their sleep, 26 per cent drink more alcohol, seven per cent selfmedicate and six per cent found smoking helpful.
schoolnews Term 2 - 2017
More positively, 40 per cent of respondents chose instead to exercise more to improve their well-being. Exercise helps to relieve stress, improve sleep patterns, boost the mood, improve concentration and sharpen the memory. It is also widely recognised as an effective tool to relieve moderate depression and anxiety symptoms
and prevent relapses. Finding the motivation to exercise can be incredibly difficult but once the benefits of exercise are experienced, they can be life changing. This has been the case for personal trainer Shane Way. After attempting to take his life in 2012, Shane realised he needed
to take a fresh approach to life and looked to exercise to break through the clouds. Through exercise, he gained confidence, found a new passion, began a new career in the exercise industry and experienced for himself the significantly positive effects physical activity can have on mental health.
| SPORTS & RECREATION
School Safety Matting Shane’s advice is to: Start off small Start off with a small walk around a local park or something similar, choose a time of day when you know it won't be busy so that you can have your own space and be one with yourself. Once you can get into a routine, then you can start to try new things like going for a run, training with a friend and even going to a gym or group fitness class. Set achievable goals You're not going to lose 20 kilograms in a month and you're not going to have huge muscles next week. If you manage just a little exercise, like taking the dog
for walk, that’s still something to feel good about. If you have a bigger goal in mind, set a longterm date then work backwards and set out small achievable steps to help you reach the big one. For example, if your goal is to run 10 km, set mini goals like running for five minutes the first week and building up from there.
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Work in a wow factor Set yourself a goal each time you exercise that is achievable but makes you challenge yourself. This may be running a few seconds faster or doing a few extra repetitions. It's amazing how improving your time or the amount of times you do something can boost your confidence.
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FOOD & BEVERAGE |
Top ingredients for healthy menus Sarah Goonan Heart Foundation NZ
Caterers and canteen managers need recipes that work well, resulting in high quality products that students enjoy eating and keep buying.
4. Remove from the heat and stir in the cheese.
We understand that making changes to your canteen menu or recipes can feel like a big risk. But remember, making healthy foods and drinks available within the school environment will encourage students to make the right choices and purchase healthy foods.
6. Bake at 180°C for 15-20 minutes or until the filling is hot and the potato topping is lightly browned. Serve with salad or extra steamed vegetables.
Fuelled4life shares some tips to help you include healthy ingredients in your canteen menu. Check out our online Fuelled4life resources for many more ideas on how to add variety using nutritious recipes, ingredients and cooking methods.
Veggie up your meals Vegetables are important for children and young people. They provide nutritional goodness like carbohydrate, vitamins and minerals. Here are creative ideas on how to increase the veggie content of your menu items: • Grate vegetables into mince dishes (e.g. carrots, courgettes) • Make a quick salsa by cutting tomatoes, onions, garlic and herbs. Serve with vegetable sticks. • Boil cauliflower, parsnip or pumpkin in with your potatoes and mash. • Make savoury muff ins or scones using diced or grated onion, corn, spinach, courgette or pumpkin. • Fill vegetarian sushi with avocado, finely sliced carrots, red peppers, cucumber and silverbeet.
to the boil, stirring well until thickened.
5. Slice the hard-boiled eggs and lay across the drained fish. Pour sauce over and top with mashed potato (see below).
Love legumes Legumes are one of the most under-rated, healthy and affordable foods around. They come in a variety of shapes and colours but the most common types include split peas, beans, chickpeas and lentils. Legumes are a great source of plant protein, low in fat and full of fibre. Add legumes to soups, casseroles, salads and meat sauces to extend the meal and add extra texture and flavour.
Fish pie is a canteen classic. This recipe is both nutritious and comforting, particularly as we roll into the winter months.
Fish pie – serves 25
Here is one of our favourite legume recipes. It’s easy, very versatile and meets our ‘everyday’ criteria. Use it as a spread for sandwiches or dip with fresh vegetables.
Five-minute hummus – serves ten
• 3 onions, diced
• 1 ½ cups edam cheese, grated
• 1 ½ kg boned fish fillets (e.g. gurnard, warehou) • 3 sticks celery, finely sliced • 2 medium carrots, finely sliced • 4 ½ cups reduced-fat milk • 9 tablespoons wholemeal flour
• 1 can (400g) chickpeas, drained and rinsed
• 9 eggs, hard boiled
• 1 clove garlic
• reduced-fat milk (as needed)
• ¼ cup tahini • juice of 1 lemon • 1 pinch ground cumin • 1 pinch ground pepper • 1 tablespoon olive oil • 1 tablespoon water Method Place all ingredients in a food processor and blend until smooth.
• Instead of flour, use pumpkin, potato or kumara to thicken a casserole dish.
• Add corn, peas, onion, or grated carrot to pasta dishes.
Looking for ways to include more fish on your menu? Fish is a great
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alternative to meat, and oily fish has the benefit of providing more heart-healthy omega-3 fats. The oiliest fish are mackerel, sardines, salmon, kahawai, warehou, pilchards and herring. Canned fish can be a good source of omega-3 (choose fish canned in springwater rather than brine).
• 8 large potatoes • 3 tablespoons margarine Method 1. Lay fish in a medium-sized oven-proof dish and place celery, carrot and onion over the top. 2. Pour the milk over the fish, cover and bake at 180°C for 10-15 minutes until the fish is cooked through; drain liquid off the fish into a saucepan. 3. Mix the flour to a paste with a little extra reduced-fat milk; stir into the fish liquid. Bring slowly
Boil potatoes until soft, drain, and mash with milk and margarine.
How can Fuelled4life help you? Fuelled4life is based on the Ministry of Health’s Food and Beverage Classification System (FBCS). It’s a free, practical tool which helps schools and early learning services provide healthier foods. If you are a teacher, principal, canteen manager, caterer or cook and would like your school to offer healthier food and beverages, here’s what to do: • Sign up to Fuelled4life for loads of free resources to help you choose healthier options. • You’ll also get access to the Fuelled4life website and newsletter with tips, recipes and information on ways to improve nutrition in your school. For more information or oneto-one nutrition support, please contact the Fuelled4life team on 09 526 8550, email fuelled4life@ heartfoundation.org.nz or go to www.fuelled4life.org.nz. Sarah Goonan works for the Heart Foundation as the Fuelled4life programme manager. She is a New Zealand registered dietitian and completed a master in dietetics through University of Otago. Sarah is passionate about food, cooking and enjoys helping others make healthier lifestyle choices.
New Zealand manufacturers of quality furniture and solutions for New Zealands Schools for over 20 Years. Suppliers of: Drinking Fountains, Bottle Filling Stations, Rubbish Bins, Bench Seats, Tables and Picnic Tables, External Lighting for the Sports Fields or Carparks.
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HEALTH & SAFETY |
Keeping students safe around the school carpark The start and end of every school day is hairraising to witness. At exactly the time we need our streets and carparks to be safe, they are at their most hazardous as students, parents, bikes, cars and buses converge in the same location.
bus to school in order to reduce congestion. And the BOT should put together a travel plan to manage traffic. This should address: • how traffic moves in and around the school • where vehicles can park • how pedestrians are kept safe. “Involve the community in developing the plan. It will get people thinking about ways to reduce traffic. Develop a system for dropping off and picking up students,” says the Ministry.
As any teacher who has survived crossing duty can testify, school drop off and pick up times are full of anxious moments as students navigate car parks, duck distracted drivers and weave past illegally parked vehicles. Schools write to parents with monotonous regularity, pleading for them to mind speed limits, parking regulations and to watch for young pedestrians. “Please do not call your child out into the road or to cross the road rather than use the crossing,” writes one Auckland principal. “Students
schoolnews Term 2 - 2017
“Make sure your travel plan includes a system for dropping off and picking up students.
and parents are to use the crossing. There have been some near misses which were totally avoidable.” In New Zealand, boards of
trustees are responsible for managing traffic flows in and around schools. The Ministry of Education says students should be encouraged to walk, cycle or
For busy urban schools, traffic needs to be coordinated in and around the school during peak times. If not, drivers might park illegally in the neighbourhood which is unsafe and will irritate neighbours.”
| HEALTH & SAFETY
A system might include: • entrances for pedestrians only • a bus bay that’s separate from car and pedestrian entrances • an off-street drop-off and pickup area • specific lanes for cars, which are clearly marked for one direction only • staff at key points to manage traff ic flow • staggered start and finish times for different year groups. One of the biggest headaches for schools is keeping the staff car park safe for students and yet accessible for drivers. Kyle Dransfield is manager at Highway 1 Intl Limited, suppliers of specialty roading products. Highway 1 distributes product to many schools, both for their driveways and carparks, and for safe travel between home and school.
School driveways and carparks
There is no legal limit, it is at the discretion of the school.” Another way is to install speed cushions.
One way to slow down traff ic
A speed cushion is like a speed bump but it allows emergency vehicles to access without slowing down to a crawl.
is the use of speed humps and signage on driveways, says Mr Dransfield. “Specifying a speed limit of say, 10km, is very effective.
supplier profile HIGHWAY 1
Children are safer when they are seen
In New Zealand, child pedestrian injuries is a leading cause of traff ic related child deaths. More than 5 child pedestrians are killed each year. More than 100 are hospitalised. Primary age children, five to nine years, are most at risk. Education and visibility are two areas that have been identified as needing improvement and
Carpark Safety for Schools Contact us today to find out more!
Speed Humps | Wheelstop | Ramps Signs | Bollards | Cones | Cone Barriers and much more...
Every month in Great Britain there are 1200 reported accidents and injuries involving children within 500m of the school gate. 20% of these accidents occur when children step from the footpath onto the road without looking and drivers are not able to react in time.
The cushion sits in the middle
of the lane where, at 1.8m wide, it will slow most vehicles. But because ambulances and fire trucks are wider, the tyres will not touch the cushion so they can continue to travel at speed. Speed cushions are widely used in driveways of hospitals and rest homes.
further funding. Lights and reflective materials for walking in the dark and high visibility clothing are two very simple ways of improving child visibility. School boards in New Zealand should seriously consider the introduction of safety vests as a method for their students being visible and kept safe on their way to and from school.
0800 175 571 highway1.co.nz
0800 175 571 | highway1.co.nz schoolnews Term 2 - 2017
HEALTH & SAFETY |
Our children need us to keep them safe Craig McLean Vanguard
Young children are extremely vulnerable on roads and in car parks. According to a recent report from the Ministry of Transport (MoT), children aged five to nine years are most at risk as pedestrians. The majority of these accidents are directly related to attending school. Accident rates for child pedestrians peak within an hour before school starts and up to an hour after school finishes. Accident rates have been declining over the years, but they are still alarmingly high. More than five children are killed and over 100 injured every year as pedestrians on New Zealand roads, according to the group Safekids Aotearoa. The tragedy is that many of these deaths and injuries were preventable. Young children are excitable, they have a short attention span and lack the experience to be able to calculate distance and speed. Researchers in the US also found that detection in peripheral vision is relatively poorer in children than it is in adults. They concluded that it was a contributing factor in the
particularly high pedestrian accident rates of children. Our children are vulnerable and need protection from life threatening situations. The danger begins in the school car park, where people and cars
The use of mirrors for blind corners is effective, says Mr Dransfield.
While these will not keep pedestrians out of vehicle areas, they will keep vehicles out of pedestrian areas so can be useful to designate vehicle-free bays. They are also useful for funnelling traffic into narrow lanes.
“If your school has a patch where visibility is limited and drivers cannot see what is around the corner, put up a convex mirror so you can see kids and pedestrians.”
Demarcation Traffic safety measures need not be bulky or expensive. Clearly painted lines to show where cars can and cannot park are practical and cost effective.
Although road deaths have been declining over the years, the death of a single child is unacceptable.
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“You can use bollards to take the lane from says 3m to 2.2m and the traffic will naturally slow down.” Mr Dransfield says wheel stops are a practical way to keep the footpaths clear. Rather than have the footpath partially blocked by car bonnets, the wheel stops will
mix randomly and motorists
awareness for the children is a
reverse vehicles often with little
good start and adult supervision
vision of who might be behind.
is also important, but it’s not
We must do more to make our carparks as safe as possible. Safety training and safety
always possible and children do break away and run into the path of vehicles. Physical barriers and pedestrian control systems are
keep vehicles back - and away from pedestrians.
Safety vests Highway 1 sell a lot of safety vests to walking school buses and rural schools. “In some areas, the lighting isn’t good or maybe there’s no footpath so wearing a high visibility vest is another way to help students stay safe. At road safety charity Brake, director Caroline Perry recommends that schools have a road safety policy in place to promote the safety of students as they travel to and from school,
| HEALTH & SAFETY
Did you know…? More than 5 children are killed and over 100 are injured every year as pedestrians on NZ roads.
The tragedy is that many of these deaths and injuries were preventable. Young children are excitable, they have a short attention span and lack the experience to be able to calculate distance and speed.
Accident rates for child pedestrians peak during the hour before school starts and up to an hour after school finishes.
Wheel stops can be used to demarcate staff car parks and reversing accidents can be minimised by requiring staff to reverse into parking spaces carefully on arrival.
probably the most effective tool we can deploy in our quest to make our roads safety for our children. A range of interlocking rubber speed humps can be used to slow the traffic down to a manageable speed in car parks, increasing driver response times.
Each serious injury or death of a child on the road is unacceptable. We should never become complacent about the safety of our children – it is the most important issue we will ever be confronted with.
Barriers can funnel the children to cross carparks at a particular point so that staff and visitors don’t have the distraction of children appearing at any time.
Craig McLean and the team at Vanguard work with Schools and car park managers throughout New Zealand to help keep their people safe. With more than 45 years experience in the team, they have the expertise to advise on the best solution for your traffic and pedestrian safety challenges.
and whilst on school trips. “It's a good idea to detail within the policy what is expected of both students and parents/carers,” she says. You can also use the policy to: •
Identify where parents/ carers should drop off/pick up their children, including any areas parents/carers should not drop off/pick up their children. Provide safety advice if transporting their child by car (e.g. only letting their child get into/out of the car on the footpath side,
using appropriate child restraints). •
Remind parents/carers about factors such as speed and reversing when driving close to the school. Children sometimes make mistakes. They cannot effectively judge the speed a car is travelling at, so slowing down means you have a better chance of stopping in time if a child makes a mistake and runs onto the road.
We have a solution for every traffic and pedestrian safety challenge. Call our knowledgeable and friendly team today to discuss your situation. P E W
0800 500 147 firstname.lastname@example.org www.vanguardgroup.co.nz
Let Vanguard help prevent the unthinkable from happening.
By Anna Clements, Industry Reporter schoolnews Term 2 - 2017
Planning the school playground
Educators recognise that children do their most important work through play, which means planning a school playground involves a series of important pedagogical decision. The school playground could be seen as an act of town planning, in miniature. The space must support the social interaction of humans, yet, because the end users of this space are still forming their characters, perhaps specialised specifications are in order? They are on a steep learning curve, negotiating power relations and the role of status in society, while developing skills like cooperation, respecting the space of others, and the holy grail; empathy and compassion. Playgrounds can facilitate social cohesion as they learn these big lessons, by allowing flow and movement. Along with fun and exercise, they
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can provide obstacles to stimulate growing minds. Teachers know exactly where boredom and frustration leads. One long bus trip is enough to impress that indelible lesson on an educator’s psyche. The playground must give room for exploration, offer visible and manageable risks, and promote a positive flow of play to minimise traffic jams and conflict. So, if this is what children need from a playground, what do they want? According to an article titled ‘Children Create the Playground of Their Dreams’ on Edutopia Online, when a charity funded and executed project in a low-SES school in Seattle they discovered what children want. They want fantasy, imagination and action in their playgrounds, and they have ideas about what that looks like. Students were invited to submit design ideas, with requests ranging from equipment that swirls you around “until you get dizzy” and structures crowned
with flags (“more like a castle than a fort”), to approximations of water slides and roller coasters. While children may not always err on the side of realism, they do have some terrific ideas, and it is the students, after all, who shimmy, bend, swing and twirl their break times away on poles, slides, platforms and swings. The Seattle project leaders found the children were happy to have their ideas considered and implemented where possible, rationalised when impossible, or even respectfully dismissed. Dared by their carers to dream, the children realised plenty of their visions, but also gained a valuable skill: to modify their plans when reality bites. However the visioning process unfolds, a playground designer will advise on the features, materials and designs required to craft a play space that provides challenging fun, in a safe and harmonious environment, while
remaining affordable for schools. ‘Playground artist’ Günter Beltzig is 75 years old and probably still swinging from the monkey bars he designs. He has written books on playground design, and created play spaces all around Europe, and more recently, as far from his Bavarian home as Australia. To Günter Beltzig, play means “activities that individuals undertake to adapt to their environment”, in other words, play is the opportunity to try out all possibilities, to test the limits, gather experience and learn. If Mr Beltzig is right, and I suspect that he is, then planning a school playground has a much higher purpose, and more complexity to it than the uninitiated might realise. Mr Beltzig works by some principles of play space design, and in 2012, he shared his wisdom with The Guardian, in an article named ‘How to design the perfect playground’.
supplier profile PLAYCO EQUIPMENT LTD
School is for more than reading, writing and mathematics School is for more than reading, writing and mathematics. It is also for social, character and physical development. It is for these reasons schools need to give their playgrounds great consideration. How much space do we need? How many kids does it need to cater for at any one time? What age group is the space going to cater for? How do we use the playground to nurture physical development in our kids? We have put thousands of playgrounds into schools and can talk you through all of these questions. As well as ensure that the project fits in your space and budget. We can also ensure that it will be safe to use and will remain so for many years of play.
We can work with your board of trustees, parent and teacher committee or even student-led school council to make sure all the stakeholders are heard.
Our design time, plans and quotes are free so you have nothing to loose from a good conversation with one of our team.
0800 76 46 76 www.playco.co.nz and email@example.com
Playco is your one-stop-shop when it comes to providing a safe, compliant play area. All of our playground equipment complies with NZ playground safety standards. From school playground design to shade sails for your school, we have the expertise and extensive network of providers to get the job done on time and to budget. Our services include: • Installation • Supply and install of Softfall Surfaces • Shade Sails
CONTACT US TODAY TO FIND OUT HOW WE CAN ASSIST YOU!
0800 76 46 76 www.playco.co.nz | firstname.lastname@example.org
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He says a playground should “have an atmosphere that invites people to linger” and “give room for exploration”; this means leaving some aspect of the playground open to interpretation. Mr Beltzig says a playground should “offer visible, manageable risks, as playing is all about testing and transcending one’s limits”, but also allow “an alternative route” so the child can retreat without losing face. He advised a successful playground has to cater for different abilities, moods, personalities and modes of play, so should not be one central structure. The Ministry of Education (MoE) takes the view that a school is best placed to select an environment for play that best suits their learners. It’s worth investigating the MoE guidelines to see what’s possible, some might be surprised at the seemingly high-risk equipment that is approved for avid players to ‘test and transcend their limits’.
Directing the flow of play Bottlenecks and traff ic jams on play equipment can lead to pushing, shoving or worse. Playgrounds with multiple entry and exit points and route design that keeps children moving alleviates many frustrations. Placing exits at multiple intervals also allows students to save face and seek an ‘out’ if they feel challenge ahead is beyond them.
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While schools often provide separate spaces for junior and senior students, combined playgrounds are possible and just require a few key adjustments to ensure safety and varied ability levels. With careful planning, one circuit can service several age groups by placing challenging transitions between height levels, so if a child is not ready for something, they can’t get to it.
Climbing: safe, challenging and fun Climbing is both popular with children and healthy for physical development. Our ancestors stretched, lunged, and hauled their own weight onto ledges many times a day. The relative immobility of modern humans and the small range of movements our lives necessitate is not doing
our bodies any favours. Web structures with graduated heights facilitate multi-age access, and are governed by height regulation to ensure the fall height is not disastrous if mishap occurs.
Flooring Safety considerations extend to floor surfacing, and options include mulch, rubber, synthetic turf and sand. Mulch is a cheaper alternative, yet regular maintenance is required, though, this work is often tackled during school working bees. With an increase in risk aversion and subsequent regulation, playground designers are meeting the challenge of creating safe equipment that offers physical challenge, not to mention a bit of a thrill now and then.
As it is with most children’s activities these days, it’s a matter of protecting the children in your care by adhering to government regulations on safety and quality. Students need to challenge themselves, and measures such as soft rubber flooring, ageappropriate climbing heights and quality materials can allow them to do stretch their own limits and gain confidence with the safety net of careful compliant design. Safety, fun, adequate opportunity for challenge through visible risks at a manageable level, and thoughtfully planned flow of play are among the recommendations for a school playground to remember. By Suzy Barry, Industry Reporter
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Q&A: Designing acoustics for optimum learning In a journal article titled ‘Classroom Acoustics for Children’ published in Language Speech and Hearing Services in Schools, researchers reported that “adultlike performance on perception tasks in noise or reverberation is generally not reached until the child reaches approximately 13–15 years of age”. Developing children therefore require an optimised acoustical environment to fully absorb the instruction of the teachers, take in audio-visual content and participate fully in class discussions. With the rise of large open plan modern learning spaces, a focus on acoustics is paramount. School News spoke with Glen Anderson, design manager at Lotus Folding Walls & Doors for some contextualisation and background on acoustics in the school environment.
School News: What special considerations are required for designing acoustics in a learning space? Glen Anderson: There are three distinct methods for managing noise: absorption, for managing the reverberation; insulation for the attenuation (or control) of sound travelling between spaces; and diffusion to scatter the sound. All three methods are assessed based
Alamanda College, Classroom - Rotating Panel System
on the function of the space. For example, is it for multi-media presentation, or as a student home room, or a collaborative incubator, or an area to carry out investigation?
SN: What about a multifunctional space such as a gymnasium or school hall? GA: The build characteristics of this type of space (large, open, hard and reflective surfaces), introduce moderate to high reverberation issues. The sound bounces off surfaces and around the space. AS/NZS 2107-2000 recommends the design sound levels and reverberation times for building interiors depending on their architectural function. For example, the desirable midfrequency reverberation time for a gymnasium space that is fully occupied should be no more than 2.0 seconds. The high tolerance for raised levels of sound by the users
Ivanhoe Grammar School, Classroom - Acoustic Sliders
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in this space can allow for this long delay time.
SN: What is required to control noise carrying between classrooms? GA: Meeting the performance requirements for noise separation between rooms is captured in AS/NZS1276.1:1999 and is the weighted level difference [Dw]. This is a single number rating that relates to the difference in sound level between adjacent rooms. If an operable wall or large format slider is used to open up the space, then this too must meet the specified performance requirements.
SN: What should schools consider about acoustics, prior to planning new spaces? GA: The locality of the build and the sounds being generated nearby, (road, rail, aircraft or even
rain) need to be considered for acoustic treatment. The design of the building envelope and the internal construction will need to manage unwanted external sound entering the building. It will also need to manage noise generated intermittently by mechanical services, all of which can create sound that may become obtrusive enough to distract. It’s not just the outside sound entering the building, sound will travel between adjacent rooms, so try to avoid having rooms adjoining that will have excessive noise level differences.
SN: Innovative Learning Spaces: how to design acoustics to support these functions? GA: Learning spaces evolve with shifts in pedagogy, so learning spaces need flexibility to meet future demands and accommodate any number of ‘functions’. Zone areas according to activity: for quiet communication, select quieter parts of the building, and for privacy, position near zones with a higher background noise to help mask private conversations. The acoustic design should support the performance requirements, including the reverb time required to suit the function of the space, and to avoid unwanted acoustics like uneven focusing of sound or flutter echoes that may disrupt speech intelligibility. There are several standards that will recommend the attenuation, reverb times and sound levels best suited for the function of the space.
Noosal High School, Classroom - Acoustic Sliders
SN: What can be used to enhance and achieve desired acoustical outcomes?
response to a noisy back ground is called the Lombard Effect. Wall panels or free standing shapes that have a good noise reduction coefficient [NRC value] easily addresses this issue.
GA: Architects and acoustic consultants have various materials and products they employ in achieving desired acoustical outcomes. From sound-absorbing wall and ceiling panels, free standing sound absorption shapes, ceiling baffles to features as simple as furniture, carpets and curtains – all these can manage the acoustics. ‘Sound masking’ technology adds a low level of unobtrusive background sound to the space, protecting confidentiality and reducing distraction by lowering the intelligibility of speech. Windows can be designed to manage sound transmission, either through double glazing with a large air gap between panes or using
SN: What is different about designing the acoustics for rooms primarily for speech?
University of Queensland, McElwain Seminar Room – Operable Wall
laminated glass that has a special acoustic interlayer.
SN: How to improve/ maintain acoustics in spaces that are not in good shape acoustically? GA: We have all been to that
3402 Lotus_NZ Advertisement for NZ_FA2.indd 2
very noisy restaurant where we have had to raise our voices to communicate, often due to the hard, reflective surfaces, where excessive reverberation and echo create poor audibility, enforcing elevated sound levels. This involuntary tendency to increase the volume of your voice in
GA: A room primarily for speech, like a meeting room where privacy is important, should be situated so there is ambient background noise outside the room to help mask conversation. For a meeting room, a reverb time of about 0.7 seconds is advised and around 25 percent of the wall surface should be in sound absorbent material. With video / teleconferencing, reducing the reverb delay might need to be considered. By Suzy Barry, Industry Reporter
4/05/2017 4:19 PM
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School Buildings Maintenance
supplier profile SIKA
REPLACE YOUR SCHOOL’S TIRED OLD GYM FLOOR WITH A LAYER OF MAGIC Sika Pulastic is the global market leader in sports flooring systems. Over 25 million square metres of Pulastic flooring have been installed worldwide and over 80 New Zealand schools now have this remarkable flooring system installed in their assembly halls or gymnasiums.
WHAT IS A “SHOCK ABSORBING” FLOOR? With a traditional timber gym floor, shock absorption is achieved when a large area of the floor deflects. While most adults are heavy enough to cause this deflection, many school children
even better than they had hoped for. EXCUSE THE PUN BUT WHAT IS THE BALLPARK COST? Approximately $130 to $160 per square metre on a half court area depending on the condition and complexity of the existing floor. The bigger the floor area, the lower the cost. The lifetime of a Pulastic floor is also equal to that of timber floors which are usually made of imported American Oak. CAN A PULASTIC FLOOR BE INSTALLED OVER AN EXISTING GYM FLOOR? A Pulastic floor can be overlayed directly over existing wood or in the New Zealand Building Code. They also meet leading European and USA Environmental Standards too. Each completed floor contains a minimum 60% of recycled material and the resins used in the manufacture are made from renewable vegetable oils. HOW EASY ARE REPAIRS Pulastic floors are as tough as. But if there was an area that needed repairing, it is a simple case of cutting out the damaged area and re-applying the Pulastic solution to that area. The repair would be seamless too and the colour would match exactly. Most school halls also double as an assembly hall and sports hall so it’s good to know your
are simply too light. For them, falling on a timber gym floor can be like falling on concrete. Pulastic sports floors instantly absorb the shock of a sudden impact, no matter how small the area, resulting in reduced sports injuries especially amongst younger children. COACHES “PURR” OVER THE BALL RESPONSE QUALITIES. Pulastic floors deliver good ball response, consistent play properties and give the best results no matter what sport is being played on it. Sika consistently gets feedback from schools that their new floors are
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concrete floors. There is no need to remove the old floor. Most installations can therefore be completed in just one week so disruption to school life is minimal. CLEAN, SEAMLESS FINISH A Pulastic sports floor gives you a very attractive, seamless finish. There are no open seams to fray or trip over and no loose fits between the walls and the floor. WHAT ABOUT SAFETY AND ENVIRONMENTAL CREDENTIALS? Pulastic floors meet the fire rating requirements as detailed
new Pulastic floor would not be marked or damaged when moving chairs, tables or gym equipment. A WARMER, QUIETER ENVIRONMENT Wooden floor halls tend to be very chilly in Winter. A hall with a new Pulastic floor will feel warmer because of the insulating properties and it will also be quieter because of Pulastic’s noise absorbing properties. To learn more about these remarkable floors, Google “Pulastic Sports Surfaces” and follow the link. To arrange a free, no obligation quote for your school. call Sika New Zealand (0800 Sika NZ)
REPLACE YOUR OLD GYM FLOOR WITH A LAYER OF MAGIC
IN JUST ONE WEEK PulasticÂŽ SHOCK-ABSORBING SPORTS FLOORS Pulastic Sports Floors are in School, Polytech and University gyms across New Zealand. These remarkable floors return the perfect ball bounce, absorb the shock of sudden impacts which helps reduce sports injuries, and bring new life to tired old gyms. They can be installed over existing concrete or timber floors and will last longer than a traditional pine floor. For a no obligation quote, contact Sika. Meets all leading European & USA Environmental flooring standards plus NZ Fire Rating requirements too.
San to see a list of the NZ schools with new Pulastic floors
School Buildings Maintenance
Staying on top of the maintenance programme While we keep hearing of beautiful new schools built to sustainable design, the reality is that most of New Zealand’s school buildings date back decades and require a tonne of maintenance.
and asthma symptoms among children and adults.
Management of the school’s buildings is no principal’s favourite task, but one of the most straightforward ways to create a healthy school environment is to improve everyday maintenance. This will keep facilities clean and running smoothly and safely. It is also one of the best ways for a school to be sustainable.
In New Zealand, a school’s board of trustees is responsible for buildings’ maintenance and must comply with the Ministry of Education’s Property Occupancy Document. Caretakers can do some of the maintenance but some must be done by qualified tradespeople. Both caretakers’ and contractors’ performances need to be regularly assessed.
School environments are healthier when they are kept clean and well maintained. Unsanitary conditions attract insects and vermin, and irritants and allergens found in dust and dirt can have a negative impact on student health and performance in schools. Indoor air pollutants and allergens related to poor cleaning practices contribute to increased respiratory
Regular and thorough cleaning and building maintenance can prevent pest problems, minimise irritants and allergens and create healthier learning and working environments for children and staff.
Regular maintenance keeps schools safe and free from hazards, such as obstructions, smells, leakages or rubbish. It will also: • stop your school becoming run down ensuring the longevity of your school buildings • stop small problems becoming big ones needing costly repair
• keep warranted products maintained to manufacturers’ standards. A properly maintained school is better able to cope with extreme weather. The Ministry advises schools to ensure that:
• comparing prices against other recent similar work
• gutters are regularly cleaned out
• comparing prices against your understanding of current market rates.
• pipes are lagged in areas that have heavy frost • snow straps are put on spouting in areas that get snow. • And when school is closed, taps should be turned off and sinks and drains checked for blockages. This will reduce the risk of any flooding during holidays. Turn off the water to the urinals, too.
Maintenance by your caretaker
Hiring contractors Schools do not need to follow
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• asking for and comparing multiple quotes
• trees are trimmed and any dead or unsafe trees are removed
Your caretaker should be able to do most of your routine maintenance tasks. But schools are required to call in specialists to carry out more technical work such as repairs to the boiler and air conditioning systems.
the Ministry’s full procurement requirements for work costing less than $10,000 which will be most maintenance work. But they are advised to ensure value for money by:
Industry view CDF National specialises in educational painting and works with schools throughout the South Island. They advise schools to contract out a “paint care” programme to extend the longevity of painted surfaces. CDF’s own programme involves and ongoing surface maintenance schedule, including annual chemical washing and, where necessary, repainting of damaged sections. This can reduce the cost of a full repaint by 25 per cent. They also advise using specialist roof care contractors as roof work involves use of many different materials and many roofs are difficult to access. By Anna Clements, Industry Reporter
Sports Field Maintenance
Keeping the school’s playing fields in good shape Providing good sports fields is an essential component for encouraging positive attitudes to physical activity, social interaction and well-being. Keeping the school’s sports grounds well maintained will pay dividends in terms of student participation in sport. These spaces are in high demand, and good drainage, irrigation, lighting, accessibility and facilities are key to ensuring maximum use.
Industry view General maintenance “Many schools will have a general maintenance person who also acts as a groundsman, but they may not have specific knowledge of turf maintenance,” says Steve Mexted from Mexted Performance Sports Surfaces. “We are often asked to advise schools on what they can do to keep their fields in the best shape while falling within their budget constraints.” Mexteds recommend that an annual programme includes: o Spraying out broadleaf weeds o Seed drilling
tractor, cuts a slit at a depth of around 750mm into which novacoil drainage pipe is laid. “Laser levelling technology is used to make sure the whole system works effectively. The trenches are automatically cut at perfect gradients over the whole playing field, helping rainwater to flow through the novacoil out to perimeter sumps and from there into storm water drains. “With the primary drains tucked beneath the surface, the next step is to make sure that rain water can percolate down to reach them. This is where secondary drainage comes into the picture. One of the most cost-effective types of secondary drainage is known as gravel banding. This is based on an extrusion system, where 300mm deep trenches, cut at right angles to the primary drains, are backfilled with fine gravel or sand. A sand topping layer is usually applied on top of the gravel which is soon covered in grass. The playing surface is good to go as soon as the job’s done.”
The benefits of artificial turf are mainly around use of the grounds in wet weather.
o Decompaction o Fertilizing*
- artificial surfaces will require maintenance two to three times a year, and may be as expensive as maintaining a sand-based field
The first step, however, is to ensure that the grass isn’t suffering from soggy ground conditions. “Drainage is the key here. If surface rain water can’t get away you’ll soon have puddles and ponding, turning the turf into unsightly muddy areas where grass struggles to grow,” says Mr Mexted. “Upgrading school sports fields means installing primary subsoil drains. This is a specialised job where a trencher, pulled by a
“Schools may mow their own fields, and perhaps apply fertiliser themselves if they have a spreader that could be towed behind a quad bike for example, says Mr Mexted. “However, the other sports turf maintenance and construction equipment that is used for our type of work is specialised and it would
not be worthwhile for schools to buy it themselves, therefore schools will bring in specialist contractors.”
Before you buy Manufacturer warranty periods can range from 12 to 60 months depending on the machine and supplier. Maintenance schedules are required to maintain this warranty this could include daily, weekly, monthly and even yearly servicing. The daily servicing can be carried out by the school, and the larger servicing requirements can be carried out by the authorised dealer either onsite or at the dealer’s workshop. By Anna Clements, Industry Reporter
Before investing, consider that:
* Fertilizing – Fertilizing will usually be done in conjunction with soil testing to ensure that the correct fertilizer regime is used. Getting this right will lead to improved fertility and root development of the grass, making it more able to withstand winter wear.
provider. Give them a detailed description of the grounds, the cutting result you require, how long the machine is intended to be operated for each day, and if possible an indicative budget. “A selection of machines can then be presented that are capable of fulfilling the schools’ requirements and hopefully within the cost expectation.”
- maintenance includes putting a machine through to groom it, and re-crumbing it (the crumb rubber goes between the ‘grass’ fibres). - It needs to be regularly disinfected to kill bacteria. An artificial surface will need to be replaced after eight to ten years.
Equipment All schools have different requirements; the size of the school grounds, the contour, layout and operator experience, says Hayden Ritchie for tool manufacturer, Husqvarna. “We recommend that schools speak with their equipment
CREATING QUALITY SPORTS SURFACES FOR GENERATIONS OF KIWIS FOR OVER 40 YEARS
Specialists in the drainage, construction and maintenance of natural and artificial sports surfaces. MEXTEDS has worked with over 50 schools, offering guidance, expertise and a full range of sports turf services. Sowing, fertilising, weed control | De-compaction Topdressing, under-sowing and de-thatching Primary and secondary drainage Turf replacement | Irrigation | Synthetic surfaces Wicket blocks and clay supply For quotes and more information contact: Cameron Mexted, General Manager M: 027 495 3963 | E: firstname.lastname@example.org
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The M-ZT series zero-turn mower from Husqvarna takes performance, productivity, and comfort to a whole new commercial level. The intuitive operator interface, heavy-duty steel frame and commercial rated hydraulic system create the ultimate mowing experience. With a rugged fabricated steel deck that is mulch and collection capable, the M-ZT is practical for all of your property maintenance needs. The high back seat with armrests and adjustable ergonomic steering levers will provide a comfortable ride time after time.