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Principal Speaks Waitakere College – owning our solutions Essential Reading for Principals • Department Heads • Teachers • Professionals


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What’s In This Issue

| INSIDE Kia ora and welcome to the School News for term three. ISSN 1178-9964

SUBSCRIPTION ENQUIRIES: $42 for 12 Months $72 for 24 Months Phone (03) 365 5575 subscriptions@schoolnews.co.nz www.schoolnews.co.nz KEY CONTACTS: ADVERTISING Dee Dawson - (03) 929 0620 d.dawson@schoolnews.co.nz EDITORIAL Anna Clements - (03) 365 5575 editorial@schoolnews.co.nz PRODUCTION Richard McGill - (03) 365 5575 r.mcgill@schoolnews.co.nz CONTRIBUTORS:

Recently I had the privilege of attending the Prime Minister’s Education Excellence Awards and hearing stories of phenomenal work going on in New Zealand schools. The challenges faced by schools cannot be understated, especially in areas of economic deprivation with high levels of transient students. Invercargill Middle School is one such school, a small primary in which roughly one quarter of the students are transient. Many have English as a second language and unsurprisingly, the school was struggling to make national standards. Not content with that, principal Stan Tiatia and his team decided to have a complete rethink on curriculum delivery. They identified the oral language confidence of students as impacting their learning and participation, and responded by redesigning their teaching model with oral language at

news

IMS shared their Teaching & Learning award with Waitakere College, a decile three secondary in West Auckland, and principal Mark Shanahan shares his school’s journey from slump to success in our Principal Speaks column. We also look at how the Fruit in Schools programme is transforming eating habits for recipients, such as students at Hatea-A-Rangi primary school in Tokomaru Bay, on the East Coast. What started out as a source of anxiety for students is now a highlight of the school day, and has inspired the school to plant their own orchard and learn to preserve fruit. Wishing you all a happy, healthy and successful term three. Noho ora mai

teaching resources

Alice Patrick, Anna Clements, CORE Education, Lynley Schofield, Mark Shanahan, Monique Griffin, Suzy Barry and Tamara Christie.

05 Ministry News

38 Robotics: Easy ways to get onboard with robotics

VIEWS AND OPINIONS:

07 News Round-Up

42 Te Reo: Māori language resources for teachers

Views and opinions expressed in this publication are not necessarily those of the publisher or Multimedia Publishing Limited. Every effort has been made to ensure the accuracy of information in accom management guide, however the information contained in accom management guide is intended to act as a guide only. The publisher, authors and editors expressly disclaim all liability for the results of action taken or not taken on the basis of information contained herein. We recommend professional advice is sought before making important business decisions. ADVERTISING CONDITIONS: The publisher reserves the right to refuse to publish or to republish without any explanation for such action. The publisher, its employees and agents will endeavour to place and reproduce advertisements as requested but takes no responsibility for omission, delay, error in transmission, production deficiency, alteration of misplacement. The advertiser must notify the publisher of any errors as soon as they appear, otherwise the publisher accepts no responsibility for republishing such advertisements. If advertising copy does not arrive by the copy deadline the publisher reserves the right to repeat existing material. DISCLAIMER: Any mention of a product, service or supplier in editorial is not indicative of any endorsement by the author, editor or publisher. Although the publisher, editor and authors do all they can to ensure accuracy in all editorial content, readers are advised to factcheck for themselves, any opinion or statement made by a reporter, editor, columnist, contributor, interviewee, supplier or any other entity involved before making judgements or decisions based on the materials contained herein. School news, its publisher, editor and staff, is not responsible for and does not accept liability for any damages, defamation or other consequences (including but not limited to revenue and/or profit loss) claimed to have occurred as the result of anything contained within this publication, to the extent permitted by law. Advertisers and Advertising Agents warrant to the publisher that any advertising material placed is in no way an infringement of any copyright or other right and does not breach confidence, is not defamatory, libellous or unlawful, does not slander title, does not contain anything obscene or indecent and does not infringe the Consumer Guarantees Act or other laws, regulations or statutes. Moreover, advertisers or advertising agents agree to indemnify the publisher and its’ agents against any claims, demands, proceedings, damages, costs including legal costs or other costs or expenses properly incurred, penalties, judgements, occasioned to the publisher in consequence of any breach of the above warranties. ©2017. No part of this publication may be reproduced without written permission from the publisher. School News is proudly published by:

profiles 10 Rototuna Senior High School: Rototuna: where students prepare for life beyond exams

what’s hot 12 What's Hot

education 14 Special Report – Dialogic Teaching:

How Invercargill Middle School transformed achievement using the power of talk

16 Principal Speaks: Waitakere College – owning our solutions

20 Special Educational Needs: Teaching aids for special education

teacher's desk 22 Ulearn '17: Learning digitally at uLearn17 24 Professional Learning & Development: Our

world is changing, but what about our schools?

administration 26 School Photography: Making it all click on school photo day

31 Library Management Systems: Selecting the right ILS for your staff and learners

34 Out Of School Care: Out of school care and why it must matter to schools

36 What’s new in seating?: Getting it right with seating

PO Box 5104, Papanui, Christchurch, 8543, NZ Phone: (03) 365 5575 Fax: (03) 365 1655 Email: mail@multimediapublishing.co.nz www.multimediapublishing.co.nz School News welcomes editorial contributions and images on relevant topics for features, new product profiles and news items. Please email to editorial@schoolnews.co.nz. Images should be in high resolution (300dpi) JPEG or TIFF format. Editorial queries should be directed to the editorial department on (03) 365 5575.

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the centre. As part of this, teachers and students created their own dialogic teaching method, using hand gestures (talk moves) to accompany speaking and listening. Within a couple of terms, talk moves were an integral part of the school day and now, six years’ on, student achievement is well above average. Read more about this inspirational teaching team in our Special Report.

schoolnews Term 3 - 2017

43 Book Reviews: New to the bookshelf

leotc 44 Sustainability Projects: Using LEOTC time

to create a 50-year vision for an endangered ecosystem

food & beverage 46 Fruit In Schools: Instilling healthy habits, one piece of fruit at a time

health & safety 48 Floor Safety: Choosing the right flooring for all areas of your school

52 First Aid Training: Making your school safer with first aid training for all

56 The New Zealand Teachers’ Games: Up your game by competing in the first New Zealand Teachers’ Games

property 58 Acoustics: Acoustic solutions for innovative learning environments

60 Acoustics: Poor acoustics detrimental to morale and achievement

62 Acoustics – Case Study: Performance is the key: acoustics rock down under

64 School Toilet Hygiene: Clean toilets – the mark of a good school?

66 Boarding Schools: Maintaining home comforts for boarders

70 Playground Safety: Self maintaining wood chips set the standard in playground safety

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!


Ministry News

| NEWS

$40 million earmarked to transform teaching and learning for "digital fluency" The digital upgrade long promised to schools appears to be on the horizon with the announcement of a $40 million investment in transforming teaching and learning for “digital fluency”. Some 44,000 teachers in New Zealand schools will soon have access to professional development so they can deliver digital technology skills to students. “This investment will support the biggest change to our curriculum in ten years,” says education minister Nikky Kaye. “It will help integrate new digital technologies content into the New Zealand Curriculum and Te Marautanga o Aotearoa, our Māori-medium Curriculum. “It includes a number of initiatives aimed at helping to upskill our teachers, support a seamless shift of our education system to a digital environment, and provide more opportunities for young people to learn about digital technologies. “To participate successfully in society and get the jobs and careers they want, our children will need to be confident users and creators of digital technologies. “Digital fluency is now an essential life skill for our young people, so we must ensure they have the skills and knowledge they need to engage in an increasingly digital world.”

Professional learning and development (PLD) The MoE says $24 million has been earmarked for additional PLD for teachers to “ensure all children, every year have teachers with the right skills, knowledge and confidence to teach the new curriculum content. More than 40,000 teachers will have access to the support they need over the next two years. This includes $15 million for a new national programme to introduce teachers to the new curriculum and provide them with teaching strategies to support their delivery of the new content. “We will also invest $3 million to support teachers and school leaders

$40 million has been earmarked for “digital fluency”

to work with up to 250 professional networks. These will assist schools and Communities of Learning | Kāhui Ako to be at the forefront of new technologies, and support them to deliver the new curriculum,” says Ms Kaye. “Teachers will lead the delivery of the new curriculum, but we want to do everything we can to support them to understand new technologies and translate this understanding into effective learning in the classroom. “The Education Council, the independent body that promotes excellence and shares best practice in the education sector, will work with Initial Teacher Education providers to ensure teachers in training are ready to deliver the new curriculum content when they begin teaching.”

Supporting the shift to a digital system A further $7 million has been promised to support the move to online exams and more teaching and learning in a digital format. This includes: • around $800,000 for a provider to partner with schools to provide specialised online learning

to supplement teaching and learning in the classroom • around $3.5 million to provide engaging, interactive resources, such as video and audio streaming content and apps, to support delivery of the new curriculum • around $2.9 million for the New Zealand Qualifications Authority (NZQA) to continue to support the trialling of online exams with a selection of schools and kura, in preparation for making NCEA exams available online, where appropriate, by 2020.

More digital learning opportunities Ms Kaye also announced a $6 million investment in a “Digital Technology for All Equity Fund”, “to support external providers to deliver high-quality, in-school and out-of-school learning opportunities for up to 12,500 students each year, with a focus on ensuring access for young people from disadvantaged backgrounds”. “For the digital championship, we will look at models adopted by other countries, including Israel,” says Ms Kaye. “The use of digital technologies is now an integral part of most

workplaces, and New Zealand companies are exporting more hightech products and services. “This $40 million investment will ensure our education system is aligned with the rapid technological developments now taking place, and enable our young people to participate fully in an ever-changing economy and society.”

“Bloody hard work” reaps South Auckland school top education prize A decile one school in South Auckland is celebrating its phenomenal, eight-year climb from a school on yearly reviews to taking out the Supreme Award at the Prime Minister’s Education Excellence Awards. Manurewa Intermediate’s leadership team has been praised for transforming the school, a journey described by principal Iain Taylor as “bloody hard work”. Mr Taylor, who was president of the New Zealand Principals’ Federation in 2016, and his team restructured in 2008 to improve the quality of teaching, upgrade the school’s physical environment and instil within their students a love of learning. Term 3 - 2017 schoolnews

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NEWS |

Ministry News

Manurewa Intermediate School took top honours at the recent Prime Minister’s Education Excellence Awards

Today the school is a beacon of hope for struggling schools, with learning outcomes for students significantly improved. “Manurewa Intermediate School has radically changed the lives of all their students, and they have taken their community along with them,” says education minister Nikki Kaye. The school also won the award for Excellence in Engagement, reaping $50,000, as well as a professional development opportunity and the chance to represent New Zealand education. Other award winners include West Auckland’s Waitakere College which won the the award for Excellence in Teaching and Learning, shared jointly with Te Puna Wai Ora Invercargill Middle School. For Waitakere College, the award is a culmination of an action plan established in 2013 following disappointing results in NCEA, 2012. Curriculum and course design were adapted to respond to student interests, including a focus on powerful learning relationships, e-learning and innovative vocational pathways, such as the Medical Science Academy. This led to a steady lift in achievement each year, particularly among Māori and Pasifika students, and above national averages. Changes were underpinned by monitoring and forecasting of individual achievement together with mentoring and coaching for students, and through celebrating identity and success among Maori and Pasifika students. Judges commended the college leaders for focusing on “lifting capability and unlocking potential across their talented staff”.

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schoolnews Term 3 - 2017

Joint winner Te Puna Wai Ora, Invercargill Middle School, was commended for its innovative oral language programme which was developed in response to a marked increase in the number of learners who were new to English language. Teachers recognised that their existing practice did not empower students to speak and develop evaluative, critical listening skills so they formulated a plan to make big changes. Their teacher inquiry focused on developing dialogic teaching, together with talking tools and signals (talk moves) that were modelled as part of teaching practice.

teaching and learning. This led to raised achievement of students, especially among Māori learners. Involvement in Te Kotahitanga in 2010 supported a change which has transformed teachers’ knowledge of culturally responsive pedagogy, te ao Māori, restorative practice, curriculum design and delivery. Teaching practice is more responsive, engaging and inclusive, which has led to a sustained lift in student engagement and achievement in NCEA.

New student places for Tauranga and Rotorua

The impact has been far reaching, with improvements in students’ oral language, confidence, and participation that have also lifted achievement in literacy more broadly.

The award for Excellence in Leading was made jointly to William Colenso College, Hawkes Bay, and Te Kōhanga Reo ki Rotokawa, of Rotorua. The Napier college was recognised for responding to a self-review by transforming their programme of

From 2018, the college will be able to provide 60 more places in Tauranga, and will offer 120 places at its new campus on the site which currently houses Chapman College in Rotorua. “Tauranga is one of our fastestgrowing areas, and the government has been investing heavily in new schools and classrooms to help meet roll growth in the city and surrounding communities,” says education minister Nikky Kaye. Chapman College will stop providing education for years one to eight students from 2018. It will continue as a private school for years nine and ten for two years, and close at the end of 2019.

In a first for the awards, one school was awarded a commendation. Halswell School in Christchurch was praised for its considered shift to a new teaching style when the school had to be rebuilt following the earthquakes. Between 2013 and 2015, teachers engaged in a professional learning programme focused on the pedagogy of the new environment. Outcomes of this approach include improved engagement and achievement among students, particularly in writing, and greater professional collaboration between teachers.

As the proprietor of Bethlehem College owns and leases the property on which its school is located, the maximum roll increase was approved based on them demonstrating they have the property to support increased student numbers.

Ms Kaye says the changes are also expected to strengthen the recently approved Waikato-Bay of Plenty Non-Denominational Christian Community of Learning.

Education minister Nikky Kaye has announced new school places for Tauranga and Rotorua

State-integrated Bethlehem College has won government approval to expand its Tauranga campus and to establish a new base in Rotorua. Bethlehem College is a co-ed, state-integrated school offering non-denominational Christianbased education.

“Communities of Learning are about increasing student achievement, through early education services, schools and tertiary providers working together to share expertise and lift the quality of teaching and learning. “Bethlehem College is a highperforming school with aboveaverage national standards achievement rates, so I know there will be many families in the Tauranga and Rotorua area who will welcome this announcement.”


News Round-Up

| NEWS

NZEI: Labour's $4 billion education fix just what children need Labour's promise of a $4 billion funding jolt for education will start to repair the damage that's been inflicted on public education and will make a huge difference for New Zealand's children and young people, according to teachers’ union NZEI Te Riu Roa. The Labour Party has released its fiscal plan for its first term of government, committing to a major boost to education which the NZEI says “will begin to fix years of underfunding under the National Party”. "The children and young people of New Zealand have been shortchanged for too long,” says union president Lynda Stuart. "School funding has failed to keep up with need and rising costs and that's

Samuel Marsden Collegiate School wins prestigious global art prize

Labour is promising a $4 billion boost to education

showing, with more children with additional learning needs missing out, and parental donations skyrocketing. "New Zealand's children need a government prepared to back them to achieve all they are

capable of. New Zealand can afford to provide every child with the best education in the world. "Labour has shown it is prepared to start fixing the education system. We challenge all others to follow suit."

Samuel Marsden Collegiate School’s artwork ‘Matariki – Māori New Year’ has won the prestigious 2017 Saatchi Gallery (London) Art Prize for Schools, one of the most significant student art awards globally. The Wellington school’s creation, paint-pen drawings on see through panels of vinyl, celebrates Matariki with Manu Aute or God kite forms giving tribute to past ancestors as they meet with them in the heavens. It was chosen from more than 24,000 entries across 66 countries. The collaborative work was created by year six to eight pupils in the school’s specialist arts programme led by renowned Kiwi artist Michel Tuffery.

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NEWS |

News Round-Up

Matariki - Māori New Year won top prize from a field of 24,000 entries

He says the process of making the work collaboratively is a way of celebrating Matariki: “Working together enhanced the awareness of the ‘many’, gave us the chance to talk, laugh, interact and learn as we created together. The process is as important as the finished work. The students came away feeling empowered. They left with (artistic) skills, knowledge about Matariki, how to work together and an overall feeling of wellbeing.” The school’s head of visual arts, Kaz Bartsch, says the school brings in a working artist each year to extend and inspire students. “This artwork is a true credit to all students involved, Michel Tuffery, and John Denton, our previous head of visual arts who brought many exciting initiatives to the school.”

PPTA concerned about transfer of PLD to Education Council remit

The Post Primary Teachers’ Association (PPTA) says it is concerned about how teachers will continue to access professional learning and development (PLD) once it is managed by the Education Council. The transfer of PLD management from the Ministry of Education (MoE) to the council was announced this month, with education minister Nikky Kaye saying the move made “complete sense”.

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schoolnews Term 3 - 2017

“The Education Council is the independent body which promotes excellence and whose role is to share best practice in the education sector,” says Ms Kaye. “It makes complete sense for the council to take over responsibility for upskilling our teachers, especially as it has a broader statutory remit than the previous Teachers’ Council. “We know the quality of teaching and leadership has a significant impact on student achievement, so it’s only right that we do as much as we can to support teachers, principals and other education staff to grow and develop, and for them to learn new skills and improve their teaching and learning practices.” However, the PPTA is concerned about how the Education Council is going to “scale up”. “The Education Council is a small organisation and PLD is big. We want to see a lot more detail about how this will happen before we give this a big tick,” says PPTA president Jack Boyle. “Currently PLD is managed regionally, with a lot of involvement from regional MoE off ices. The Education Council doesn’t have regional off ices – if they have to work out of the regional MoE off ices there is a big risk that the Education Council (purportedly an independent organisation) will end up becoming simply another arm of the ministry.”

Educators welcome proposal for Te Reo in schools NZEI Te Riu Roa has welcomed a new report that outlines a plan for Te Reo Māori to become a core curriculum subject.

Te Taura Whiri I Te Reo Māori (Māori Language Commission) commissioned the NZCER report, which proposes raising the status and increasing the use of Te Reo by making it a core curriculum subject beginning in year one in 2020 until it is included in all levels up to year 13 by 2037. NZEI president Lynda Stuart says teachers understand the importance of nurturing Te Reo for all New Zealanders but often do not feel equipped or confident enough to teach it effectively. “This proposal is a good move and a strong plan that can be implemented effectively over time as teachers are supported to increase their Te Reo proficiency,” she says.

The association says that despite the fact the Awatea award was not made, there are some “outstanding examples of good practice in school governance in New Zealand schools”. “We’re not sure why more boards of trustees are not putting their names forward,” says association president Lorraine Kerr. “The Prime Minister’s Awards are a wonderful opportunity for us to celebrate the many things we do well, and the focus is rightly on what happens in the classroom, for the students,” says Ms Kerr. “The commitment and contribution of school principals and boards of trustees are important too, though, and it’s appropriate for their achievements to be acknowledged and celebrated as well. “We do know that school boards often undervalue themselves, so it could be that, it could be the natural Kiwi reticence to brag, it could be because people who stand as school trustees are generally not focussed on accolades for themselves and they’d rather back their staff in one of the other categories.

NZSTA president Lorraine Kerr

“We encourage the government to embrace this proposal and resource it to become a reality. “Normalising Te Reo makes learning more inclusive for Māori children and must be part of our commitment to the Treaty of Waitangi.”

Why aren’t more school boards entering Education Awards? The New Zealand School Trustees Association (NZSTA) is perplexed as to why no prize was awarded for governance at the recent Prime Minister’s Education Excellence Awards.

“NZSTA is also aware that some boards who have entered the governance section of the PM’s Excellence awards in the past have found the process expensive and onerous, and have chosen not to enter again.” NZSTA says it will be “strongly encouraging boards to loudly shout out their successes and step up” for next year’s awards. The other award held back, the Takatū, was designed to celebrate the responsiveness of local curriculum, delivered through innovative use of digital technologies to achieve improved outcomes for children and young people. There were no finalists.

Gisborne schools trial new life skills programme The odds have long been stacked against the children of Gisborne, a city with the highest


News Round-Up

rate of childhood obesity in New Zealand, the second-highest rate of unemployment, and the lowest rate of life expectancy. But a new life skills programme run in schools may turn those statistics around. Crackerjack Kids is a teaching resource that is currently undergoing a two-year pilot in 14 Gisborne primary schools. Developed by InnerFit, Crackerjack Kids offers physical education modules that fit within the New Zealand Curriculum and teach students important skills including self-control, respecting one another, becoming team players, and building confidence. At Kaiti School, one of those involved in the trial, principal Billie-Jean Potaka-Ayton says the programme is already making a big difference to young learners. “We have noticed a

| NEWS

huge improvement in fitness levels, students’ confidence to participate and contribute in a team environment, and these skills are moving into the classroom and other contexts. “There has been a huge change in mindset around the teaching of PE (physical education) at Kaiti School. Before we would miss this lesson but now, no teacher misses PE because it is part of everyday and it is fun. We want our kids to value physical activity, hauora and well-being. I have seen a significant change in our teachers as well.� Sport Gisborne Tairawhiti CEO Brent Sheldrake says Crackerjack Kids is “a real game changer�. “We have the highest percentage of low decile schools in the country, and there are many barriers to regular quality sport and physical education

Gisborne primary schools are trialling a new life skills programme

opportunities for our kids. If we can invest in initiatives like this, we can build the platform for a better future.� At InnerFit, founder Ken Youngson says schools are a perfect fit for the programme. “School is the one institution that every single New Zealander has to pass through. It’s the most important place to ensure that

young Kiwis are learning key skills that will give them a good start in life. “The Gisborne region has some pretty damning statistics in terms of unemployment, drug addiction, obesity, and life expectancy. We don’t want to wait until it’s too late, or until these kids are getting locked up or getting into serious trouble.�

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PROFILES |

Rototuna Senior High School

Rototuna: where students prepare for life beyond exams There’s nothing like a trip to Rototuna High Schools to make you feel grateful for Google Maps. The schools (there’s a junior high and a senior high) are somewhat off the beaten track, and in fact appear to have been accidentally dropped into a marsh rather than inside a suburb. Once inside the school, it’s even more interesting. The schools are thoroughly modern, from the grey water tanks in the roof to its determinedly student-centred approach. Rototuna is in Hamilton’s north, a rapidly growing suburb built on the bed of an ancient lake. While the school complex is a seven-minute drive from Rototuna central, its surrounding land is being gobbled up by new housing so quickly that already plans are afoot to extend the roll. Rototuna Junior High School opened in January 2016, with a foundation roll of 634. Eighteen months on, the roll sits at 960 – and is projected to rise to 1,200 by 2020. As staff and students settled in to the junior school, construction began on the adjoining senior high school. Natasha Hemara took up the role of senior school principal in April 2016, a task involving collaboration with the build team, recruitment of 20 staff and preparing the school’s vision and curriculum for opening in January 2017.

Natasha Hemara is the founding principal

“It was a wonderful experience to watch the building grow from the earth. I’d look at it every day to see what had been added,” says Ms Hemara. “I was very connected to the build team and they were very responsive to my ideas.” In fact, Ms Hemara’s first meeting at Rototuna was to discuss where ports and cabling would be installed. “I hadn’t even seen the plans!” she recalls (though that did not dissuade her from altering them). “In the junior school, power points were under the desks and table legs got in the way so in here

schoolnews Term 3 - 2017

Parking spaces are limited and cycling encouraged; an estimated 60 per cent of students cycle or scoot to school.

When it was time for data projectors to be installed, Ms Hemara had to work out the path of sunlight for each learning space because there are no curtains or blinds in this school.

Ms Hemara’s last role was deputy director at Southern Cross Campus in South Auckland, where her focus was supporting teachers to transition to MLE pedagogy. She has also worked to provide support for teachers through Team Solutions (University of Auckland), been acting associate principal at Lynfield College in Auckland, and has been heavily involved in the national health and physical education community.

The entire space feels seamless; glass doors glide between open and closed, colour schemes are earthy, and the usual high school clatter is swallowed by acoustic wall coverings and ceiling tiles. The temperature is comfortable and the air is fresh with none of the stale hamburger-type smells usually associated with schools. Facilities shared with the junior school include performing arts studios, a gym, music suites, a recording studio and a learning resource centre to name just a few. I think I’ve got high school envy. The campus has attained a fivestar green building rating with environmental technology such as rainwater harvest and smart controls for lighting and heating.

All students are encouraged to take on leadership roles

Two subjects are taught at once, maths and PE for example. No subject is taught in isolation.

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we had them installed higher up. And we changed the order for cupboards to ones with wheels so they could be moved easily.”

Her first few months at Rototuna involved a lot of meetings. “Meetings, decisions and lots of sitting there nodding as if I knew what I was doing. Then I’d spend each night reading and researching.” During the day, she’d be getting acquainted with the community. “I’m here to serve this community but you can’t do that if you don’t know who they are.” Meetings with local iwi were critical. A strong connection with Ngati Wairere underpins the vision and values of the school, and local history has influenced the naming and design of areas within the school and the curriculum. “It’s important for us to know the kaupapa, whenua, how we came to be. You don’t have to be Māori to respect that. “Learning about Waikato has been huge. When the DPs (Megan Barry from Waitakere College and Sally Hart from Hobsonville Point

The campus has attained 5-star green building rating


Rototuna Senior High School

Rototuna is a student-centred school

Secondary School) and staff came on board, we did a bus tour of places of geographical importance in Waikato to help us connect with locals.” They also focused on getting to know every year 10 student. “The most important thing was that we be connected to the junior high school because we need to provide a seamless transition to senior high.” Together the leadership team came up with a vision for the school, to recapture the essence of education. “From our collective experience, we knew what was not working in schools. We were frustrated with education and how the shift in schools has become very ingrained into historical and structural ways of doing things. What’s dictated to kids is not necessarily what’s best for them, but rather how the school runs. “We wanted to throw out what wasn’t working and recapture what education could be. Form time, for example – that’s a structure to read the roll and disseminate information in a lot of schools. My view is that all time in school should be learning time, and if it’s admin I would question why it is there. During our form times, the students self-manage, they read the notices then we have circle time so we can stay connected with each other and work with each other. Rigorous academic counselling also occurs

Students share charging lockers

NCEA credits are limited to 80 across two years to encourage deeper learning

in this time to support students with their decision making around progress and next steps.” The curriculum is delivered in keeping with the advisory model in which two subjects are taught at once, none in isolation. Students recently completed a maths and PE module, Soar like a Mockingjay, inspired by dystopian trilogy, The Hunger Games. “Students were ‘tributes’ and did the PE around understanding their bodies then the maths to analyse data. They practised archery then used statistics to work out how far they could shoot an arrow.” NCEA level one achievement is not a major focus, but rather a two-year pathway towards level two. “We are redefining NCEA and how it looks; we don’t do the stock standard model, and we are working closely with NZQA to consider using portfolio evidence. This is about finding a balance, about staff and

More than 60 per cent of students cycle or scoot to school

| PROFILES

student well-being. Why make them do more assessment than is necessary?” Credits are limited to 80 over the two years, considerably fewer than many schools, “because we want deeper learning, not just a superficial view. Why would you focus on quantity at the expense of quality? “We have listened to businesses and industry who are saying they don’t care about qualifications, it’s about the dispositions: are they resilient, can they alter and adapt responsively, can they build mutually respectful relationships?” Instead of prefects, there are leadership teams such as wellbeing, culture, sport, community and arts. “Everyone has the potential to be a leader and our job is to support that. Why only support a few when you can grow many leaders? Leadership can take on many different forms.” Developing leadership is also

supported in the curriculum through impact projects in which students engage with authentic partners to provide service to the community. One impact project that is happening is ‘Te Rapa Are Us’ where senior high students have identified a need to support and integrate the Hamilton North students (special needs’ satellite school on site) more into the Rotouna High Schools’ campus. Students have created a range of activities with which they support the satellite students to make them feel more included in the campus community. “To me this is real life learning, having the time and support to develop skills that are not normally taught in schools such as kindness and respect, in a meaningful way. “It is not just about how many qualifications our students get. We want happy students who know what their potential place is in the world. If every kid who leaves is the best that they can be and knows where they are going, then we’ve done our job.” Rototuna Senior High School is a decile 10 co-educational school for students in years 11, 12 and 13. It opened on February 2, 2017, and has a current roll of 101 year 11 students.

Images by year 11 student Connor Jensen and teacher Anna Pratt. By Anna Clements, Industry Reporter

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EDUCATION |

Special Report – Dialogic Teaching

How Invercargill Middle School transformed achievement using the power of talk As the population of New Zealand continues to diversify, schools are challenged to continually rethink their teaching models to ensure they cater to every learner. At Te Puna Wai Ora, Invercargill Middle School, a decile three primary with an increasingly multicultural roll, teachers have faced up to the challenge with gusto, and in doing so have transformed the school experience for teachers, students and whānau. Six years ago, the school was struggling to make national standards, but a complete rethink and redesign of the teaching practice has pulled achievement rates up to well above average – and landed the school with a prestigious award, the Prime Minister’s Education Excellence Award for Teaching and Learning, Atatū, (co-winners with Waitakere College). Judges noted that IMS had identified the oral language confidence of the students as impacting their learning and participation, and had responded by formulating a plan to improve achievement through oral language. Principal Stan Tiatia explains: “Targets are set from the national standards data collected at the end of the previous year. As new students arrive throughout the year, with higher learning needs, we found that our data struggled to

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schoolnews Term 3 - 2017

The team from Te Puna Wai Ora, Invercargill Middle School, receiving the Prime Minister’s Education Excellence Award for Teaching and Learning, 2017

find overall progress. “We decided that the nature of our school and enrolments were constant enough to be ‘normal’ for us, and that the improvements required needed to be in our expectations. We had to consider how to use every valuable teaching opportunity we have with our students as we did not know how long they would be with us, and we felt a responsibility to set the learners up with the best teaching available.”

in students’ oral language, confidence, and participation that have also lifted achievement in literacy more broadly. In 2011, only 58 per cent of students were achieving the national standard in writing, but by 2015 that had climbed to 82 per cent. Achievement in reading climbed from 79 per cent to 86 per cent, and mathematics from 80 per cent to 89 per cent.

Deputy principal Katie Pennicott led the inquiry which focused on developing dialogic teaching, together with talking tools and signals (talk moves) that were modelled as part of teaching practice.

The biggest gains, however, are those of the school’s Māori learners: 89 per cent are now achieving at or above in writing (compared with 50 per cent in 2011); 84 per cent in reading (up on 79 per cent), and 89 per cent in maths (up on 79 per cent).

The impact has been far reaching, say the judges, with improvements

“Dr Rangimarie Pere (1991) writes about language as the ‘life line and

sustenance of a culture’ akin to the whakatauki ‘Te kai a te Rangatira, he korero’,” says Ms Pennicott. “It is from this viewpoint that we established shared ‘talk moves’ that would build, grow and sustain our school culture of accelerated progress and experts in our own learning. “Through our classroom observations and reciprocal visits, it was noted that many students were not actively participating in class or partner discussions, and when they did, they were asking questions that had already been answered and were unable to summarise what had been said. They were seeking affirmation and praise as opposed to sharing ideas and opinions. In our literacy assessment data, we noticed that needs in vocabulary and sentence


Special Report – Dialogic Teaching

posts on our class Facebook pages with oral language foci,” says Ms Pennicott.

structure impacted student achievement.” With a large group of provisionally registered teachers on staff it was important to do this collaboratively, says Mr Tiatia. “Every team member brings value and innate worthiness- or mauri - just by being a part of the team, and any professional development adds to that rather than replaces or subtracts from it.” Teachers reviewed their own lessons (on video) and reflected on their use of questioning and types of conversations in the classrooms through structured self-reflection practices, building impetus and agency for changes in practice. “Our school culture is built on ako - reciprocal teaching and active learning for teachers and students, manaakitanga as learning through empowering and supporting others, and whanaungatanga through learning collaboratively,” says Mr Tiatia. “This enables us to inquire into our teaching practice from a perspective of honesty and openness.” Ms Pennicott attended the Language, Education and Diversity conference to further investigate additive language approaches and connected with Professor Rae

| EDUCATION

Every team member brings value and innate worthinessor mauri - just by being a part of the team.

Sili’ata regarding additive language acquisition strategies.

this practice needed to be shared across the school.”

Back at school, applying the strategies of recasting and rephrasing, her class began the journey towards being active participants in their own and each other's learning. “The class began to develop ‘talk moves’ that would empower students to actively participate, and in the end run the class discussions,” she says.

The biggest challenge for teachers was the complete repositioning of the teacher as the "expert" to the teacher as the learner - learning from and alongside students. “It involves a repositioning of teachers depositing knowledge to transform the students, to teachers learning alongside students to transform the world.

“As a class we developed our practice, we created strategies and expectations regarding active participation and strategies for student ownership and empowerment, rather than affirmation. Following the observations and staff discussions regarding our students’ oral language needs, including those of our ELL community, we knew that

All teachers opted into the inquiry, involving weekly reading and reflection, over and above the school’s twice weekly professional meetings. “The students were motivated by teacher modelling and showed their motivation through creating and using talk moves themselves, and parents were included through

Within a term, improvements were apparent. “It is a consistent part of every lesson and is now managed by the students. “The teaching as inquiry was based on professional reading, reflection and the co-construction of teaching praxis, supported by oral language focused observations and further inquiries into vocabulary, responsive practice and questioning, which all have an oral language basis.” During the process, the atmosphere of the school changed. “It is generally peaceful, with strong routines and a definite IMS culture that is very clear when students come from other schools,” says Ms Pennicott. “Listening and speaking skills are much stronger and this has impacted all aspects of literacy. Consistency across the school means that students make easy transitions between classes and relievers report how much they enjoy teaching here.” Te Puna Wai Ora, Invercargill Middle School, is a decile three primary in Invercargill, with a current roll of 183

By Anna Clements, Industry Reporter Term 3 - 2017 schoolnews

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EDUCATION |

Principal Speaks

Waitakere College – owning our solutions

Waitakere College principal Mark Shanahan

Today, in mid-2017, Waitakere College celebrates being cowinner of the Prime Minister’s Education Excellence Award for Teaching and Learning. This award, Atatū, recognises a dramatic rise in achievement during the past four years for all our students and especially for Māori and Pasifika, through powerful

relationships between students, teachers and whānau, shared accountability and a responsive curriculum which offers many aspirational pathways to success. In January 2013, our Waitakere College senior leadership team faced our greatest challenge when our NCEA results fell drastically following the NCEA standards review. This was most extreme for Māori and Pasifika students, with only 30.3 per cent of year 11

Māori and 49.3 per cent of Pasifika achieving NCEA level one.

and to change what needed to be changed.

We recognised the need to respond to this situation with urgency and a relentless focus on the goal of accelerating Māori and Pasifika student achievement. This involved taking a fresh look at many aspects of school culture and we could not afford to wait years for this to happen. We needed to work hard to identify and embed good practice, to reduce variability

This crisis led to the development by the senior leadership team of the 2013 NCEA Action Plan, which was in place from the beginning of the year. We understood that this must be done in a way which brought teachers and middle leaders on board with the focus on analysis, problem solving and moving forward rather than avoidance or blame.

2017 NCEA Achievers’ assembly - Level 1 excellence achievers

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Principal Speaks

| EDUCATION

Principal Mark Shanahan says BYOD is not an end, "but a vital part of ensuring that our students are on the right side of the digital divide"

Our saying of the time was, “It can’t be blame or shame, but it can’t be the same.”

Powerful relationships for learning Underpinning all the changes we have made is our ‘three pillars’ mantra - which emphasises that our community is strong when all three (students, teachers and parents/whanau) work together. These relationships are powerful because they are underpinned by high expectations for all our students and focused on learning. This is reinforced by the work we have done over the past four years to more fully embed restorative practices across the school. Māori language and tikanga is now visible and accepted as part of the school’s culture, with increasing evidence that Māori students take pride in their success and in identifying as Māori. The 2015 opening of our long-awaited whare wānanga, Te Waipuna o te Matauranga has contributed to a significant growth in trust in the college from Māori students, staff and whānau. Pasifika students also demonstrate a strong sense of pride in their identities and are well supported by a range of activities including regular fono and our

Samoan national day celebration. We have also made incremental improvements to our systems to support equity and work actively to mitigate hardship for students from low income families and ensure that hardship is not a barrier to achievement. Increased teacher ownership and sense of accountability for achievement of our students, particularly Māori and Pasifika. The most important change was to ensure that every teacher felt truly accountable for the achievement of our students, particularly Māori and Pasifika. They had to recognise that Māori and Pasifika make up half our student population and that their success is paramount if we are to raise student achievement overall. Many of the ingredients for success were already in place but needed to be fine-tuned or more consistent across the entire staff.

as Poutama) is fully embedded into the culture of the college, funded and supported by the Board of Trustees. Every teacher has been part of the Poutama programme, understands what is expected of them and almost without exception is committed to doing their best to build positive relationships with all their students and teach in a culturally responsive way.

Target student focus for every teacher In 2013, we moved the focus for teaching as inquiry to year 11, where teachers found it easier to come up with more measurable evidence of progress for their three Māori and one Pasifika target students. Talk of target student students and ways to accelerate their progress became a normal part of staffroom and department conversation.

Culturally responsive pedagogies

Academic tracking, forecasting and mentoring

Most staff had taken part in the Te Kotahitanga programme, understood how to build positive relationships and work effectively with Māori students. However, these practices were not consistent across all teachers and classrooms. Today, the programme (renamed

In 2013, forecasting occurred more frequently and with more timely responses from teachers, so that staff working with students had the most up-to-date information about a student’s progress. This has been refined and embedded into our systems, with tracking

and forecasting now in place at years 11, 12 and 13. Goal setting and extended tutor class times were put in place to share the updated information from forecasts and get greater student buy in.

Family conferences and CSI Family conferences in early term two were informed by the early forecasts and helped give students ownership of their own goals for achievement as well as building positive relationships with whānau. We also introduced CSI – (course selection interviews) – a term three family conference for every year 11 student to ensure that their year 12 course offered positive career pathways.

Mentoring for identified target students In 2013, we revamped our mentoring system with a larger group of staff each voluntarily taking on two to four Māori target students (Te Haerenga - the Journey) from the ‘middle’ group where we hoped to make the greatest difference. A separate group of mentors (PAC men and PAC women) worked with Pasifika students. Term 3 - 2017 schoolnews

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EDUCATION |

Principal Speaks

Powerful relationships for learning

By 2014, a third group of target students was added - ‘The World’, with students of any other ethnicity where mentoring was likely to make a significant difference. Photos of target students are displayed on staffroom walls so that all their teachers can support them and share information. Students and parents now recognise that students become ‘targets’ because we believe they can succeed.

Exam catch-up workshops, holiday workshops, tutorials, summer school In 2013, some of the success was achieved through running creditfocused supplementary initiatives such as summer school, held during the early days of NCEA externals. However, since then the focus has been on ensuring that students achieve their results through achievement in authentic courses provided during the year. Additional support is still provided where it is needed, through tutorials and holiday programmes, but it is

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schoolnews Term 3 - 2017

no longer the ambulance at the bottom of the cliff.

Dedicated staffing for academic tracking, mentoring and monitoring Incremental changes have been made in recent years to strengthen the leadership of these initiatives, which are now overseen by our new assistant principal: student learning and achievement, working closely with a deputy principal and two COL Within Schools teachers.

A responsive curriculum – shaping the mahi to suit the rangatahi

changes in course design and delivery. In addition, we engaged Cognition Education to bring some external expertise to a major rethink of mathematics programmes. Departments have continued to adapt their programmes each year since, with significant initiatives in English, mathematics and science to better meet students’ level of readiness or interests or to meet the increased requirements for entry into trades and apprenticeships.

Continued expansion of Vocational Pathways offerings

One of the fundamental problems identified from our analysis of 2012 results was course design in response to the NCEA standards review.

Our Vocational Pathway (VP) programmes have continued to develop, providing understanding of the world beyond school, engaging learning experiences, a bridge into work and tertiary study and also achievement in industry/ vocational NQF assessments.

This required early and close analysis of results by the senior leadership team, curriculum leaders and all teachers, leading to many

More than 200 year 12 and 13 students were out of the school for a day a week for some part of 2016 as part of a VP programme, be that

Responsive course design to meet the needs of our students

Gateway, Pathways West, STAR or Academies. Initiatives now include Junior and Senior Military Services, Engineering, Hospitality, Health Vocational pathway, Building and Automotive Academies; Financial Management; MIT Sport and Recreation; Mechatronics and EE2E, a STEM-based programme with UNITEC to involve more girls, Māori and Pasifika in Engineering. We are now into the third cohort of our Medical Science Academy, supported by the Waitakere District Health Board with the goal of Pasifika and Māori students gaining science subjects needed for entry into the health professions. Year 11 students involved in this initiative take external standards, an extra class of science and participation in study skill and health related programmes, attaining above other students in their year level and gaining entry into at least two year 12 sciences, significantly expanding the number of Pasifika and Māori students taking these subjects at levels two and three.


Principal Speaks

Implementation of BYOD We have been clear that BYOD is not an end, but a vital part of ensuring that our students are on the right side of the digital divide and leave school as digital citizens prepared for future pathways. From term two, 2014, the pace of change around e-learning and ICT infrastructure picked up, with the appointment of a new e-learning facilitator. Starting with year nine in 2015 we are now fully BYOD at all levels in 2017.

Exploration of deep learning In 2016-17, teachers are collaborating to identify what deep learning looks like in each area and to design richer, more authentic learning experiences within and in some cases across curriculum areas, which connect

learning with the real world and with students’ lives beyond school.

A trend of rising academic achievement The hard work of 2013 paid off when we saw the NCEA results, and the rising trends of 20142016 have shown that this was not a one-year blip, as shown in the graphs derived from NZQA principal’s reports (participation based results.) We have also seen a significant increase in excellence and merit endorsements at levels one and two, and in excellence at level three. Achievement has also risen at level three, although less dramatically. Level three results need to be seen in the light of our strong VP programme, where many students are better placed in a multi-level course leading to a

strong level two heading towards a trade or diploma with a clear career direction. The good news here is the fact that we are now retaining far more students into the senior school, including Māori. During the last three years every year 13 student has left with at least NCEA level two or better, except for a handful of special needs students. The most recent national school leaver data shows that 81 per cent of our 2016 school leavers left with NCEA level two, again well above national averages.

Building capacity One of the tasks we set ourselves in 2013 was to unlock the considerable potential amongst our staff and build greater capacity through a mixture of change and support, providing opportunities for professional

| EDUCATION

growth and fronting issues openly where necessary. Our teachers have risen to the challenge, making huge shifts in mindset and capability. We have strong middle leaders in both curriculum and pastoral areas, who provide leadership and support teachers to try new things and take risks. Staff know that morning staff meetings always end with the message: “Go out there, have a great day – and make a difference – and they do! We continue to look for the next challenge and we know that better never stops. The biggest lesson of all is the need to remain optimistic and solutionsfocused and to remember why we are doing what we are doing. Waitakere College is a decile three high school in Henderson, West Auckland. Its current roll is 1322.

By Mark Shanahan, Principal, Waitakere College

Waitakere College, co-winners of the Atatū award for Teaching and Learning From left: deputy principal Ants Cotton, kaumaatua Warahi Paki (Kaumaatua), kuia Linda Paki, Troy Amai-Kalauinitama (year 13 Medical Science), BOT chairman Eric Bechet, prime minister Bill English, principal Mark Shanahan, deputy principal Shona Smith, e-learning director Lee Devenish, education minister Nikki Kaye, Keana-Lei Sapolu (year 13 Medical Science), assistant principal Isapela Tausa, associate minister, education, Louise Upston

Term 3 - 2017 schoolnews

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EDUCATION |

Special Educational Needs

Teaching aids for special education Irlen Syndrome Irlen Syndrome (also known as Meares-Irlen Syndrome, Scotopic Sensitivity Syndrome, and Visual Stress) is a problem with the brain’s ability to process visual information. It is not detected through traditional vision screening. To a child with Irlens, words on a page may appear blurry, moving or to disappear. Behavioural optometrists can diagnose Irlen Syndrome and provide appropriate spectacles. Coloured filters can be helpful, and some teachers keep a supply for children to use when reading. Some learners like to read on screens with the back light adjusted to say, green or blue.

Hearing loss Students with learning disabilities need to be taught differently or need some accommodations to enhance their learning environment.

Vision

School News looks at the teaching aids and resources available for assisting students with special educational needs.

Signs of vision problems in children include:

Since so much information in the classroom is presented visually and/or verbally, the child with a visual perceptual disorder can be at a disadvantage.

• Clumsier than is usual for their age

• Screws up their eyes or tilts their head to see • Frequent headaches Some optometrists offer free eye tests for children. A GP referral is required for an appointment at a hospital eye clinic. Subsidies are available to help families with the cost of optometry treatment for school-age children.

It goes without saying that hearing loss can have a huge impact on a child’s ability to participate at school – and most teachers will have at least one pupil in their class who is affected. It’s likely too, that some of those students will be unaware of their own hearing difficulties. We know one in six New Zealanders have some degree of hearing loss, but as new entrants are not screened for deafness, it is unknown exactly how many school pupils are struggling to hear. Children with hearing loss may: • have speech or language difficulties • have trouble following instructions • be easily distracted, or • have difficulty paying attention in class

Audio processing disorder (APD) A child with APD, thought to affect four per cent of school age children, will have difficulty processing and/or remembering spoken information. APD is not hearing loss, but a disorder in which the ears process sound normally but something

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schoolnews Term 3 - 2017


Special Educational Needs

| EDUCATION

interferes with the way the brain recognises and interprets sounds, especially speech.

• Repeats the same words or phrases over and over, often without communicative intent

Early diagnosis is important because when the condition isn't caught and treated early, a child can have speech and language delays or problems learning in school.

The process of diagnosis of ASD with start with the child’s GP who can make a specialist referral. Autism New Zealand provides comprehensive information about ASD and support services, including working with educational professionals.

Teachers can ask the parent or caregiver whether the child has had a hearing test. Many clinics will do these at no cost. A normal hearing test will not detect APD; the child should be referred to an audiologist who can administer the appropriate tests.

Assistive technology

FM system For children with hearing aids, a personal FM system may be helpful. This is a device that transmits sound to a child through a receiver attached to a hearing aid, and is often used to help hearing-impaired children hear the teacher in a classroom. The Ministry of Education may be able to fund a personal FM system for school-age children. The school can apply for funding by contacting the MoE’s special education department.

Keeping noise down Hearing-impaired learners need a quieter setting to learn, something that benefits all students, so it’s important that classroom noise levels be kept down. Some schools find sound indicators very useful. These are traffic light-type systems which give a green light for good working conditions, orange and red for warnings. The teacher only needs to point at the red light in order for the students to realise they need to quieten down.

Dyslexia Dyslexia affects an estimated one in ten New Zealander, including 70,000 school children. It is usually first uncovered in the classroom environment when core reading and writing skills are being taught. However, it is equally common for dyslexia to go undiagnosed, with students labelled “slow” or “struggling”.

Indicators include: • Problems with labels, rhymes, sequences • Letters or numbers reversed or confused b/d/p/q, n/u, 13/31 • Retrieval issues – learns something one moment, gone the next • Large gap between oral and written capabilities • Reluctance, embarrassment or avoidance around reading out loud • Poor handwriting, punctuation and grammar

What to do The Dyslexia Foundation encourages schools to use a self-review process to become “dyslexia aware”, or 4D. A 4D school is one in which all three levels have been completed to fully integrate targets for best practice. More than 500 schools in New Zealand have signed up to become 4D. To get your school signed up and to access free, downloadable resources, go to the Dyslexia Foundation website.

Austism spectrum disorder (ASD) ASD is a life-long development disability affecting social and communication skills. In New Zealand, one in 66 people are affected. Special education programmes and structured support can really make a difference to a child's life, helping to maximise skills and achieve full potential in adulthood. Classroom support is vital. Signs of ASD in children include but are not limited to: • Doesn’t play "pretend" games, engage in group games, or use toys in creative ways • Has trouble understanding feelings or talking about them • Avoids eye contact • Uses facial expressions that don't match what he or she is saying • Reacts unusually to sights, smells, textures, and sounds. May be especially sensitive to loud noises. Abnormal posture, clumsiness, or eccentric ways of moving (e.g., walking exclusively on tiptoe)

Assistive technology (AT) is specialised equipment and technology that students with additional learning needs use in class to increase or improve their ability to participate and learn. This could be an iPad and a literacy support app for a student with dyslexia, modified furniture for pupils with physical disabilities or an early Braille typewriter for a child who is losing their sight. Funding is available by application to the Ministry of Education. For more information, go to Assistive Technology on the MoE’s website.

Upskilling opportunities for teachers There are numerous opportunities for teachers to extend their skills in working with students with additional learning needs. Some of these are: • Autism Spectrum Disorder Study Award opens 1 August 2017 and closes 30 September 2017. • Blind and Low Vision Study Award opens 1 August 2017 and closes 30 September 2017. • Complex Educational Needs Study Award opens 1 August 2017 and closes 30 September 2017. • Deaf and Hard of Hearing Study Award opens 1 August 2017 and closes 30 September 2017. • Resource Teachers: Learning and Behaviour (RTLB) Study Award opens 1 August 2017 and closes 10 November 2017. By Anna Clements, Industry Reporter Term 3 - 2017 schoolnews

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TEACHERS' DESK |

Ulearn '17

Learning digitally at uLearn17 In October 2017, more than 1,500 educators will descend on Hamilton’s Claudelands Events Centre to explore the impact of digital technologies on learning, as part of uLearn17’s ‘Learning digitally/Te ako ā-matihiko’ conference strand. With the Ministry of Education’s recent announcement of a $40 million investment to support the integration of digital technologies into the New Zealand Curriculum and Te Marautanga o Aotearoa from 2018, uLearn17’s digital focus is a timely reminder for educators to explore their own vision for digital technologies and learning, discover how they can prepare learners to thrive in a digital world, and understand what is required to lead a digital school. Leading this emphasis on digital technologies will be international keynote speakers, Brad Waid and Abdul Chohan. Brad Waid, an educational futurist and emerging technology specialist, will focus on how educators can engage today’s globally connected students. As an industry leader in educational technology, 21st century learning, culture and innovation, and

Delegates collaborating during a workshop at uLearn16

augmented reality, Mr Waid will introduce delegates to the latest technologies and the power of gaming. He will also address the importance of digital citizenship in today’s digital world, where young people are increasingly spending more time online. Abdul Chohan, director of development for the Essa Foundation Academies Trust and director of ThinkSimple Ltd, will

discuss how the transformational redesign of learning with technology has contributed to the success of every student and wider community. As an early adopter of technology in the classroom, Mr Chohan will explore how educators and students are independently discovering new ways of learning to ensure they are prepared for the future of tomorrow.

This year’s uLearn also welcomes international speaker Eric Mazur, along with New Zealand’s own Dr Ann Milne, who will tackle the conference strands ‘Learning for success/Te ako kia angitu’ and ‘Learning in communities/Te ako ā-hapori’ respectively. Alongside these renowned speakers, the uLearn17 programme will feature over 200 breakouts from educators and education experts, a research and inquiry symposium, facilitated sofa sessions, and a hands-on makerspace playground, as well as the one-day pre-conference ‘Changing Spaces’ at Rototuna Junior High School exploring innovative learning environments. uLearn17 will be held October 11-13 in Hamilton, New Zealand. As New Zealand’s largest professional development conference, uLearn provides extensive options for delegates to find solutions and achieve outcomes, both personally and as part of their wider school, centre, Community of Learning | Kāhui Ako, or networked group.

Education thought leaders will speak at the conference

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schoolnews Term 3 - 2017

To find out more information and register, visit core-ed.org/uL17Hamilton. By CORE Education


Connect with fellow educators. Collaborate to achieve goals. Innovate in your learning spaces.

uLearn17

Annual educators’ conference

11-13 October 2017 Hamilton, New Zealand

core-ed.org/ulearn17


TEACHERS' DESK |

Professional Learning & Development

Our world is changing, but what about our schools? When we think about the purpose of education and the relevance of what we are teaching, what are our answers? Why do teachers need to upskill, reinvigorate their teaching and ignite new passions towards their teaching practice? The traditional learning style in the classroom will become less and less relevant to the lives of our students, and to the needs they have going forward into an uncertain future. Today the most up to date information, access to knowledge, research and innovation can be found online, by anyone, all of the time. We need to embrace this change in the way we access information and knowledge. We need to use new and emerging technologies to empower our students, our learning and ourselves. Understanding how to use digital technologies in the classroom in a relevant and integrated approach is essential if we are to equip the young people of New Zealand with the skills they need to live, work and thrive in the world. It is critical that teachers and students alike can navigate and learn in a digital landscape and be a part of the technological world. With the aid of current and emerging digital technologies we have the power to transform our teaching and learning. To stay abreast of the

changes in education and the world we need to commit to new ways of learning, new practices and new pedagogies. Pressures on principals and school leaders to raise achievement, and the focus on priority learners, has often meant blanket approach to the professional learning and development for educators, and delivered curriculum-based to all teachers in the school or department. With the Government’s recent announcement to make the curriculum more digitally oriented, schools and teachers now have more opportunities to choose what they want to learn about and how they would like to upskill. Education minister Nikki Kaye has stressed the importance of upskilling our teachers, and the need to provide them with the necessary knowledge and capability to teach the new digital technologies curriculum content. In fact, $24 million of the newly announced $40 million package to enhance digital fluency is being put towards teacher professional learning and development, and the new system is focused on delivering the right support at the right time to the schools, kura and Communities of Learning | Kāhui Ako that need it most. Teachers need to take this opportunity to empower themselves and their students

Teachers need to be on a constant learning curve

and lead change in their schools by embracing new ideas and tools, and using digital technologies in collaborative ways to enhance their practice and the experience of the students. In the world outside our schools, change is all around us. More and more people are relying on digital technologies to streamline, improve, and modify their everyday lives, yet schools are often still teaching the same content in the same way it was taught ten, 30 or even 50 years ago. How do we make positive longterm changes to our practice? One such way is to learn amongst peers over a period of time. This way, you can try things out with your fellow teachers, reflect on what you have done, discuss it and critique it. We know that professionals need to be on a constant learning curve, responding and growing to the needs of their learners, day by day. Professional learning works best when it’s collaborative, authentic and ongoing, supporting all learners and the development of our profession. This is already happening in pockets of New Zealand. At The Mind Lab by Unitec, teachers from different schools, year levels and subjects (sometimes even competing schools) come together to learn alongside each other on a postgraduate course.

Professionals have to keep up with emerging technology

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schoolnews Term 3 - 2017

In hands-on, collaborative sessions, teachers learn how to challenge their thinking and their pedagogy - to lead from the classroom, trial new ideas, pedagogies, digital technologies and ways of teaching. This way teachers are committing time to see what works and what doesn't, reflecting and discussing with other teachers about their own ongoing learning. This isn’t about the curriculum, it’s about rethinking the way we teach, and how we use digital technologies in the classroom to enhance the learning. Our understanding of knowledge has changed. Anyone can access knowledge using digital devices, what is important is what we do with that knowledge. Our curriculum, our students and our teachers need to keep up with the fast-changing world. To participate successfully and use the knowledge that’s at our fingertips teachers need to embrace the changes we face and challenge themselves to be learners too, and students and teachers alike, need to not only be confident users of technology but creators, innovators and inventors. By Lynley Schofield, Post Graduate Director, The Mind Lab by Unitec All images courtesy of The Mind Lab by Unitec

Lynley Schofield holds a Master of Philosophy in Science Education from Curtin University, Perth, Australia. Prior to joining The Mind Lab by Unitec, she worked in primary education. Her experience includes leadership positions in e-learning, literacy, data analysis, team leadership and as a literacy and e-learning facilitator.


Professional Learning & Development

| TEACHERS' DESK

supplier profile INTERLEAD

Appraisal for Who? If there is a problem with a teacher’s practice, you would expect that it would be discussed during appraisal, and some plan would be developed to put things right. But is that all appraisal is for; is it a process designed to solve problems? If there are no obvious problems, many school leaders tell us they struggle to know what to say during appraisal. Because of our psychology, this creates some odd dynamics in a school. The result can be that even serious problems don’t get addressed in a meaningful way. How so? When asked to rate themselves at commonplace activities—how good they are at sports, at driving,

at listening—consistently, close to 100% of people say they are “above average”. These are areas where we have plenty of opportunity to observe our own performance. Still, we overestimate how well we are doing. And if we know we have problems we are quick to assume that everyone else is the same, or maybe worse.

What happens if we take the same approach into an appraisal process? Many people will be a bit blasé, confident that they have no serious problems so the process is just a formality. Those with problems that get addressed in the appraisal are likely to think, “Why am I getting picked on? This process is so unfair!”

Appraisal Connector™ gives schools a way to make appraisal meaningful. It focuses the appraisal process on developing better practice. Development is relevant whether one has glaring problems or is an exceptional performer. Everyone can improve their practice. And organisations have found that the culture needed, if you are to avoid serious problems, is one in which everyone takes development seriously. All teachers need to see development as part of what they do, and see a direct connection between the appraisal process and development that will make a difference to their practice and the results they get. It might be an interesting exercise to ask teachers in your school, “Who is appraisal for?” The answer we hope you’ll get is “For me!” By Dr Rhil Ramsey

Term 3 - 2017 schoolnews

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ADMINISTRATION |

School Photography

Making it all click on school photo day

School photography is changing. No longer limited to the formal line up against a blue backdrop, today’s school photographs are clearer and brighter – and no one should ever be stuck with an image of themselves with closed eyes. In this age of digital wizardry, there is no excuse for poor quality images. School photographers typically take a series of shots of each grouping then scrutinise the results for the best image, using technology to swap heads between images if need be. Beyond this, you can expect a light retouch, such as a clean-up of runny noses, dirt marks on tops, and elimination of unwanted items in the background.

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schoolnews Term 3 - 2017

and the group is evenly spaced. It also means that students who are absent on photo day do not have to miss out as they can arrange a makeup session with the photographer.

Planning Style Increasingly, photographers are offering a range of styles for class, team and individual portraits. Schools can select a style that is in keeping with their culture whether traditional or contemporary. Some schools are asking for more casual posing with children sitting on the floor, under a tree or draped around the playground. Others want silly shots or black and white.

Groupings Photographers report that parents want more than individual portraits of their

children, they want sibling shots and friendship groups. Team photos are no longer only available with children posing in strict lines, they can be fun and casual, some students sitting and others leaning, back to back. Innovative learning space groupings are a challenge for photographers; it’s a lot of people to get into one shot. Some suppliers have changed their approach to ease the process and offer the option to photograph students individually then digitally create a class photo. In this way, each student’s face is clear, eyes unblinking,

As with all big occasions, planning is the key in keeping disruption to a minimum. Ask your supplier to do a site visit before the event so they can be clear about space, layout and best venue according to the lighting. Create a photo day timetable so everyone knows when and where they’re expected. If yours is a big school, ask whether there is more than one team of photographers available to work simultaneously. Clear communication is paramount – between the photographer and the school, and between the school and the parents.


School Photography

| ADMINISTRATION

supplier profile PHOTOLIFE STUDIOS

PhotoLife – Proudly supporting New Zealand Schools As New Zealand’s leading school photography company, PhotoLife is still a kiwi owned and operated family business specialising in all types of School Photography. Photography is a fast changing industry and PhotoLife has been and continues to be at the forefront of the school photography industry in New Zealand, being the first to implement changes such as moving to colour photography, naming each student in their photos, digital photography, online viewing and purchasing whilst maintaining a high quality affordable product for families. Providing nationwide coverage, PhotoLife employs local photographers to ensure great service and relationship with your school. With regional off ices in Auckland, Hamilton, Fielding, Wellington, Christchurch and

Queenstown we are always available. The experience and backup by PhotoLife ensures your photo day will run smoothly with minimum disruption to your school. For large schools, multiple teams of photographers to allow for Class/Portrait/ ID photographs to be taken on the same day. Every school is different and to meet each school’s individual requirements we offer a range of photographic, ordering and purchase options. From small country schools to large urban colleges we will work with you to find the best fit for your school and community. As a Gold Sponsor of NZPF, APPA and a bronze sponsor of NZAIMS,

NASDAP, SPANZ as well as a member of other regional principal associations PhotoLife is proudly committed to supporting New Zealand’s schools. We further support schools paying commission on sales to each school to help with their individual initiatives.

For more information please contact: Greg Chadderton on 0800 501 040 or visit www.photolife.co.nz

SCHOOL PHOTOGRAPHS

ARE MORE THAN JUST A PIECE OF PAPER ... They are a record, but also a reflection of a school

can offer you what you are looking for, as we know every school is different, and one size doesn’t fit all!

For more information please contact: Greg Chadderton, gregc@photolife.co.nz

freephone 0800 501 040 or visit www.photolife.co.nz

Term 3 - 2017 schoolnews

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ADMINISTRATION |

School Photography

Photo: PhotoLife

Find out what sort of preparations will be required; will the photographers need beforehours access or to have the school hall cleared? What about contingency for a rainy day?

You can also ease the process by keeping parents informed about when photos are due back. In a world when so much is available at short notice, there is an increasing expectation for instant

CAPTURING MOMENTS

access to images. Explain to staff and parents that the production process is fairly long-winded, with checks and double checks, printing and processing. Check too what happens if a parent is not happy with the product, is there a money-back guarantee?

The day before Remind students that photo day is tomorrow, and explain how they can best present themselves. In schools without uniform, some classes agree on a class colour or style, jeans and white t-shirts for example. Schools with uniforms should

· Portraits · Class Photography · Family packs available · Year groups · High quality photographs with the minimum of disruption and inconvenience. Proudly Canterbury owned and operated and have been a trusted name for over 50 years. Langwoods School Photography are an enthusiastic, dynamic, professional and creative team living in one of the most beautiful places in New Zealand. Our front yard is your back drop. LANGWOODS SCHOOL PHOTOGRAPHY Phone: 03 352 5359 | Email: schoolphotosnz@gmail.com Website: www.schoolphotography.co.nz

Photo: PhotoLife

C R E AT I V E P O R T R A I TS F O R M O D E R N S C H O O LS When you choose Inspire, you’ll find we’re more than just a friendly and professional school photography service. We know how to get the best out of your children and we take the kind of photos that parents love to buy.

04 384 8009 Untitled-1 1

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schoolnews Term 3 - 2017

www.inspirefundraisers.net.nz 14/07/16 10:17 am


School Photography

| ADMINISTRATION

Capturing the school spirit in pictures

Photo: Inspire Photography

Let the photographer run the show. School photographers have worked with thousands of children and are experts in eliciting the best expressions.

The ordering process

Photo: Inspire Photography

remind students to have the correct attire. Encourage students to wash their hair the night before so it will be clean and shiny for their photos. They may like to take a hairbrush for a last-minute groom before the shoot.

On the day Check to make sure that students are clean and neat, before they leave the classroom. Encourage them to look at one another to make sure clothing is buttoned properly and faces are free of food smudges.

Today’s parents don’t want to be bothered with paperwork, they expect to be able to view and order images online, and they also expect to be able to buy digital files. This is hugely beneficial in reducing the administrative work for school staff, making photo day an altogether more enjoyable occasion.

Sue Allman started taking school photographs in 2011 after 13 years as a portrait photographer. Her business, sueallmanpeople, operates in Wellington and the lower North Island, and specialises in adapting to the culture of the school. “Schools love the way their community is captured whether it is a small country school, a Māori immersion class or the school rock band; they all have their own style.“Our sessions can be adapted to suit the mood or culture of the group, for example, staff photos can be traditional or silly – the results are a lot of fun. “Parents love to see the personality of their child conveyed in a more relaxed manner, and children are rarely missed from class photos even if they’re late or absent because we can take their photo separately and Photoshop it in. And there’s relief from staff who no longer have to line up children in height order on a very tight schedule. “Our shoots are customised and have become a special occasion for many school, the children like posing with their friends.”

Fundraising Many suppliers run photography events as a school fundraiser with a portion of the profit being returned to the school. Ask your photographer for terms; photo day fundraising could buy a lot of books for the school library. Some companies offer parents the option to order images on a wide range of product, diary covers, key rings, mouse mats and coffee mugs, for example. By Anna Clements, Industry Reporter

See your school represented in this fresh and vibrant way

 Staff love our personalised, friendly service  Pupils enjoy our fun and engaging approach  Our photos really capture a child's personality  Schools and parents are thrilled with the results!

Take the stress out of photo day with our NEW style of school photography

email: info@sueallmanpeople.co.nz or phone Sue: 021 988 632

Term 3 - 2017 schoolnews

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Library Management Systems

| ADMINISTRATION

Selecting the right ILS for your staff and learners The school library is a treasure trove of physical and virtual resources for both teachers and learners. And the better those resources are managed, the more valuable the library is to all users. School News looks at management systems for keeping library resources safe, attractive and accessible.

• any gaps in subjects in the collection • where resources are (lost, current or being repaired) You can also use your ILS to compare borrowing patterns and find out what titles students are interested in.

Which system to choose? The system you select needs to meet your users’ needs and provide fast, efficient and userfriendly access to information. This includes appropriately managed access to physical, multimedia and online resources.

According to the National Library, online library services can change the way your school community accesses resources. “They make these things available beyond the school walls and the school day.” Key to a welcoming and efficientlymanaged school library, apart from its treasured staff of course, is a robust integrated library system (ILS). These can help schools to unearth data to encourage and assist even their most reluctant readers. And their user-friendly search options help students gain independent research skills. Rather than depending on staff to find books for them, they search using key words or topics. The results that appear, in words and pictures, often lead them to new discoveries of related items, thus driving engagement. In most cases, an ILS has separate software functions called modules, for example acquisitions (for ordering, receiving and invoicing), cataloguing (classifying and indexing), circulation (borrowing and returns), and OPAC (the public interface for users). A good ILS will be valuable to all school staff and students. Principals can stay informed about how their library and learning resources are being used and therefore budget accordingly. Schools can use the system to manage and deliver teaching resources and textbook collections. In this way, teachers can access resources from any place, at any time. Students can enjoy the same ease of access, and the access to documents and multi-media items will encourage them to explore

more deeply. A visual search option is helpful for younger readers.

search the OPAC directly from the LMS using an embedded search box.

An ILS usually manages:

Training for your OPAC

• cataloguing

The OPAC is so much more valuable when users have had a little training. This should include how to:

• borrowing and returning of books and other resources • reports and statistics on the use of the library collection • integrated access to e-journals, eBooks, databases, websites and print resources. It will also include an Online Public Access Catalogue (OPAC), an online database of your library’s resources. Ideally, your school community will be able to access the OPAC from the homepage of your school's website. Your library's OPAC gives online access to physical and digital resources, such as: • books and journals • the library website, blog and wiki • databases, electronic resources and eBooks Integrating your OPAC with other online access Your school's ILS should connect to online systems. For example, if you have a library website there should be a link from the website to your OPAC and vice versa. Ideally, students will be able to

• do a basic search • reserve resources • check their loans and overdues

Analysing reading habits

Ask your ILS supplier what the system can do, how it integrates with other systems, and what sort of training and support you can expect.

Using reports and statistics Set up your system to meet your requirements, for example: • define user groups, borrowing limits and holiday issuing dates • configure your search so that vital information appears first. You can test this by searching as if you're a student, checking that you can see clearly where an item is located in the collection

Your ILS provides statistics that can support teaching and learning. Each patron and item has a unique ID in the database that allows the ILS to track its activity. Statistics can be provided to teachers to let them know about students’ reading profiles, and information from borrower history reports are useful to find out who isn’t using the library.

• make sure it does an automatic backup every day — check with your system supplier for instructions and advice about setting up your ILS backups.

Search reports can also be helpful in identifying gaps in the library collection, and provide insight into which learners need guidance with searching.

• Ask about training videos and webinars

Your ILS can generate reports including collection usage, subject reports and missing items. Use these to help select new material by, for example, identifying: • the most popular authors and titles

Training and support • Use your supplier’s help desk to get set up. Note answers in the school library manual.

• Keep the user manual to hand • Stay updated by attending training sessions • Find other people who use the same system in your area. Collaborate and take turns to share your best tips and tricks By Anna Clements, Industry Reporter Term 3 - 2017 schoolnews

31


ADMINISTRATION |

Library Management Systems

supplier profile ACCESSIT SOFTWARE

Why libraries are more important than ever in today’s learning environment In today’s teaching and learning environment, easy access to a range of engaging resources is critical. The key is anytime, anywhere access from any device. Today the library is more than the physical resources, and while the physical resources remain important, we are increasingly looking to digital resources to compliment these.

“It’s intuitive, fun to use and has made my job so much easier. The support and training is also second to none. I totally recommend it to any school – so many of us have it and love it.” – Lynn Vare, Librarian, Otago Boys’ High School

For some schools, physical space can also be hard to come by with roll growth forcing schools to use the library as a classroom instead. That’s why schools require greater digital diversity and a system flexible enough to manage ALL resources, making access easier than ever before.

Accessit One Search functionality – seamless, easy access to multiple online content providers Schools don’t want to risk marginalising expensive collections of physical resources as the digital advance marches on. The answer lies in bringing resources online to make them accessible from outside the traditional library. Accessit provides easy, seamless access to websites and the huge range of EPIC databases (which include Britannica Online, EBSCO and Gale resources), taking away the barrier for users of having to enter the username and password each time, increasing usage schoolwide. Accessit automatically logs them in and carries out their search with its unique One Search functionality. This encourages students to use a wider range of authoritative resources – more pertinent than ever in an age of ‘random’ information overload. Accessit CEO Martin Neyland says

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the seamless searching is one of the main reasons Accessit is the most popular system with schools here and why it is also continuing to gain such international acclaim. He says teachers appreciate the ability Accessit gives them to incorporate both physical and digital resources into teaching practice. “They know when they start a topic, they can be confident of steering students to a system that will meet their needs, whether they are in the classroom, visiting the library or at home.”

A one-stop shop – everything you need in one place Many librarians tell us they had struggled to get students to use resources they had paid for, but with Accessit the students know that all the best digital content is discoverable directly from their Accessit Web App. Bonnie Barr, Software Consultant for Accessit and former librarian

says that in her experience, too many platforms or places to search is off-putting for students. “They just want to find what they need, when they need it without having to sift through thousands of Google results which is distracting and time consuming. Students can even use citation tools within the system for catalogued items. It means you can spend more time teaching them WHY they should reference, instead of how.” The system is so intuitive that it can interpret misspellings, search on partial words and phonetics –offering up range of results which are easy to sort and filter without frustration or ‘side road distractions’. Teachers also love the easy access to resources and find it a breeze to use in the classroom, confidently guiding students to resources. Lesson planning is simple with the ability to have teacher resources and equipment on the system, completely hidden from the students. Know exactly

what resources are available before starting your topic, for teaching AND learning. Even booking resources in advance through the system.

Managing self, and managing collections with ease Using Accessit, students manage their reading with their own dashboard. They can save reading lists and pre-select interests to receive alerts when new resources arrive. They can renew their own books and write book reviews as well as managing their reservations. It also allows families to look for appropriate reading material together with the ability to “visit” the library with their children. The system analytics on reading habits also reveals what items students ‘like’ and those not being used. It can also view right down to the activity of individual users. See which online resources are being used or not, and even track the searching activity on the Web App.

More time for the important things Accessit is intuitive, easy to use and has great workflow, allowing library staff to spend less time on the day-to-day tasks such as cataloguing, overdues and reporting. It’s the value of time saved on repetitive tasks that comes up most often in conversations with librarians. Accessit automatically generates QR codes when cataloguing links or PDFs, and Automatic Cataloguing – with one scan of an ISBN number – gains access and generates information from many catalogue databases simultaneously, doing away with the need to reinvent the wheel each time. Accessit makes it possible to catalogue 5 or 500+ books at once – so books are on the shelves faster.


LIBRARY SYSTEM that everyone loves

SEARCH to find what you need

PLACE to access everything

SYSTEM

PURCHASE

to manage all of your resources

never pay to upgrade

Packed full of features that everyone will love. Beautifully simple on the surface, elegant and easy to use, Accessit is packed with powerful features designed to support modern learners in today’s fast changing digital world. A system with ‘wow’ factor A modern, dynamic library system you can be proud of. You’ll love using it and your students will too.

Accessit ‘One Search’ Single search access to eBooks, PDFs, electronic docs, podcasts, websites, online digital content, subscriptions, video, audio, archives, and more.

Quick to learn So intuitive that in no time you’ll be a power-user – plus there’s over a hundred video tutorials online.

Attractive & easy to use Below the surface is a library system that puts you in control of more resources and information than ever before.

Powerful & clever Perform tasks automatically to save time. Seamlessly integrates with other systems and supports multi-lingual and multi-campus environments.

Here to help Our support team is friendly, fast and knowledgeable. They’re real people, there when you need them.

“Accessit saves time and delivers at every level. Stocktaking is a breeze, updating records and cataloguing is quick and easy. It’s intuitive, fun to use and has made my job so much easier. The support and training is also second to none. I totally recommend it to any school – so many of us have it and love it.” Lynn Vare, Librarian, Otago Boys’ High School, New Zealand.

Find out more by visiting: accessitlibrary.com or email: info@accessitlibrary.com

“What we liked about Accessit was how easy and intuitive it was to use. It has a dashboard that looks and feels great - and we certainly liked what we had heard from other customers. The on-boarding process was well managed, and the development team was knowledgeable and professional to work with. We have received great support from everyone at Accessit.” John Haynes, Learning Innovation Facilitator, Tyndale Christian School, Australia.


ADMINISTRATION |

Out Of School Care

Out of school care and why it must matter to schools In New Zealand, children under the age of 14 can’t be left alone without “reasonable care and supervision”. This means that parents can’t drop children off at school before it officially opens, usually at 8:30am, or leave them there after school. It also means that schools need to provide supervision for a short time before and after school hours. According to the Ministry of Education, this means 30 minutes before school and approximately 15 minutes after school. However, many parents require childcare from early in the morning until well into the evening, making out of school care services a vital link between home and school. Some services operate out of council premises or marae, but the great majority are run within the school grounds. So, although the service provider may be quite separate to the school, it is in the school’s interest to take all practicable steps to ensure that the service is of good quality.

What does a quality service look like? The United Nations Convention on the Rights of the Child, Article 31, states: "Every child has the right to rest and leisure, to engage in play and recreational activities appropriate to the age of the child." In accordance with this, all out of school care providers, no matter whether they are private businesses, community groups or ECE services, are expected to have a focus on play and recreation rather than schooling. Beyond this, look for shared values, advises Rangi Esson from Fun Zone. “Are the values and philosophies of potential providers in line with the school’s own values and philosophies?”

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Mr Esson is CEO at Fun Zone which runs five out of school care services on the Kapiti Coast. Fun Zone services open as early as 7am and run as late as 7pm – or until parents can pick them up. In addition, they offer full time holiday programmes and even childcare on teacher only days. “We have been operating in this industry for ten years and the demand is now stronger than ever. People keep having kids and families are having to work harder, and longer hours, than ever before. The OSCAR industry is following the same growth of the ECE (Early Childcare Education) industry 25 years ago. “Here in the Kapiti Coast, population is rocketing, and the number of working families with kids aged between five and 13 continues to grow.” This means that many thousands of children spend up to six hours each day in group care programmes in addition to the six hours they spend in school. It is imperative, therefore, that the care programmes are of high quality

and providing genuine home away from home-type services.

Checks to make Checks can be made with the Ministry of Social Development (MSD) as to whether the programme has been certified as safe. Mr Esson also advises finding out what checks have been undertaken on staff employed at the programme and on any other adults working on site, volunteers for example. The OSCAR Network advises that all staff, paid and unpaid, must have been screened and police vetted for their suitability to work with children. The supervisor should be trained to work with school-age children, and should be experienced. At least one member of staff onsite should be trained in first aid. The network also advises checking the service’s facilities. These should include inside and outside areas for playing. Inside areas should include spaces for

both quiet and active games. Toilets should be readily accessible and clean. There should be a wellstocked first aid kit kept on site but locked out of reach of children. Schools should also consider the direct and indirect benefits to the school for having the service operating within its grounds. “Does the potential provider have insurance cover to reduce impact on school property?” says Mr Esson.

Supervision Children should be supervised at all times, advises the OSCAR Network, and there should always be at least two staff members present. The adult:child ratio should be no more than 1:10 on site and 1:8 during outings.

Discipline Discipline should be positive and rules brief but fair. Punishment should be kept to a minimum and not be physical or humiliating. All rules should be clearly displayed and understood by the children.


| ADMINISTRATION

Out Of School Care

Activities Children's activities should be planned, and a variety of activities available so children have choice no matter what their ages, energy levels or interests.

Other questions to consider Is the service providing an environment that kids want to be at? Are parents pleased their children are at the service, and do the staff appear happy?

What training do the staff have? Are they welcoming, relatable and interactive? Does the service demonstrate respect for parents and caregivers, and are communication processes clear?

Does the service demonstrate a sincere desire for children’s positive development and not just their entertainment? Does the provider differentiate its programme according to demand, for example, is there support for homework if parents so request? Do young children receive the level of care and attention they need, and older children the opportunities to be more independent? Is the service able to support families to complete childcare subsidy applications as quickly as possible?

GATEKEEPER APP

WORKS WITH ANY SMS

Know exactly who is at your school

And finally, schools need to be aware of the service routines around drop off and pick up so as not to compromise the security of children or property. By Anna Clements, Industry Reporter

ids K g n i t t e L Be Kids

RECEPTION GATEKEEPER B version : 201509

WHITE , REUBAN Make Your Selection

LATE ARRIVAL EARLY DEPARTURE

Your Card No Is

0120186

Visitors

Sign in/out Image capture

Regular visitor No fuss entry

Staff Yummy Breakfast Club, Amazing After School Care + Awesome School Holiday Programmes Currently based in Schools on the Kapiti Coast within the townships Paraparaumu, Waikanae, Te Horo & Otaki

Phone: 0800 5439696 | Email: info@funzone.co.nz

www.funzone.co.nz

Relief sign in/out Stepping out/back

Classroom entry

RECEPTION GATEKEEPER B version : 201509

Roll marking

WELCOME TO EXAMPLE SCHOOL

Activity centre

Identify yourself by clicking on the appropriate button below

ADMINISTRATOR MODE

Sign in/out

Boarders Sign in/out

VISITOR

BOARDER OFF-CAMPUS

STUDENT

STAFF MEMBER

Contact: www.pcschool.net Ph  Term 3 - 2017 schoolnews

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ADMINISTRATION |

What’s new in seating?

Getting it right with seating Gone are the monochromatic, uniform, wood and metal school chairs of the past, today’s school chairs are available in a huge choice of colours, styles and materials. While this is exciting, it also makes furniture buying a lot more complicated than it used to be. Fortunately, many suppliers will provide expert advice and assist by visiting the school to make a full assessment. However, it will be very helpful to have a little background knowledge before you call anyone.

In the learning spaces Design and furnishings are more than eye candy. Evidence shows us that poorly designed and maintained schools, often found in areas of lowest educational achievement, can have a detrimental impact on teacher and student morale and engagement, and impact negatively on student outcomes. Collectively, these

factors impact on teachers’ work, attitudes and behaviours, and have flow on effects on student learning.

learning. The Ministry of Education prioritises these core elements when building or upgrading a classroom.

couches and audience seating. What you choose from there will depend on your budget, your students and your learning styles.

By contrast, the learning environment designed with good acoustics, lighting, technology, heating and air quality will impact favourably on teaching and

The next step is to get the furniture right. The choice of seating can be a little overwhelming, but in general schools need a mix of desk chairs, lab stools, armchairs,

A good quality chair for desk work will be strong and comfortable with back support and at a height that allows feet to be positioned firmly on the floor.

Custom-built seating for the gym and auditorium New Zealand-based Pacific Seating manufactures and supplies auditorium and sports centre seating to schools and community facilities both locally and internationally.

The company has been in business for more than 30 years, and produces the Glide retractable/telescopic seating popular for school halls, gyms and theatres. The Glide system has an individual seat for every patron, including disabled users, and can be supplied with manual or power operated systems including remote control. “Our focus is on a quiet, smooth operation with flexible design and a range of seats from plastic benches and plastic seats with backs to fully upholstered seating,” says company spokesman Jim Holland. The Cook Seat is Pacific’s most popular range. It is ergonomically designed and available for variable spaces and heights. Optional upgrades include padded seats and backs, fully upholstered seats, and arm rests.

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Pacific Seating also supply mobile “Tip & Roll” aluminium bleachers for indoor/outdoor use. Pacific Seating’s service to schools includes design, supply and installation, as well as a maintenance programme.


What’s new in seating?

Gas lift stools are popular for pairing with high tables, especially in labs for science and food technology. Users can lean forward, or sit back with their feet resting on the rail. Stools with both back rests and foot rests are also popular choices for technology and science spaces. Wobble stools, or stools that absorb movement, are said to improve the attention span of the child while they are learning. This design absorbs and encourages movement while at the same time improving the attention span of the child while being engaged in the learning process. Primary schools looking to save space can use cushioned storage trolleys as a soft seating option as well a safe place to stow equipment. In the library, an array of bean bags, easy chairs and ottomans create a welcoming and relaxed environment for learners, allowing them to get lost in books. Some new styles of seating even double as bookshelves meaning no space is wasted.

Audience seating Schools are at the heart of their communities and as such are frequently hosting audiences to their assemblies, sports games, concerts, shows and open days. Seating requirements vary

considerably according to school and occasion and again, schools are spoilt for choice. Options for indoor audience seating include lightweight, stackable plastic chairs, bleachers, retractable seating and upholstered bench seats. Seating systems can be extremely adaptable, packing away neatly beneath balconies or mezzanine floors to allow maximum use of the floor space between events. Choices for outdoor seating for sports supporters and summer concert goers include outdoor bleachers and amphitheatres.

Polypropylene Anyone who has shopped for school chairs will have come across the word polypropylene. It actually just means soft plastic – seats on school chairs are made of either hard plastic or soft plastic. Hard plastic chairs are extremely strong, but have no give or bend. They can withstand the pummelling dealt by multitudes of students and are very easy to clean. By contrast, soft plastic chairs have more give in them, and are more comfortable to sit in. However, they do not resist stains

| ADMINISTRATION

and scratches, at least not to the extent that hard plastic does.

Gauge steel You only need to open a furniture brochure to see the phrase gauge steel. There are various gauges of steel, the strength of that steel is determined by its gauge. Odd though it may seem, the lower the gauge, the stronger the steel. And the higher the gauge, the thinner the steel. Where you go next with your gauge steel choices will depend on your spending power and the level of rigorousness required at your school.

In the staffroom The staffroom usually serves a multitude of purposes ranging from work space to café to refuge. The seating needs to reflect this by being a mix of office chairs, arm chairs and couches.

Getting the lingo Ergonomic is a term that gets thrown around a lot these days. It can seem as though every other school or office chair on the market is “ergonomic” but in the case of school chairs, it is furniture designed to provide support to the knees and back, those parts of the body that take the most stress when sitting.

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TEACHING RESOURCES |

Robotics

Easy ways to get onboard with robotics Advances in technology changing the way we live day-to-day are both exciting and daunting. As we witness robots replace humans at the supermarket checkout, the ticket booth and on the other end of the phone, we begin to wonder what jobs will be left for our children. How do we educate them for their high-tech future? Even fast-food chefs are starting to be replaced by robots; Flippy, a burger-grilling machine is taking over from chefs at CaliBurger restaurants across the world, a terrifying prospect for the millions of burger cooks who will eventually be bumped from their jobs. Economists agree that we are witnessing a revolution that poses major challenges, but say it’s not all bad news. According to The Future of Jobs Report, 2016, released by the World Economic Forum (WEC), most occupations are undergoing a fundamental transformation. “While some jobs are threatened by redundancy and others grow rapidly, existing jobs are also going through a change in the skill sets required to do them. “While much has been said about the need for reform in basic education, it is simply not possible to weather the current technological revolution by waiting for the next generation’s workforce to become better prepared. Instead it is critical that businesses take an active role in supporting their current workforces through re-training, that individuals take a proactive approach to

their own lifelong learning and that governments create the enabling environment, rapidly and creatively, to assist these efforts.” In a nutshell, we all need to get onboard with robotics, nanotechnology, 3D printing and biotechnology. If this sounds daunting, take comfort in the Government’s recent proposal to invest $40 million in upskilling teachers to deliver a new “digitally oriented system”. Education minister Nikky Kaye announced the proposal last month, saying, "A big advantage of a digital education environment is that sensible use of automation, along with reduced bureaucracy, can help reduce teachers' workload and let them focus on what's important: teaching and learning. "Robotics, artificial intelligence and advances in connectivity are all revolutionising our world, including our businesses, industry and community. "Our curriculum needs to keep pace with this fast-changing world. The new curriculum content sets out what students need to learn to become not just fluent users, but also skilled creators, of digital innovations and inventions.” Two new content, expected to be in full use from the start of 2020, will include two key areas– “computational thinking” and “designing and developing digital outcomes” – which are likely to include computer programming, as well as “unique Māori content”.

Robotics also provides students with opportunities to question, think about, and create technological tools

In the meantime, schools can continue to support digital technologies by establishing robotics programs. According to the Ministry of Education (MoE), robotics supports all STEM subjects, and there are connections to robotics across all curriculum areas. For example, students can build and use robots to help them understand the characters and plots of books they read. Robotics also provides students with opportunities to question, think about, and create technological tools, rather than just becoming passive uses of technology. It addresses all five New Zealand Curriculum key competencies: thinking; using language, symbols, and text; managing self; relating to others; and participating and contributing.

Robotics resources The VEX Robotics Competition The VEX Robotics Competition (VRC) is the biggest and fastest growing robotics competition in the world, attracting more than 13,000 teams from 33 countries. VRC aim to inspire passion for science and technology by having teams develop robots to and then have those robots tested on a "field of dreams". In New Zealand, VRC is hosted by Kiwibots. Thingiverse

It’s time to get onboard with robotics

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Thingiverse is a website created by MakerBot for anyone wanting guidance on using 3D technology. It includes a section dedicated to education. Schools or teachers can create an account (free of

charge) and download lesson plans for 3D printing, and share students’ or teachers’ work. 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. The BristleBot A bristlebot or brushbot is an extremely simple form of walking robot. It is one of the simplest of all mobile robots, both in its function and its construction. Instructions for creating a bristlebot can be accessed on YouTube. Carnegie Mellon Robotics Academy At the Carnegie Mellon University in Pennsylvania, researchers study how teachers use robots in classrooms to teach computer science, science, technology, engineering, and mathematics (CS-STEM). Their mission is to use the motivational effects of robotics to excite students about science and technology. Teachers can access resources online, as well as advice on choosing equipment and planning lessons. RoboCup Junior New Zealand This is a national robotics competition for school children. Students can enter using any brand of programmable robot and compete in three sections, Robot Theatre, Rescue and Soccer. By Anna Clements, Industry Reporter


Robotics

| TEACHING RESOURCES

supplier profile THE MIND LAB BY UNITEC

The Mind Lab extends beyond the lab with MindLabKids.com More than 100,000 children have been inspired by the wonders and possibilities of science and technology in the classroom through The Mind Lab by Unitec during the past three years. While the experience of many teachers and parents is that children cannot wait to rush out of the classroom when the bell rings, The Mind Lab by Unitec experience has been the exact opposite – kids are often reluctant to leave their labs. They want to know and understand more, continue their learning and take their Mind Lab experience home with them. In response to this experience, The Mind Lab by Unitec launched the free online platform MindLabKids. com earlier this year.

“MindLabKids.com is a free videobased learning website designed to offer primary school-age kids the chance to take their Mind Lab experience beyond the lab,” says Susanne Axelsson, Creative Director at The Mind Lab by Unitec. “The platform offers a wide range of home-friendly challenges and experiments that are as exciting and educational as those offered in our labs.” Susanne says since its launch in April, MindLabKids.com has grown significantly with new videos

being added every week and more children getting involved. “Each week sees three new video challenges uploaded around key topics including robotics, 3D design, animation and stop motion, movie-making, coding, programming, electronic engineering, and augmented reality. More and more children are joining in on the fun by uploading video responses to these challenges, which has created a website full of colour and excitement in learning.

“It has been amazing to see the kids thrive in creating, innovating, collaborating, problem solving and even failing. They have built their own websites, created stop motion videos with playdoh, and created holograms. They have learnt about the world we live in by understanding why the earth has a magnetic field, and why we have seasons.” Susanne says MindLabKids.com has provided greater freedom for kids to explore in their own time. “The platform is continually giving kids more ways in which they can extend their limits, unlock their potential, and grow into the inventors, innovators, makers, doers, and entrepreneurs of the future – or whatever they want to be,” she says. To find out more and create a free account visit MindLabKids.com

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Term 3 - 2017 schoolnews

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TEACHING RESOURCES |

Robotics

supplier profile KIWIBOTS

Not all educational robots are created equal. The Kiwibots believe that any robotics platform that gets students excited about technology is great. The problem is that very few of them allow the students to fully engage in not only programming robots but designing mechanical solutions at the same time. It is mission critical that we focus on getting students to love technology rather than simply teaching them technology as a dry subject. It is better to create a passion that leads them to want to do something rather than teach them, hoping they will come to love it. Why limit your students to programming a robot that can only follow lines or stop before it hits a wall? Let them loose and have them develop mechanical solutions that can pick up things, stack them or sort them. Do not be afraid to let your students leap ahead of you. They are far more capable than we can ever imagine and they take to technology faster than most of us ever will. Have courage to say ‘That is fantastic. I have no idea how you did that.’ This is going to happen more and more as technology advances and we as a group have to take care that we do not hold them back. Today’s students are being trained for jobs that do not exist, in

technologies that have not been thought of that will need tools that have yet to be invented. We as a group of educators have no real hope in understanding what the students will do in the future but we need to prepare them for it. How can we do that if we insist on being comfortable in everything we teach them? We cannot hold them back because of our uncertainties. New Zealand needs software engineers and we really need people who love technology, who have the ability to come up with new and novel ideas. The real benefit to New Zealand comes when we have a knowledge economy with our students coming up with new products and solutions. This is where the sport

of robotics comes in. Our student’s minds are trained to think outside the square from a very early age. The problem is someone needs to help the students on their journey or technological discovery and we do not have enough educators that feel confident enough to help them. This is where the VEX robotics challenges step in. The VEX robotics challenges were just the beginning for the Kiwibots. We have since discovered that the curriculum and learning support associated with the VEX platform is fantastic. Everything needs to have a beginning and the programming pathways associated with VEX start with the VEX IQ Challenge. It is the VEX IQ challenge that the Kiwibots use to get students to find STEM exciting. The structure of the VEX IQ Challenge is such that no student ever feels that they have lost at technology yet there is a champion at every event. This is achieved by having robots work together to maximise the points they jointly achieve in a game with the points they gain with different robots each game accumulating throughout the day of competition. The tournament champion is the team with the highest accumulated points. In addition, a match is only 1-minute-long and drivers have to

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hand over control of the robot to a team mate halfway through. Once we have their attention and they are enjoying the sport of robotics they start wanting their robot to do more. 1 minute is not a long time and students soon realise that having the robot do things automatically is far more efficient than having a driver do it. We think of this as “competition created demand for development.” This leads them to investigate programming and to start asking questions about robot design. Once this happens the rest is easy. VEX offers a FREE set of curricula that hold the educators and students hands as they explore the world of robotics. From the very simple game “Expedition Atlantis” right through to relatively complex programming, VEX offers students course material that they can follow at their own pace and teacher support material to help the educator walk with the student.

As an engineer and product developer I would love to talk to you about VEX and what it can do for you in your classroom. Email me at c.hamling@kiwibots.co.nz to start our journey together.


TEACHING RESOURCES |

Te Reo

Māori language resources for teachers 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.

classroom in a meaningful way – to enhance students’ learning of te reo Māori.

Background

Te reo Māori - a core curriculum subject or not?

It is 16 years since the paucity of Māori language resources was highlighted by educator Ian Christensen in his PhD dissertation (2001) on Māori language revitalisation . At the same time, an audit by Te Puni Kōkiri reached a similar conclusion . In 2007, the Education Review Office (ERO) reviewed curriculum materials that support the teaching and learning of te reo in the English medium sector . They acknowledged that resources were limited – a situation that was both disempowering for teachers and limiting for learners. ERO recommended that future resources should: i. support the range of English medium students’ proficiency levels; ii. be informed by the Māori language curriculum guidelines (Te Aho Arataki Marau); and

Hitherto, this funding process has been handled by the MoE. However, the new education minister has recently announced that teachers’ access to PD will now be managed by the Education Council, a body that is independent from the Ministry.

Also topical at the moment is the fact that NZCER has just published a report (commissioned by the Māori Language Commission) recommending that te reo Māori should be a core curriculum subject – beginning with Year 1 students in 2020, until it is being taught at all levels by 2037. More recently, the Waitangi Tribunal expressed concern about the lack of Māori language resources . And, in an unpublished thesis, Jackman discussed the reality of student disengagement due to the lack of suitable Māori language materials. Jackman found that children were hōhā having to do the same worksheets each year during Māori Language Week .

iii. reflect current second language teaching and learning theories.

Professional development to support the teaching and learning of Māori

The audit by TPK and the review by ERO also drew attention to a lack of professional development to help teachers use the ministry’s Māori language resources.

There are two core MoE resources for the teaching and learning of Māori language in English medium primary schools (years one to six); namely:

Bilingual resources – user-friendly for teachers, engaging for students

info@arahiabooks.co.nz www.arahiabooks.co.nz www.alicepatrick.co.nz

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- Te Aho Arataki Marau mō te Ako i te reo Māori – Kura Auraki (2009), the Māori language curriculum guidelines for years one to 13; and - He Reo Tupu He Reo Ora (2011), the multimedia resource for the teaching of te reo Māori in years one to six. There is a (relatively new) process for schools who want to access centrally-funded PD around these resources – and indeed any associated kaupapa e.g. upskilling teachers’ Māori language proficiency; teaching in a culturally responsive way; unpacking the principles in Ka Hikitia; exploring the cultural competencies in Tātaiako. Firstly, having identified a need for the PD, schools must submit a proposal, to express interest in accessing such training. Then, if successful, schools will choose from a list of preferred PD providers – currently published on the Ministry of Education (MoE) website, with a two-page summary of their relevant knowledge and experience. Thereafter, the provider and the school will co-construct a delivery plan – setting out the desired outcomes of the PD, with progress measures. For example, one of the outcomes could be for staff to use Māori language resources in the

NZEI has responded to this proposal with caution, even though the professional body recognises wholeheartedly the importance of valuing the indigenous language of this country and acknowledges the positive impact for Māori students. Teachers’ reservations emanate from their feelings of inadequacy and lack of confidence. Hence their plea to the Ministry for increased support and resources.

Resources for Māori Language Week (September 11-17, 2017) To celebrate Māori Language Week this year, the Māori Language Commission has produced a small booklet called “Kia Ora” – in line with its theme “Kia ora te reo Māori”. This booklet is downloadable online http://www.tetaurawhiri.govt.nz/ resources/. While its main focus is sporting activities, the resource also includes pronunciation tips and idioms. Also downloadable on that site are four short graphic stories, and a template for a model whare. Some of the language in the graphic stories would be suitable for English medium primary schools. The same site features downloadable resources associated with the theme of each Māori Language Week as far back as 2004.


| TEACHING RESOURCES

Book Reviews

New to the bookshelf Juniper Lemon's Happiness Index Beatrice Zinker, Upside Down Thinker By Shelley Johannes Hachette Readers aged 7 to 10 This is the story of an eight-year-old girl who does her best thinking upside down. Her personality is a tractor beam, her attitude is completely inspiring, and her creator is a creative dynamo. Beatrice is looking forward to a year of pirate adventures, zombie battles and upside-down mysteries with her fellow-tomboy best friend, Lenny. But on the first day of year three, Lenny doesn't come to school in a ninja suit like they'd planned - instead she's wearing something pink and sparkly and ruffled. She doesn't seem interested in their old games any more, and worst of all she's found a new friend. It will take Beatrice's best upside-down thinking to find a way to fix this problem.

In addition, the Māori Language Commission site contains useful information on tikanga http://www. tetaurawhiri.govt.nz/learn-te-reoMāori/tikanga-Māori/. The MoE has a collection of myths, legends and contemporary stories (which can be viewed in English or Māori) http://eng.mataurangaMāori. tki.org.nz/Support-materials/TeReo-Māori/Māori-Myths-Legendsand-Contemporary-Stories. The Ministry has also published Hei Waiata, Hei Whakakoakoa, a collection of Māori songs at various levels of difficulty. The collection comprises lyrics, song sheets and suggested activities. It is available online http://tereoMāori.tki.org.nz/ Reo-Māori-resources/Hei-Waiata. Nō reira kaiako mā, ākona te reo, ā, kia kaha ki te kōrero te reo rangatira o tēnei whenua.

By Julie Israel Penguin Readers young adults It's been sixty-five days since the accident that ripped Juniper's world apart. Life without her beautiful, vibrant big sister Camilla is a colder, darker place. Until she discovers the letter. The letter Camie wrote, but never got to send. It's mysteriously addressed to 'You' and dated July 4, the day of the accident. Desperate to learn the identity of Camie's secret love, Juniper starts to investigate. But then she loses something herself. A card from her daily ritual, The Happiness Index: little notecards on which she rates the day. The Index has been holding Juniper together since Camie's death - but without this card, there's a hole. And this particular card contains Juniper's own secret: a memory she can't let anyone else find out. A gripping read tacking grief, friendship and love – and a lot more fun than it appears at first!

Sky High: Jean Batten’s Incredible Flying Adventures The Great White Man-Eating Shark By Margaret Mahy Hachette, Readers aged 5 to 7 A Margaret Mahy classic retold in full colour for early readers. Norvin is a very good actor, but rather plain. In fact, he looks very like a shark, and more than anything, he loves to shoot through the water like a silver arrow. But his cunning plan to clear the water at caramel cove badly misfires... An utterly charming story now accessible to children making the transition to longer texts.

New Māori language resources – Arahia Books

The resources come as an integrated package, which comprises:

A few years ago, I started to write bilingual readers for my mokopuna who, at that stage, were not even born! I wanted to ensure that when my sons became pāpā, they would read to my mokos in te reo Māori.

• a big bilingual book, for shared reading – with teachers’ notes that include assessment rubrics and ideas for second language activities;

Since then, I have developed the readers to make them suitable for English medium primary schools – by adding teachers’ notes that are aligned to the Māori language curriculum guidelines Te Aho Arataki Marau and the topics in the multimedia resource He Reo Tupu He Reo Ora e.g. I, Me, Myself (about pepeha, tūrangawaewae, whānau, whakapapa); Health (especially sporting activities, the theme of this year’s Māori Language Week); Maths; and Weather.

• 10 small bilingual books, for group work or independent reading; • a set of flash cards, for vocabulary recognition; and • a downloadable link, for showing the book on the big screen, helping with pronunciation, and providing a template (with instructions) for a palm-sized copy of the book – which each student can take home and read with whānau. (There are sometimes waiata on the link too, aligned to the topic of the reader).

By David Hill and illustrated by Phoebe Morris Picture Puffin, Penguin Readers aged 7 to 10 A glorious picture book telling the true story of how Jean Batten became an international hero for her solo flights. In 1934, Jean Batten set a world record for the fastest flight from England to Australia. Just two years later, she made the first-ever solo flight from England to New Zealand. Jean’s fearless determination and flying skills helped her survive storms and crashes, as she crossed great oceans and lonely deserts in her tiny plane.

The publisher is Sharon Holt (The Writing Bug Ltd) who is known for her Reo Singalong books. The illustrators are Jasmine Bailey and Josh Morgan who, being Māori, are committed to enhancing the quality of Māori language resources in schools. By Alice Patrick 1 Christensen, I., (2001) Ko te whare whakamana: Māori language revitalisation. Unpublished doctoral thesis, Massey University, Palmerston North.

Te Puni Kōkiri (2001). Māori Language Resourcing in Schools: Effectiveness Audit Report. Wellington: Te Puni Kōkiri

2

3 Education Review Office. (2007). Review of Curriculum Materials to Support the Teaching and Learning of Te reo Māori. Wellington, New Zealand: Author.

4 Matua Rautia: The Report on the Kōhanga Reo Claim Wai 2336. Waitangi Tribunal report, Wellington, New Zealand (2012) 5 Cited by Georgina Stewart in Set 3, 2014:5

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LEOTC |

Sustainability Projects

Using LEOTC time to create a 50-year vision for an endangered ecosystem Learning time outside the classroom can be used very well to facilitate education around sustainability and caring for the natural environment. This can be as simple as short visits into the school grounds and local community, or more ambitious trips to farms, factories, offices and natural settings such as a forest, beach or national park. At Waimea College in Nelson, students engaged in an ambitious project on the sustainability of the Waimea inlet, the South Island’s largest estuarine system. This was an often-overlooked feature at the college’s back door, with estuaries and estuarine margins home to rare and threatened native plants and animals, as well as important populations of coastal wetland birds and migratory wading birds.

opportunities, researching early Māori habitation and ascertaining stream health. Together they planned investigations and formulated questions for landowners, scientists and businesses.

Students constructed a model for a bike track

The estuary and those who played, worked and lived around it, provided an authentic outside-theclassroom context for students to engage with, and all 300 year ten students were involved.

Starting out A 50-year vision was required, a tall order for 14-year-olds. They started with informationgathering, listening to visiting speakers who explained the issues

and opportunities related to the inlet. They learned that the inlet was recognised as a nationally important example of this type of ecosystem. Students then chose sustainability topics they would like to explore from across a range of subject areas such as science, social studies, technology – design, wood and fabric, Māori history, media, visual arts and multimedia design. Topics that students raised included: preserving biodiversity, managing sediment and erosion, enhancing recreational

Replanting is in progress at the Waimea inlet. Photo: Department of Conservation

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Next students visited sites around the inlet and worked with the community to research issues and opportunities. They used questionnaires they had created, compiled digital records of their findings and got stuck into experiential activities. They found out that the inlet ecosystems were under threat from: • Sedimentation owing to excess silt flowing in and building up from land clearance and modification • Pollution from sewage, industrial wastes and agricultural run-off


Sustainability Projects

• Invasion by introduced weed and animal pest species

advocates, developers, landowners and airport management.

• Reclamation and extraction of sand, gravel and/or the land itself, which had hardened the estuarine margin. This reduced the ability of native habitats and species to migrate inland in response to future sea level rise. It also limits the opportunities to restore native vegetation communities

They tested water quality, mapped out different land uses, interviewed stakeholders, examined biodiversity, and constructed strategies. Other activities generated from their project included designing and creating models of bridges for the proposed cycle way, making models of a future inlet, producing information brochures and videos to share with the public, and designing and printing t-shirts with an environmental theme.

• Fire – Students learned that fire could completely destroy ecosystems and property, and be extremely costly for those affected. For example, decades of restoration effort at Awarua wetland in Southland were destroyed when one careless match was dropped. Information signs and raising community awareness of fire risk (especially around amenity and picnic areas) are extremely important to reduce risk and can be an integral part of a well-planned restoration programme. All of these pressures affect the extent and quality of the habitat available for native plants and animals. They also negatively affect the important role that the estuary plays in providing ecosystem services such as recreational activity (e.g. swimming) and healthy fisheries. The Waimea College students had plenty of support from their community, particularly the New Zealand Fish & Game Council, Royal Forest and Bird Protection Society, the Ornithological Society, stream scientists, iwi, cycleway

What happened next Armed with all this information, students worked together to formulate a 50-year vision for the inlet. Each of the college’s four houses – Rutherford, Hillary, Cooper and Shepherd - presented their vision boards to a panel of experts comprising local councillors and conservation leaders. Students also used song, dance, speech and digital displays to share their findings and ideas.

Safety and planning considerations Bus trips were run to several destinations around the Waimea Inlet. A parental permission slip was required and the E4E coordinator organised the safety management. EOTC experiences of this nature falls into the activity type of ‘Off-site – short visits in the local community - lower risk

| LEOTC

environments, and the school’s project manager organised permission slips for bus trips to destinations around the inlet. More information about the Waimea College project around caring for the Waimea inlet can be found at TKI, Teaching Resources, and on the Department of Conservation website. By Anna Clements, Industry Reporter

Follow up With so much ground work done, the school was in a strong position to sustain the initiatives with later year groups. The following year, the year ten GATE class (Gifted and Talented Education) built upon their findings to develop social action projects. Again, LEOTC was a key element – contacting inlet stakeholders, visiting sites, carrying out investigations in situ and implementing actions.

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Wetlands support threatened species such as the banded rail Photo: Department of Conservation

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FOOD & BEVERAGE |

Fruit In Schools

Instilling healthy habits, one piece of fruit at a time

Children at Holy Cross Catholic School in Papatoetoe, South Auckland, have snacks provided by Fruit in Schools

It’s 10.15am and the children have been working for just over an hour. Some of them are getting fidgety and the noise level is starting to rise. The door opens and Nanny babe, the teacher aide, walks in bearing two platters piled high with fruit. Kiwifruit, mandarin, apples, pears and bananas are just a few of the options. The children’s eyes light up – it’s fruit time. Hatea-A-Rangi is a tiny primary school, just 24 students, in Tokomaru Bay, 95km northeast of Gisborne. For the past four years, they have been receiving fresh fruit courtesy of Ministry of Health’s Fruit in Schools programme. Top quality fruit arrives at the school

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every Monday morning, enough for every child to eat at least one piece a day. The impact has been transformative, according to teacher Rebecca Trafford. “Before the fruit deliveries, our children wanted pies, chips and fizzy drinks but we haven’t seen a fizzy drink here in years,” she says. The change did not happen overnight, however. Initially the fruit was offered whole at break times, and children were not overly keen. “They were like, ‘Why would we want that?’ They wanted chocolate biscuits and chippies,” says Ms Trafford. “We were nagging them to try the fruit and we were frustrated by their reluctance. “We realised that many of the kids weren’t used to fruit so we started cutting it into bite-size pieces. We got some neat cutting tools, things we’d never seen before, and

before long there was nothing left on the trays.” The task of cutting became attractive and is now the responsibility of senior students. Timing was imperative too. At playtimes children were too distracted to eat, so fruit time was introduced during lessons, firstly at around 10.15am and then again at 2pm. “Immediately we noticed how this helped the kids’ learning. Having a fruit break helps them to settle and get through the morning. Our school also offers breakfast but not all kids will take that up, they don’t want to eat first thing, but by mid-morning they are very hungry. Another fruit snack in the afternoon helps them to stay focused until the end of the day.” Buoyed by the success of the programme, the school decided to plant their own fruit trees – peaches, feijoas, apples and oranges. Now the children want to grow more of their favourites –

passionfruit, grapes, mandarins, raspberries and blueberries. “Eating fruit is absolutely normal here now. When we have an event, or go on a school trip there’s always fresh fruit. We’re very spoilt.” Hatea-A-Rangi is one of 545 schools throughout New Zealand receiving Fruit in Schools deliveries, a programme started in 2005 and currently costing $7.8 million per year. “The initiative ticks a lot of boxes as it is feeding hungry children and introducing them to healthy food options,” says Paula Dudley, general manager at programme providers United Fresh. “It is important to provide a good variety to ensure the children don’t get bored with the same type of fruit every day. We supply New Zealand grown produce for the most part but also include bananas because the kids love them.”


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HEALTH & SAFETY |

Floor Safety

Choosing the right flooring for all areas of your school Choosing the right flooring for your school can be extremely challenging. There are many considerations to make, but health and safety must be key.

Cost Cost is an endless worry for all schools and is therefore always a top consideration during planning for renovations. However, this doesn’t mean it’s a good idea to go straight to the cheapest product.

School News looks at how to select a safe and durable flooring product for each area of your school.

If quality is compromised, the cost to the school could be higher in the long term if the product is slippery, diff icult to clean or if it wears out quickly.

Health and safety Of chief concern is that school flooring be safe for all users, some of whom will not always remember to use their “walking feet”. In New Zealand, a school’s board of trustees has responsibility for the primary duty of care. This means doing all that is practicable to ensure the health and safety of all school users. With regards to flooring, this means ensuring that “all floors, steps, ramps, landings, passages

A survey of principals found that the biggest benefit of Fruit in Schools was feeding hungry children, with 85 per cent saying that children coming to school hungry or bringing no lunch was a significant issue in low decile schools. Learning outcomes were improved too, as children were better able to stay on task after eating “brain food”. Sixty-six per cent of principals reported that the overall health of students had improved as a direct result of eating fruit, with fewer incidences of school sores and skin infections, and fewer sick days. And most principals, 95 per cent, agreed that the programme also raised the sense of equality amongst students regardless of their family circumstances. “Fruit is as much a part of our kids’ day as their reading,” says Hatea-A-Rangi principal Murray Hawke. "Our kids absolutely devour it.”

The lowdown on fruit Fruit is a carbohydrate food which

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says John Tolhurst for flooring suppliers, Jacobsens.

Carpet, for example, typically has the lowest purchase price of any option, but expensive maintenance and low durability make its life span cost highest of all options considered here.

“The upper end vinyls may cost more, but pay for themselves over their decades of use. No stripping or polishing needed, just a regular mop or brush and neutral cleaner and an occasional buff ing to keep them looking good.”

When choosing your flooring, consider not only the up-front cost of materials and installation, but the lifetime cost, which includes durability and frequency of replacement, and the cost of maintenance.

Chrysalis Early Learning Centre, Avondale, Auckland, featuring Expona Superplank. Photo: Polyflor

and gangways are of sound construction and properly maintained”. By selecting a nonslippery surface, you can minimise the risk of slips and falls, and a floor that is easy to clean will help you maintain hygiene standards. “Vinyl wins on ease of cleaning over any other flooring product,”

roughage for bowel health and aid immunity. Fruits that are brightly coloured contain high levels of anti-oxidants which also build immunity stopping colds, flu and inflammatory disease.

Fruit is devoured by all children at Hatea-A-Rangi school in Tokomaru Bay

(apart from banana, melon and dried fruits) generally has a low glycaemic index (GI) releasing glucose/energy into the blood stream slowly within within two hours of eating. Banana, melon and dried fruit tend to be rated as high GI releasing energy within half an hour. While these high GI fruits can be great if quick acting energy is needed this energy also fades very quickly. Raw fruit is a significant source of vitamin C and, if not juiced, also dietary fibre. These help to provide

Fruits that are red, orange or yellow have more beta carotene a precursor for vitamin A important for skin, eyes and immune functions. Berries and banana contain folate a B group vitamin that elevates mood, improving concentration and a feeling of happiness. Dark fruits such as tamarillo and dried fruit such as prunes, figs, sultanas and raisins contain iron which once again are linked to improved cognitive functions and mood. When raw fruit is cut it can brown quickly, nutrients are oxidised and the fruit looks less appealing. A good solution is to cut the fruit just before serving.

Students at Hatea-A-Rangi have extended their interest in fruit by bottling produce from home and community orchards

Buying fruit in season ensures higher nutritive value and usually lower cost too. Some fruit, for example berries, peaches, apricots and nectarines, can be bought when plentiful then frozen to be consumed later. Dietitian Lea Stening advises that children eat two or three pieces of fruit a day. “Fruit is a high source of the sugar fructose so the recommendation to consume as much fruit or juice as you like is no longer in vogue.”


Floor Safety

| HEALTH & SAFETY

supplier profile JACOBSEN

Safe & Durable Flooring Options Aesthetics

Environmental impact

School flooring doesn’t have to be ugly. Yes, safety, practicality and durability are key concerns, but the appearance of school floors is important too. Clever colour choices, particularly in classrooms and libraries, can make the learning space feel more calming, and contribute to a better atmosphere.

More and more schools are looking at cradle to grave environmental impact of flooring materials.

Some schools mix it up a little, for example, using different colour ways of the same pattern to provide continuity yet avoiding monotony. Feature spot colour tiles can be used on the floor to reflect colour schemes or patterns of the walls. In large teaching spaces, flooring patterns can be used to specify zoning, such as a strip colour to edge a quiet zone or a narrow strip laying out routes to other parts of the school.

In addition to promoting good indoor air quality, the concerns include: hazardous exposure to workers in manufacturing, whether the product is made from renewable resources, contains recycled material, can be recycled, contributes to hazardous waste, and how much energy is used in manufacturing it. “In recent years, vinyl has substantially increased its environmental friendliness by removing a lot of the nastier chemicals from the production process, so this has become more acceptable for schools to use,” says Mr Tolhurst.

Jacobsen specialise in high quality commercial flooring that’s tough underfoot and manufactured to last. As one of the largest flooring importers and distributors in New Zealand, we’ve supplied product into education projects large and small, from University of Auckland,

Victoria University, Canterbury University and the University of Otago, to Polytechs and training facilities, high schools and colleges nationwide as well as countless primary schools and kindergartens. Know you need new flooring, but not sure what the best product is to use? We’re experts in what we do, and we stock a wide range of flooring types, from the perennially popular carpet tiles and vinyl to rubber flooring, ceramic tiles and stair nosings, so we can recommend the best product fit for your space. Browse our website for inspiration www.jacobsens. co.nz/projects, and contact us for help with your project – either through the website Contact page, or call us on 09 574-0640.

Photo: Jacobsens

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HEALTH & SAFETY |

Floor Safety

Installation Unless you’re planning to carry out your renovations during the school holidays, you can keep disruption to a minimum by choosing a floor that will be quick and easy to install. If you’re looking for flooring which can be easily replaced when worn, carpet tiles could be ideal. Individual tiles can be replaced rather than the whole carpet which means there is no need for every piece of furniture to be removed before installation. Now to the specifications for each area of the school. “Sound absorption and impact sound reduction with long life is what schools are after for their flooring,” says Marisa Laister, sales and marketing manager at Polyflor. However, all areas have their own particular requirements whether it’s to withstand frequent spills (art and cooking) or to enhance learning opportunities (classrooms and libraries). Acoustic underlay is another option popularly used in schools, hospitals and student accommodation. Polyflor’s Damtec, a cork and rubber product can be installed beneath vinyl to provide high-level impact sound improvement.

Classrooms Flooring specialists agree that the top priority for classrooms is good acoustics. “Many schools are using a cushion back carpet tile which helps with both acoustics (particularly for between floor noise transmission in multi-level buildings), and provides a softer surface for sitting,” says Mr Tolhurst.

Te Kura Kaupapa Maori o Pukemiro School, Kaitaia, featuring Polyflor Classic Mystique. Photo: Polyflor

“The colour and pattern of the floor is important too. We always recommend that schools use a dark patterned carpet tile to disguise soiling, but it’s common for bright tiles to be inserted in the layout to lift the environment. We recommend these brights are just occasional features, not over a wide area as the colour and lack of pattern means any marks are easily visible.” Acoustic underlay is another option popularly used in schools, hospitals and student accommodation. This cork and rubber product can be installed beneath vinyl to provide high-level impact sound improvement.

Break out areas Many classrooms now have break out spaces which, among other uses, are popularly used for art and science. In these areas, a smooth vinyl should be used so spills can be easily cleaned, says Mr Tolhurst. “Many smooth vinyls are naturally slip resistant through their construction – they pass the New Zealand slip requirements for a wet area, but don’t have the cleaning issues you get with safety vinyls.”

Science labs The stakes for danger are raised in the school’s science labs and

Photo: Jacobsens

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the fit out needs to be appropriate. Ensure that the floor coverings are chemical and heat resistant, and can be easily cleaned,” says Ms Laister at Polyfor.

Corridors Flooring in these high traffic areas must be resilient, sound absorbent and easy to clean. “We’d recommend a standardbacked carpet tile here as there is heavier traffic concentrated in a smaller area and the standard wears better than the cushion back,” says Mr Tolhurst.

Toilets Of key consideration for the school toilets is good hygiene. This is a lot easier to maintain when the surfaces are easy to clean. When choosing flooring, look at how easy it will be to mop and whether it is slip resistant. “Toilets and kitchens are not usually classified as wet areas, so a smooth vinyl is still recommended,” says Mr Tolhurst. “Most smooth vinyls are sufficiently slip resistant to provide safety underfoot. The exception is if there are showers, then a safety vinyl suitable for barefoot traffic should be used.

In the gym The gym floor takes a pounding, as do its users. Because of this, the flooring needs to be resilient and shock absorbent, says Polyflor. “There are specialised vinyl ‘sports floors’ that look after all these requirements,” says Mr Tolhurst. Other popular choices of sports floor surfaces are timber, rubber and polyurethane. The most important question schools should be asking is whether the

floor is fit for purpose, advises Glenn Richardson from sports floor manufacturer, Polyflor. “Is it durable, can it be cleaned easily and what is the shock absorption, ball rebound, sliding coefficient of friction (slippery or not) and static charge?” he says. Consider too who will be using the space; requirements for a primary school hall are quite different to those for a high school gymnasium. Rubber and polyurethane type floors, commonly used in primary schools, can be inexpensive options, while the cost of timber floors vary widely. Another variable is the amount of preparation required, whether the old floor needs to be removed or levelled or whether the new covering can be laid directly on top.

Libraries The requirements for the library floor as much as for the classroom; it needs to absorb sound and be easy to clean. In primary schools, the surface should also be soft for sitting.

Ramps and steps For ramps, the amount of slip resistance required changes as the slope changes. Steps in older schools are often quite steep and concrete, so totally unforgiving. The safety of these can be improved by fitting stair nosings and treads, available in a variety of colours and finishes to improve visibility as well as grip. The edge of the step can also be highlighted as an additional safety feature, especially for school users with impaired vision. By Anna Clements, Industry Reporter


Floor Safety

| HEALTH & SAFETY

supplier profile POLYFLOR

We have you covered! For many decades Polyflor has been recognised as a leading global manufacturer of high quality, high performance floorcoverings. As one of our core markets, the needs and requirements of the education sector are at the heart of our vinyl product portfolio through the availability of multifunctional products. Polyflor vinyl flooring is available in an extensive range of looks, textures and performance properties. Due to its hardwearing, water-resistant nature and ease of cleaning, vinyl is often the product of choice for many of today’s modern educational facilities, with options

to suit budgets for both new build and refurbishment schemes.

Our benefits: •

Guaranteed levels of slip resistance

Independently proven to be easier to clean

Available in a wide range of attractive colours and decoration options

Peace of mind with ‘Polysafe’ products for a ‘safe environment’

Reduce impact sound with Polyflor’s Acoustic’ ranges

100% recyclable

For more information please contact us on 0800 765 935 or sales@polyflor.co.nz.

High performance vinyl flooring

View our extensive range at www.polyflor.co.nz or call 0800 765 935 for samples

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HEALTH & SAFETY |

First Aid Training

Making your school safer with first aid training for all

Anyone in a school can be a first aider – even the youngest pupil. School News looks at how to prepare your staff and students to deliver first aid, and why careful planning can make the difference between a life lost and a life saved. Simple accidents, such as slips or trips, might seem a trivial part of the day-to-day hustle and bustle of school life, but they are capable of causing serious injuries and worse. The question therefore is not whether accidents or medical emergencies will happen, but how well prepared your school is to cope. Good planning, even simple procedures such as ensuring the first aid supplies are properly maintained, can significantly reduce risk. If all staff and students can perform basic first aid, your school is in a strong position to keep everyone safe. And as Worksafe New Zealand points out, schools are required to do more than protect children and

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a road, how to help someone who is very upset, and what to do when someone who is hurt. Most importantly, they can learn where to get help. Today, there are apps and free online resources to help teachers train their students, and schools can also arrange for specialist first aid trainers to come in to work with pupils. First aid training supports the New Zealand curriculum particularly in health and PE, science and social science. young people, teachers and other school staff have the same right to a healthy and safe work environment as the people using their services. Including first aid training in your workplace health and safety program helps you meet your obligations and show employees that you care about their well-being.

First Aid It is very empowering for children to learn to take responsibility for their own health and well-being and to be able to help others, and it will serve them well whether at school,

home or away at camp. Even preschoolers can be taught to provide life-saving help; they can dial 111 for help, for example, and some are able to assist emergency personnel by relaying their home address.

Look for courses that are aligned to the New Zealand curriculum and which cover the basics of managing an incident.

School age children can learn to take responsibility for their own health and well-being, and how to care for others. With first aid training, they can learn how to respond to an emergency, what to do in the event of a disaster, and ways to prevent injuries. They can learn to spot danger such as a younger child walking towards

At high school, students can take their first aid skills to the next level. Most students will be physically capable of performing cardiopulmonary resuscitation (CPR), and senior students can access a Gateway programme to be workplace-ready with first aid knowledge, a valuable skill for a school leaver.

Secondary school


First Aid Training

| HEALTH & SAFETY

Learning to manage in a crisis

New Zealand Red Cross | Ripeka Whero Aotearoa works with hundreds of schools throughout the country each year teaching first aid.

People Savers is aligned to the New Zealand curriculum, and introduces students to and familiarises them with hands-on first aid.

Courses include People Savers for pupils aged eight to 11, first aid for high schoolers and education professionals, and a peer support course for teenagers.

A total of four hours’ instruction is provided, and schools can elect whether to have it delivered in one block or smaller chunks.

By 14, most students are physically able to deliver cardiopulmonary resuscitation (CPR) and can enrol for a public education first aid course, the same training available to school staff.

to alcohol and drug-related

Save a Mate is designed to equip secondary school students with the knowledge and confidence to prevent, recognise and respond

courses are free to schools,

emergencies. The 90-minute course aims to build young people's resilience and recognise harmful behaviours. People Savers and Save a Mate thanks to donations made throughout the year to New Zealand Red Cross.

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HEALTH & SAFETY |

First Aid Training

For staff Anyone working with children would be wise to be equipped with first aid know how. In a school, the nominated first aiders are required to ensure that the school has adequate first aid resources, keep their qualifications up to date, and provide immediate assistance to anyone who has suffered an injury or illness while at work. There are many providers who deliver first aid training to school staff; look for one that covers the basics of: • resuscitation and choking • bleeding, shock, fractures, sprains and head injuries • hypothermia, burns and poisoning • medical emergencies, including asthma, diabetes and epilepsy

• CPR (cardiopulmonary resuscitation) • severe allergic reactions

For boards of trustees The overall responsibility for health and safety in a school falls to the board of trustees (BOT). With regards to first aid, this means ensuring that: • first aid supplies are provided

for persons injured at a school; • first aid supplies are kept clean and tidy and accessible for the treatment of injured persons; • first aid supplies are replenished at regular intervals; • first aid supplies are available to be given without delay to anyone requiring it at the school.

• all school staff are aware of the location of first aid supplies. According to MOE guidelines, first aid supplies must be clearly marked, and kept in dustproof boxes or cabinets (or the school’s dedicated first aid room) in well-lit areas.

First aid supplies The exact amounts of first aid

Essential first aid for teachers and students “Equipped for Life” is our by-line and we believe all teachers and students should have access to some first aid training. First Training provides courses

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in first aid education to students and teachers in a range of destinations throughout New Zealand. They are a registered PTE with NZQA and have been operating for more than 15 years.

“We specialise in four-hour FASE (first aid for the school environment) courses for teachers covering the basics in dealing with accidents or incidents in the classroom, playground or in EOTC activities,” says managing director Jo Verheijen.

CPR, choking, bleeding, severe allergic reactions, medical conditions and injuries that are common in schools.

Other courses include level one Workplace First Aid to Pre-Hospital Emergency Care, all of which cover the basics of accident management,

First Training also deliver workplace first aid courses to students in years 11 , 12 and 13 which can earn them NCEA credits.

“We run courses at a time to suit your group during school term or holidays or weekends,” says Ms Verheijen.


First Aid Training

| HEALTH & SAFETY

Essential health & safety for school supplies that a school is required to stock vary according to the size of the school, but include: • roller bandages (including crepe bandages 50 mm and 75 mm sizes)

• antiseptic liquid approved by the Medical Officer of Health • safety pins • scissors – surgical or equivalent stainless steel (pair)

• sterile dressings (75 mm x 75 mm packets)

• splinter forceps, fine point -

• adhesive wound dressing strip (100 mm packets)

• accident register and pen or

• waterproof adhesive plaster (50 mm wide reels)

• first aid booklet (issued by the

• sterile, non-adhesive pads (100 mm x 100 mm packets)

Health or Red Cross/Order of

• sterile eye pads • container for use in pouring water over the eye (e.g. plastic squeeze bottle) • receptacle for soiled dressings (e.g. bucket with foot-operated lid)

stainless steel pencil Departments of Labour and St. John) • a list of local emergency numbers • disposable gloves – large size or multi fitting (pairs) By Anna Clements,

ProMed is a multidisciplinary medical and safety business servicing many large businesses in New Zealand and Australia. It provides accredited workplace health, safety and emergency medical training and allied services. Currently, ProMed works with approximately 200 high schools throughout New Zealand, teaching First Aid and Health & Safety to Gateway students, and also to teachers. Spokeswoman Jocelyn Gutsell says teachers need to understand how their responsibilities have changed since the introduction of the Health & Safety at Work Act (2015), and the responsibilities of the school and boards of trustees.

“First aid is a must for all students. Most accidents and medical events happen at home or with friends. It’s also valuable to learn these skills while at school and for any jobs they hold and those they wish to go in to. Knowledge of H&S for the work force is also extremely helpful. “Employers can take them on with the knowledge that they have basic H&S skills."

Industry Reporter

WE TEACH PEOPLE TO SAVE LIVES IN A FUN & INTERACTIVE ENVIRONMENT

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

Pro+Med (NZ) Ltd is a quality driven provider of Work Health and Safety Training and Safety Services Pro+Med (NZ) Ltd have over 30 instructors throughout New Zealand who have extensive skills and knowledge in their respective fields. • We specialise in small group training with a maximum of 12-15 students a course • We offer teachers and students Health and Safety foundation courses and First aid training • We sell pre hospital equipment including first aid kits, first aid supplies, diagnostic equipment, Automatic External Defibrillators (AED)

For further information and pricing for all first aid courses please email

info@first-training.co.nz or call us 0800 1ST AID

Phone: 0508 776 633 | Mail: info@promed.ac.nz

www.first-training.co.nz

www.promed.ac.nz Term 3 - 2017 schoolnews

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HEALTH & SAFETY |

The New Zealand Teachers’ Games

Mt Maunganui is a stunning location for beach volleyball

Up your game by competing in the first New Zealand Teachers’ Games Teachers who want to up their game in delivery of school sports programmes can compete, play and learn at this year’s inaugural New Zealand Teachers’ Games. Sport is a huge part of the educational landscape in New Zealand schools – and not only because of its physical benefit. Research consistently links participation in sport to increased self-esteem and mental alertness, and it also enables students to develop their sense of belonging both within the school and the wider community. Sport is great for teachers, too, so much so that the New Zealand Secondary Schools’ Sports Council (NZSSSC) is launching the New Zealand Teachers’ Games (NZTG). The inaugural event is scheduled for the 2017 term three holidays, October 1-3, in Mt Manganui. The NZSSSC took its inspiration from the Victorian Teachers’ Games in Australia which has been running for 21 years and attracts around 3,000 participants.

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Teachers are encouraged to try paddle boarding which is popular with teenagers

“It’s an opportunity for teachers and support staff to have some fun with their colleagues, to compete seriously or socially and to enjoy each other’s company on and off the sports field,” says Garry Carnachan, executive director of NZSSSC. “Staff can relax and network, socially and professionally.”

The initiative has been welcomed by the ExerciseNZ. Chief executive Richard Beddie says: “It’s so important for anyone involved in sport in schools to be actively involved themselves. It’s good role modelling and teachers will feel more comfortable about encouraging students to play sport if they play themselves.

Mr Carnachan says the games are a huge morale booster for teaching staff. “I’ve spoken to lots of teachers who’ve taken part in the Victorian games and they really love it. Many schools use it as a team building exercise, adding a day to the trip to use for professional development.”

“If there’s one thing that PE teachers can do for children, it’s to instil the value of being active. That’s better than being the fastest runner or being on the rugby team. Those things are great, but they’re for a subset of children. Competition is fine, but it’s not for everyone. Participation

is important, too.” The NZTG are open to anyone on the payroll of early childhood, primary and secondary schools in New Zealand, and will include a vast array of events. There will be a King/Queen of the Mount race for serious runners, a Round the Mount relay, and a sprint race to unearth New Zealand’s Fastest Teacher. Team sport options include netball, beach volleyball, bowls, badminton, basketball, touch rugby, hockey and dodgeball, and there are Try-ASport opportunities for waka ama and paddle boarding. Social activities are planned too – a Great Race which includes problem solving challenges, trivia nights at the Mt Maunganui Club and live music at local pubs. Mr Carnachan says the games are designed to be inclusive with options for competitors of all levels of ability and fitness. “Teachers can experience all the fun that being physically active and part of a team can bring.” Participation in sport can contribute to academic and social outcomes with clear links to key curriculum competencies such as relating to others, participating and contributing, and managing self, he says.


The New Zealand Teachers’ Games

| HEALTH & SAFETY

Odyssey Sport | GymMats | SafePlay Phone: 0800 GYMMAT admin@odysseysport.co.nz “The NZTG aims to encourage teachers to be a part of providing quality school sport opportunities for their students so that students, teachers, schools and communities can reap these rewards.”

Professional development The other side to the games is to develop teachers’ confidence in delivering and leading sporting opportunities for students. Competitors can take professional development on offer at every sport, such as: • delivery of intra-school competitions including material on rules and coaching • local contact information for each region in New Zealand • coaching and/or officiating component to the programme and/or links to regional/local training opportunities. Sports that are trending with young people but new to most teachers, such as waka ama, will be offered on a non-competitive basis to provide teachers with experience and confidence in working with students.

Resources Expert advice and material will be available from the games headquarters, and will include: • The Physical Literacy Approach (SportNZ). The national approach to developing confidence and love of physical activity • Sport in Education (SportNZ). The opportunity for sport to improve academic and social outcomes, to engage young people in their learning to contribute to the outcomes of the New Zealand Curriculum

Proudly New Zealand Made, we make to order and specialise in Gym Mats, Crash Mats, and all types of mats and safety mats. If it is not our standard stock size, send us your measurements and we will give you a quote. We are the only stockists in New Zealand of the Genuine Dollamur Flexi-Roll Matting system, and have now introduced the Vinyl Topped Flexi-Roll and Tatami Mats to our range.

Dollamur Carpet Topped Flexi-Roll 12.8m x 1.8m x 38mm School News Special of $2550 + gst NEW STOCK ITEM Vinyl Topped FlexiRoll 12.8m x 1.8m x 4cm - Smooth Finish in Blue - Introductory Price of $2895 + gst Tatami Mats 2m x 1m x 4cm Tatami Finish in Blue or Black $345 + gst

• Quality Physical Education (PENZ). Support available for teachers in delivering quality physical education • Coaching Programmes for Teachers (SportBOP). Awareness of the opportunities to learn to coach young people delivered by RSTs throughout NZ. For more information and to register, go to http://www.sporty. co.nz/nztg or go to the New Zealand Teachers’ Games page on Facebook. By Anna Clements, Industry Reporter

Crash Mats Gym Mats Custom Made to Suit Your Measurements

Tackle Bags

Post Protectors, Rugby & Netball Post Pads

www.odysseysport.co.nz www.gymmats.co.nz www.safeplay.co.nz

Netball remains one of New Zealand’s favourite sports

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PROPERTY |

Acoustics

Acoustic solutions for innovative learning environments The Designing Quality Learning Spaces (DQLS) document that provided guidelines towards treating acoustics in learning environments was first released by the Ministry of Education (MoE) and the Building Research Association of New Zealand (BRANZ) in 2007.

Flexibility of space > Acoustics > Ventilation > Daylight > Energy Use

Since then, the way teachers and learners engage with each other have changed significantly. School design needs to reflect the changing needs of the users, and learning spaces must be designed to support the way they are being used. The recent update of the DQLS series has been undertaken to ensure the spaces that are built are flexible and can support the many different styles of teaching and learning.

Sound and thermal insulation can be installed to assist with noise transfer from the outdoors, between spaces, classrooms and areas such as attached toilet blocks. Internal noise can be addressed with acoustic absorbers. The Ministry recommends the following:

The changes now mandatory (as of January 2017) reflect current teaching practise and flexible learning spaces. While all environmental factors need to be optimised, the following hierarchy is essential when making key decisions:

Good acoustics and flexibility in our learning spaces will support a range of innovative teaching and learning approaches to meet the needs of students. The Ministry recommends sound transmission of less than 0.6 of a second of reverberation in open plan classrooms. This can be achieved by a variety of acoustic solutions available through Potter Interior Systems.

1. Absorptive ceiling treatment such as ceiling tiles with a minimum of NRC 0.85 and perforated plasterboard with white acoustic backing 2. Carpeted floors 3. Absorptive wall treatments including our range of Autex, Novahush and Vivid Textiles acoustic wall coverings 4. Adequate spatial volume

Above and below: St Mary’s School in Northcote, Auckland

5. Adequate space per student (user density) 6. Mobile furniture modules such as our multipurpose Vision flexible board range including the Unity whiteboard with acoustic pinboard, and whiteboard tables with castor wheels 7. Moveable screens from our customisable Vision range 8. Sliding and/or hinged partitions available in a multitude of options from Potter Interior Systems Potter Interior Systems were involved with Accent Construction Interiors for the recent fit-out of a high-rise floor in Queen Street, Auckland specifically designed for the Northern Health School. The design features multiple learning spaces ILS pedagogy, and integrates functioning office and administration spaces seamlessly. Potter Interior Systems provided a solution to separate the two learning spaces with a DS Series quad

slider over a 8.9m opening, with the four doors stacking seamlessly into a wall pocket. DS series sliding doors were also used to give further flexibility in opening up the boardroom and meeting spaces. DS series doors were used in hinged and pivot situations; this created a uniform look across all of the aluminium partition doors. Bifolding DS series doors were also installed in the recently completed St Mary’s School in Northcote, Auckland, by Cassidy Construction. The sliders and doors allow increased collaborative opportunities when open, and easy separation of spaces with increased acoustic privacy when closed — all whilst still retaining visual connectivity and natural daylight. Incorporating acoustic performance solutions is essential for any learning environment. Northern Health School had USG Mars ClimaPlus acoustic ceiling tiles in USG Grid provide high NRC and CAC throughout. The use of NovaHush insulation ensures sound transmission between learning and office spaces is minimal. A great new ceiling solution now available when retrofitting an area with a plasterboard ceiling is the AMF Alpha One glue fix system. It achieves a 0.9 NRC and it's easy to install and doesn’t necessarily require a specialist ceiling installer. Acoustic wall covering finishes add colour, texture and tactile surfaces. The newly upgraded music block at Sacred Heart Primary School saw the installation of a range of Autex Quietspace and Composition. The use of the high performing acoustic wall coverings have impact to the school environment and add vibrance and colour to the space with multipurpose. By Monique Griffin, Potter Interior Systems

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ACOUSTIC SOLUTIONS FOR QUALITY EDCUATION

INNOVATIVE LEARNING ENVIRONMENTS Acoustic wall coverings Ceiling tiles and panels Perforated plasterboard Heradesign wood wool acoustic panels Pinboards Combination whiteboard and pinboards Aluminium glass partitioning Insulation

Solutions for new buildings and upgrading existing.

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www.potters.co.nz


PROPERTY |

Acoustics

Poor acoustics detrimental to morale and achievement

Whangaparoa Primary School

Teachers do more than just ‘teach’. They are mentors and confidants, and their impact extends far beyond the classroom. They are teachers because they care about the difference they can make in their students’ lives.

cater to collaborative learning environments and have few, if any, acoustic treatments.

But what if environmental factors negatively affect the experience of teaching? Excessive noise is an enemy of good teaching. When the background (ambient) noise and/or the amount of reverberation are high, the consequences can directly affect a child’s learning and a teacher’s ability to teach effectively. The negative impact of excessive noise can be dramatic.

• Provide for 3-4m2 per learner to allow acoustic separation

Oticon’s Foundations Study in traditional school environments noted that, on average, 50 per cent of participants must raise their voice during group work. A teacher must speak at 70db to be heard (close to the level of city traffic), which, over time, causes a phenomenal amount of voice fatigue. The constant straining of the voice and the growing level of noise in an area that ‘sounds’ busy, leads to persistent headaches, negative learning outcomes and an overall lack of

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The DQLS outlines ways in which you can create acceptable acoustics within a classroom: • Look for every available opportunity to use highly absorptive materials on the floors, ceilings and walls

ability to focus. Unsurprisingly, because of this, only a quarter of what is being said is actually heard and processed by students. Recent studies have come to understand that children’s acoustic needs are different from adults. Children lack a developed understanding of body language, syntax, grammar, sentence structure, vocabulary and context, and are unable to “fill in the gaps” if they cannot hear all that is said. Advanced acoustics are therefore crucial to a child’s learning environment. The DQLS (Designing Quality Learning Spaces) Acoustics V2 is a document from the Ministry of Education. Used as a guidance

document for the acoustic design of school buildings in New Zealand, the release of DQLS Acoustics in January 2017 has highlighted the need for acoustic management in our existing and future infrastructure. Buildings constructed from 1995 onwards have all been designed with acoustic performance and new learning methods in mind. These newer learning spaces are designed for collaborative teaching and acoustic treatments of these rooms have significantly lowered the amount of ‘noise’ heard within the space. However, older infrastructure, built around old school teaching methods (‘chalk and talk’), do not

• Provide a range of adaptable learning spaces, including spaces that can be acoustically separated when required (such as break out spaces). Autex Industries manufacture and supply a range of acoustic reverberation control products that can be customized for each individual space, and has designed and supplied acoustic solutions for learning areas, including schools and libraries, for more than 20 years. Having worked with schools all over the world, Autex can design quality learning spaces. From acoustic wall dividers to create quiet zones, to acoustic wall coverings which can be pinned, Autex products are versatile so that existing infrastructures don’t have to be. By Tamara Christie, Autex


TI C N EE DS ? YO UR AC O US 99 . KE CA RE O F TA TO S cs AL sti sin ce 19 O FE SS IO N cla ss ro om ac ou g in ov pr im WAN T TH E PR , fro m Au tex ou sti c ad vic e .c o. nz Ge t ex pe rt ac w w w.a ut ex rce for oustics – A Resou ) Classroom Ac 51697.pdf , Pamela. (2009 D4 tar /E Ay ext tt. ullt Ma v/f n, ily., Lin files.eric.ed.go Robin., Hulce, Em ved from http:// ., Glosemeyer, Conditions. Retrie *Seep, Benjamin sirable Learning De h wit nts me ng Environ Creating Learni


PROPERTY |

Acoustics – Case Study

Performance is the key: acoustics rock down under

In the late 1990s, Paul Green began offering music lessons to children from his home in the USA. The lessons proved so popular that he opened the Paul Green School of Music in Philadelphia. The music school was based on a unique insight; performance is the key. This focus on performance became the founding principle of the school, which was soon franchised across the USA. The Paul Green franchise was changed to the School of Rock (SOR), and today there are more than 180 SOR franchises with around 17,000 students. It was the performance focus that drove franchise owner, Dom

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Loiacono to bring the SOR to Perth. “We take students from lesson room to the stage, which develops their confidence and musicianship with programs designed for all skill levels.” But the performance of musicians is just part of the equation. For live, performance based, music studies, a modern, street-wise environment with tailored, performance acoustics is crucial. To create an appealing learning environment, with fun, edgy aesthetics and musical functionality, Dom sought out Pro Sound Productions managing director, Shannon de Bie, an awardwinning musician and composer. Shannon explains the importance of quality acoustic materials: “Without appropriate acoustic controls within an enclosed space,

verbal and musical communication is dramatically hindered. Using Autex Quietspace® Panel makes it possible to clad direct to reflective surfaces and eliminate most of the primary acoustic reflection; thus, a person’s voice or instrument will sound much more clear and direct.” Autex Quietspace® Panel was specified for the School of Rock primarily because of their balanced absorption across the frequency spectrum. Most common absorbers perform well in the higher frequencies but don’t address lower frequency sound, and this can cause tonal deform of sound as the lower frequency sound waves persist in the space. The Quietspace® Panels low frequency absorption combined with a tapering off in absorption in the higher frequencies makes

them the best choice for balanced acoustic design. The importance placed on the acoustic quality of the project has positively affected the quality of the music programme. Shannon goes on to say, “the acoustic treatments used enabled instrumental performance to be achieved in a manner where all participants can hear each other very clearly in an aesthetic environment that invokes inspiration and excitement within its intended industry target. Autex provide a diverse range of acoustic materials that can be customised in unlimited ways, allowing the designer to employ maximum creativity. It is a pleasure to work with materials that are non-toxic, dust-free and environmentally sustainable.” By Tamara Christie, Autex


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San to see a list of the NZ schools with new Pulastic floors


PROPERTY |

School Toilet Hygiene

Clean toilets – the mark of a good school? During my overseas travels, I carried out an unofficial survey of toilets. The flashest ones I found were in Monte Carlo; pretty much everything was automated and the seat put itself through a sort of spin-wash cycle before and after use, and the worst on board a Turkish ship. I’ll spare you the details, other than to admit I was prepared to wait until we docked in the next country rather than risk my life in that stinking cesspit. Toilets were a hot topic amongst travellers in every country. “What’s the toilet like?” we’d ask each other about cafes, galleries, museums and hostels. It was the marker, the standard, by which we judged the quality of service provided in those places. No matter how shiny the brochure or how rich the history, the experience was always at least partially coloured by the state of the toilets. It’s much the same in schools. In fact, Australian author and former principal John Marsden advises parents to make a beeline for the school toilets on any open day. “The quality of the lavatory facilities is the single best indicator of the respect in which children are held in a school; far better than any number of glossy brochures stuffed with photos. What you want to see are facilities that are sparkling clean, no graffiti, good quality toilet paper that will be soft on your little one's bum, and fragrant soap. What you don't want

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The MOE code: Every wash-hand basin shall be provided with an adequate piped supply of warm water, liquid soap and equipment to facilitate adequate hand drying. If a wash-hand basin in an existing building does not comply with this requirement, schools shall bring the wash-hand basin into compliance when that wash-hand basin is upgraded. All newly-installed wash-hand basins must comply with this requirement. Buildings with hot water systems to hand basins shall at all times be provided with an adequate piped supply of hot water which is not to exceed a maximum temperature of 40oC. hygiene facilities at school”. School socioeconomic position and toilet facility quality were not related.

to see is a vile and smelly place that induces instant constipation in all who venture near.” He’s not joking. Research published in the Nursing Times, UK, revealed that school toilet facilities are reported to be a problem for many school children as well as teachers, caretakers and school nurses. When children were asked to describe their school toilets, a clear picture emerged of poor standards of cleanliness, supervision and access. They said school toilets were smelly and dirty, that there was often no toilet paper, soap, hot water or towels.

In New Zealand, a survey of 68 schools in the South Island revealed that only 28 per cent followed the Ministry of Education’s code for toilet and bathroom facilities by providing warm water, liquid soap at every basin and functioning hand drying facilities. A further 37 per cent would have made the standard if they had provided hot water or fixed the roller towel dispenser. The study, by researchers from Otago University and Public Health South, concluded that “a significant number of New Zealand children do not currently have access to high quality

This has serious implications for students’ health and well-being. If students avoid using the toilets because they are dirty and smelly, they can develop unhealthy toileting habits which can lead to constipation, a contributory factor in recurrent urinary tract infections in children. And poor hand washing facilities mean that there is an increased risk of the spread of infectious diseases such as colds, flu and gastro bugs. Hand drying facilities are equally important; health officials say that drying your hands wipes off any germs and dirt loosened through washing, and that dry hands don’t spread germs like wet hands do. Put simply, good hygiene in the school


School Toilet Hygiene

| PROPERTY

Keeping absenteeism down through good hygiene practice

washrooms equates to higher attendance rates. Going a step further by installing automatic dispensers for toilet tissue and hand towels eliminates a common contact point where germs can be transferred. The Nursing Times concluded that if schools were treated as workplaces for children and equivalent standards were applied, school toilets would be significantly improved. According to the New Zealand Continence Association, this need not be difficult to achieve. In its kit, Toilet Tactics, the association urges schools to take up the challenge to improve their toilets or to maintain the high standard of their existing facilities. “Your school toilets can be improved by just implementing a few basic steps and it need not cost money.” Toilet Tactics is designed to raise the standard in schools of healthy bladder and bowel habits in schools, and is based on the premise that many lifelong attitudes, behaviours and beliefs begin in childhood. Schools are encouraged to involve students fully in the Toilet

Tactics work, and to invite senior students to lead the project. The kit advises that all students should be surveyed for their opinions about the school toilets so any problems are clear from the outset. Responses may be startling; after reading the Toilet Tactics kit I surveyed some local children whose responses included: “I hold on all day because the toilets are stinky” “there’s poo smeared on the walls” “there’s wee on the floor” “there’s never any toilet paper” “I haven’t been to the toilet at school since year two (a 13-yearold)” When survey results are in, a school toilet charter can be drawn up to promote respect for each other and for school property. The charter is likely to include statements such as, “We have water, soap and hand towels”, “We always have enough toilet paper”, and “We leave the toilet clean after use.” By Anna Clements, Industry Reporter

Every school has challenges to contend with, but a common story is that almost all schools have washroom issues. Some schools suffer with more serious issues such as pilferage and vandalism while others deal with annoying mess and mischief. Tork, suppliers of professional hygiene solutions such as toilet tissue, soap and hand towels to a great many education providers throughout New Zealand, specialise in helping schools manage these problems. With traditional washroom

dispensers in schools, issues such as over-consumption and waste are commonplace. Tork offers solutions including high capacity dispensing systems that have controlled consumption such as single sheet handtowel dispensing and foam soap dispensers that contain 2500 doses per litre. Tork also support schools in their quest to stay on top of hygiene issues. After all, improved hygiene means less absenteeism. Using systems where you only touch the toilet tissue or hand towel you take prevent contamination, as do systems where the product is fully enclosed unlike traditional toilet roll hangers.

Reduce usage and costs

For fewer washroom issues, expel the trouble-makers

Reduce hassle

Look good www.schoolnews.co.nz/supplier-news/tork

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PROPERTY |

Boarding Schools

Maintaining home comforts for boarders We know that student achievement is inseparable from wellbeing, and we also know that poorly designed and maintained schools impact negatively on student outcomes. It follows therefore, that boarding school students will perform best when they feel comfortable – just as if they were at home.

Food quality and choices are extremely important to children and teenagers in boarding houses.

The accommodation, the food, the WiFi speed… these are of great importance to children and teenagers, and therefore worthy of close attention by school managers.

Not only are they growing, learning and busy with sports, games and after-school activities, but they are young and away from home.

School News looks at what matters most for teenagers’ wellbeing, and how this translates to accommodation and facilities.

The food During a recent open day at a boarding school in Auckland, prospective students were

buddied up with boarders to find out about the school. The first question I overheard was, “What’s the food like?”

Food represents a comfort, and should be as close to home-style as possible. Today’s caterers understand what students need and like, and work closely with schools and parents to provide

Sealy is known and trusted worldwide for quality and support. Our beds provide the right combination of support, comfort and durability for your students. A quality sleep experience is important to ensure your students can perform at their optimum. We have an extensive range of products, so you can find the right option for your budget and needs. For more information please contact: Alex Reid, Commercial Sales Executive mobile: +64 21 658 490 e-mail: areid@sealy.co.nz www.sealy.co.nz/commercial

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Boarding Schools

nutritious and tasty food. They also expect to cater to all dietary requirements, be it coeliac, gluten free, lactose intolerant, vegetarian, vegan, allergies, diabetics – or old-fashioned fussiness. “We try to replicate that home environment by making everything from scratch so that the students will eat the food – and enjoy eating it,” says Hamilton-based caterer Chloe Sowden. Chloe and her team liaise with boarding directors and students, asking for regular feedback. “Generally speaking, boys want meat and three veg while girls prefer lighter meals like pasta and salads.” Girls are highly attuned to trends. “They ask for smoothie bowls and chia seeds, and we’ll cater to that.”

Wi-Fi

comes down to educating them, parents and staff.”

Wi-Fi is no longer an extra or a sometimes thing, school boarding houses have Wi-Fi access 24-7.

Sleep

Boarders at Rangi Ruru Girls’ School in Christchurch have access to Wi-Fi from all areas of the boarding houses, subject to the same restrictions at school with some sites blocked. “When Wi-Fi first came out it was a scary thing as students had access to all sorts. Boarding schools generally put blocks on sites, but students then got their own data and could access them regardless. It is now about educating students about safety, being responsible and consequences, for example, what we post online never gets deleted. “Most students in boarding will have up to five devices and it is

| PROPERTY

Kyleigh Lyth, director of boarding at Rangi Ruru Girls' School

common for them to be on two devices at once – phone while watching a movie online,” says boarding director Kyleigh Lyth. “Technology is moving very fast and it is hard to keep up with the latest apps and what students are doing. We can’t change this and you can’t block it as they will find ways of getting around it so it

The sleep hormone, melatonin, seeps into the teenage brain much later at night than it does for the rest of us. Lack of sleep can make it hard for students to concentrate during the day, so anything that helps them to get to sleep will make the day go better for everyone. The key to good rest is a highquality bed and mattress. The school may date back 100 years, but the beds and mattresses must not. Today’s choices for dormitory bedding are increasingly clever and include features such as under-bed storage, or pull out, pop up and rollaway beds. Some under-bed compartments are designed to be secured with a padlock.

Pinehurst School

St John’s School Mairangi Bay

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A Fresco canopy provides sun and rain protection for students and staff alike.

vExtend your usable space vShade in summer and sheltered areas for students all year round vKeep classrooms cooler in summer and increase productivity! vStrong PVC roof blocks 99% of all UV rays vModern curved shape enhances any environment vGreat for pools, walkways, entrances and school shops vNEW netball court canopies for increased protection We have many delighted customers in the educational sector, and would be happy to provide references on request. For an obligation free quote, please call (09) 443 3414 or 0800 Fresco (0800 373 726)

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PROPERTY |

Boarding Schools

Rangi Ruru Girls' School in Christchurch is home for 120 boarders

Consider too how easily the bed can be made so that students can keep their rooms tidy. Bed suppliers report that some boarding schools are asking for mattresses encased in bed bugblocking ticking. These work by killing off all bed bugs introduced into the bedding area within 48 to 96 hours, thereby preventing an infestation.

Independence Childhood is a journey towards independence and it’s critical that students be allowed to venture out on their own at times. Thanks to advances in technology, this process is now a lot easier for boarding school staff to manage. Where traditional paper-

based and spreadsheet processes were cumbersome and time-consuming, online management systems for boarding schools keep it simple – and allow students to take more responsibility. Boarding management systems (BMS) have been developed to help solve this problem by giving boarding staff a single system to keep track of all their students’ activities. Core features include:

Coordinating leave requests Organising student leave used to be a very time-consuming, paper heavy and unreliable process but this can now be straightforward using a BMS. Students use their devices to apply for leave,

automatically notifying parents and hosts for approval while giving staff full visibility and control of the process. Everything is organised in the cloud, meaning staff can keep track of students from anywhere.

Roll checks Staff can take roll calls from their phones, instantly updating information.

Pastoral care records A BMS also enables staff to record, track and analyse behavioural and pastoral information such as “messy dorms” and “required medication”. Having accurate data means risks can be identified and care can be optimised. Ultimately, the biggest benefit of BMS is that it gives boarding staff one place to keep track of all their student's boarding activity. This means they can enhance their record keeping, improve their security and deliver greater care for their students.

schoolnews Term 3 - 2017

All bases are covered at Rangi Ruru: “All visitors must come through reception and sign in. We have staff on our reception 24/7 and all boarding doors are locked and alarmed from 9pm – 7am. We have swipe cards to access afterhours,” says Ms Lyth.

Effective access control is essential in a boarding school where the safety of children and teenagers is paramount.

The school also employs security staff to check both the boarding house and school grounds are secure late in the evenings, and has live security cameras trained on carparks, entrance ways and throughout the school buildings and grounds.

There are a variety of ways in which security can be managed,

By Anna Clements, Industry Reporter

Access control

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usually with a combination of gates, locks, security cameras and electronic entry systems.


PROPERTY |

Playground Safety

supplier profile REHARVEST TIMBER PRODUCTS

Self maintaining wood chips set the standard in playground safety Reharvest has been working for some time on cushioning technology, and it’s the natural properties of the woodchips that have provided the advantage: Woodchips have a comparably high rate of fall impact absorbency. Our CushionFall product is the preferred choice of municipal Councils, Ministry of Education, Kindergarten Associations, Playcentre Associations and Pre school Centres. The product is made of recycled pellets; they all have to be ‘food processing pellets’, which means nothing toxic can be in the wood. A manufacturing environment that controls source materials and the processing site prevents contamination with allergens. We are so passionate about ensuring supreme quality and safety that we have spent the past 15 years perfecting the grinder that produces our wood

chips. Ensuring the machine sucks out any metal nails or hazardous materials with 100% of the nails being removed. The bottom line is safety and to be

confident the product is safe, we implemented an extensive testing regime. Every two to three years, we carry out a ‘Triax’ test.” Triax is a wireless surface impact tester

that is dropped from a tripod set at 4.5-metre height, displaying the impact absorbency capacity on the unit. The standard states that soft-fall safety surfaces should be 200mm deep beneath a two-metre fall height, and for anything under a three-metre fall height, 300mm is required. CushionFall woodchips are self maintaining. Once laid, and 100 sets of feet have trampled it every two hours, it gets compressed, and a bit of water gets underneath it. The woodchips absorb this, and it adds to the cushioning effect. The woodchips can be pumped in through a big hose from the carpark so there is no need for bulldozers in the schoolyard. The process takes around two hours, and it’s ready to use immediately. To discuss your playground floor covering requirements, contact Graham Villis at Reharvest Timber Products on 09 299 3999 or email graham@reharvest.co.nz

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TURNING ON A DIME SINCE 1987.

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School News - Term 3 - 2017  

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