Principals Today #89

Issue #89 Term 1 | 2011

www.principalstoday.co.nz

A word to the wise Why Joy Cowley believes the written word is more important and powerful than ever

Let’s talk about sex

After ten years of compulsory sex education, what have we learned?

Sourcing inspiration

Integrating new technologies to empower learning and transform leadership

This year’s hot topics Key education trends for 2011

Facebook A teacher’s friend or foe?

Lessons from the big one

What really happens when disaster hits

See com

petitions

inside

avel $1000 tr era m a Digitial C p o t p La PC

ISSN 1170-4071 HAVE THE FOLLOWING PEOPLE SEEN THIS?

Principal Administration Dept Board of Trustees Property Manager Outdoor Ed Dept Careers Advisor

A WORLD AWAY Welcome to Willow Park Though only half an hour from downtown Auckland, Willow Park is a world away from the city itself.

For conferences, schools, churches, business groups, or just relaxing - all you need is right here in seven acres of park-like grounds on the edge of the beautiful Waitemata Harbour.

Willow Park is a multi-purpose venue for a wide range of guests.

Willow Park can accommodate 180 people in bunk or family style rooms with some twin rooms available.

The beautiful inner harbour of the Hauraki Gulf is ideal for watersports and safe for the Willow Park canoes (8 available).

Our latest addition is a multi-purpose Recreation Centre. The innovative Flotex floor is ideal for both large conferences and a wide range of sports including basketball, volleyball, indoor hockey, badminton (4 courts), or indoor soccer. t 3FDSFBUJPO $FOUSF t #FBDI t 2VJFU QMBDFT t .JOJ (PMG t $POGFSFODF BSFBT t 4QPSUT 책FMET t $IJMESFO T QMBZ BSFB t 5FOOJT DPVSUT

WILLOW

Willow Park Christian Camp & Convention Centre 1 Hostel Access Road, Eastern Beach, Auckland 2012. PO Box 54 098, The Marina 2144

Phone: 09 534 9640 Fax: 09 537 0930

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Email: office@willowpk.org.nz Web: www.willowpk.org.nz

or its affiliates. All rights reserved.

www.principalstoday.co.nz    Term 1 2011 | 3

Issue #89 Term 1 | 2011

www.principalstoday.co.nz

A word to the wise

News

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Education trends for 2011

06 FACEBOOK

Setting the trend this year is technology and personalised learning, with the use of mobile technology high on the hit list

07 DIFFERENT TAKES

a teacher’s friend or foe?

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ISSN 1170-4071 HAVE THE FOLLOWING PEOPLE SEEN THIS?

05

Principal Administration Dept Board of Trustees Property Manager Outdoor Ed Dept Careers Advisor

Principals Today

arson season

16 SUPER STUDENTS

ABC circulation as at 30/06/10

www.principalstoday.co.nz Head office Academy House 818 Colombo Street PO Box 1879 Christchurch

bright spark Reuben Posthuma and Susana Tang’s drama

What you need to know about online safety

18 SNAPSHOTS FOR THE FUTURE

At this very minute, thousands of sexual predators are trawling social networking sites for young victims – your students. Brett Lee knows this first hand; he spent five years posing online as a 14 year old girl

managing director Gary Collins

a time capsule is open for submissions in any form

18 SMART RECYCLING

06

the eDay initiative

19 KNOWLEDGE IS POWER

conservation programme reaps significant rewards

General manager Rebecca Harris administration Kylie Moore Kelly Clarke Rebecca McQueen Hanna Broadhurst Kimberley Wells Craig Mills

creativity with a purpose

14 VIEWPOINT

Issue 89

5,296

14 NURTURING ENTERPRISE

34 CREATING A WINNING CULTURE Gordon Tietjens talks about team building

24 LESSONS FROM THE BIG ONE

Sex education has been compulsory in schools for 10 years now – and its implementation was as controversial as its effectiveness is now

what really happens when disaster hits

27 ICT

interconnected education

08

sales & advertising Bill Thew sales executives Doug Walker newsroom Jonathon Taylor Melinda Collins Kate Pierson Bridget Gourlay Marie Sherry

Supplements

Ten years of compulsory sex education

admin manager

28 PERFORMING ARTS

the first step to getting a production up and running

29 MUSIC

music as an everyday tool when teaching disabled children

editor

Phone: 03 961 5050 Fax: 0800 555 054 Email: editor@academy.net.nz

Learning at school

30 SCHOOL CAMPING

This February the Learning @ School conference will focus on integrating new technologies to empower learning and transform leadership

36 LEOTC

getting classes out and about

educational opportunities

41 SPECIAL EDUCATION

A word to the wise

unwrapping potential

Why Joy Cowley believes, in this day and age of instantaneous communication, the written word is more important and more powerful than ever

44 PROPERTY

seamless surfaces for perfect play

12

This publication is printed on papers supplied by All wood originates from sustainably All mills utilise the Chain of Custody

4 | Term 1 2011 www.principalstoday.co.nz

the changing shape of school buses

41 PERSONAL DEVELOPMENT

managed forests or waste sources.

Disclaimer: This publication is provided on the basis that A-Mark Publishing is not responsible for the results of any actions taken on the basis of information in these articles, nor for any error or omission from these articles and that the firm is not hereby engaged in rendering advice or services.

A-Mark Publishing expressly disclaim all and any liability and responsibility to any person in respect of anything and of the consequences of anything done, or omitted to be done, by any such a person in reliance, whether wholly or partially upon the whole or any part of the contents of this publication.

Advertising feature articles are classified as advertising content and as such, information contained in them is subject to the Advertising Standards Authority Codes of Practice.

Contents Copyright 2010 by A-Mark Publishing (NZ) Ltd. All rights reserved. No article or advertisement may be reproduced without written permission.

35 TRANSPORT

10

production Fleur Hall manager Hannah Walters assistants Carolynne Brown Camilla Josephs Melanie Stanbury designers CJ McKay Hayley Brocket Ryan Carter Ian Knott Kirsty Opie Vanessa Bingham

Phone: 03 961 5050 Fax: 0800 555 054 Email: production@academy.net.nz

hot spots and hide-outs

system to verify fibre source End product is recyclable.

All mills are ISO 14001 certified

win

46 CONFERENCE VENUES locations to lock in

Competitions 2011 Principals Today is proud to again be running our Cover Photograph, Teacher of the Year and Super Student competitions in 2011. For full details and how to enter turn to page 26

And the winner is...

Discover the Principals Today junior musician on page 18

News

By Kate Pierson

Trends are everywhere we look.

In workplaces, societies, pop culture and educational institutions, they are driven by evolution, preferences, what has worked before and is likely to work again.

Trend predictions are snapshots of the future, taken by leaders and innovators and those with a keen sense of intuition.

In New Zealand, CORE Education is a not for profit educational research and development based organisation. With an international reputation for its support and promotion of the use of new technologies for learning across all education and training sectors, CORE Education has forecast some key education trends for 2011.

CORE education director of eLearning, Derek Wenmoth discusses the interactive relationship between the organisation and New Zealand’s school sector. “The role we play in the education sector is about professional development and what schools should be focusing on for the future.”

So what’s on the agenda for 2011?

Wenmoth says there are multiple trends on the horizon and these are related to technology and personalised learning. For 2011, the use of mobile technology is high on the trend list.

Wenmoth says the increasing amount of content that is accessible and the changing interfaces are opening up new channels of learning. “The use of mobile technologies has been trending and student ownership has increased because of their novelty value,” he says.

“We have focused on the adoption of this technology in the education sector and how this technology could support the goal of personalised learning. Mobile application stores are now very specifically targeting the education sector.”

Wenmoth says technology based learning has been the key to open the education box that many have been trapped in, unable to look outside of it for fresh ideas.

“With mobile technology you combine learning preferences with ubiquity, meaning learning can be anywhere at

anytime. Learning needs to be thought of as something that is not just the result of an instructional process.”

The second trend for 2011 aligns with the roll-out of ultra-fast broadband. “They can’t roll it out fast enough for me,” Wenmoth says in anticipation. “Ultra-fast broadband will open up wonderful opportunities and provide immediate cost containment opportunities. A lot of the school’s systems – student, content, financial, are run onsite. The opportunity will exist to take all of this offsite and have it attended to in a virtual space.”

Interaction is also another key benefit of new broadband fibre as Wenmoth says it will support the establishment of new relationships. “Schools will be able to stop thinking of themselves as isolated islands.

They will of course retain their own identity, but as far as activity is concerned they won’t be contained to learning within the four walls of their school.”

A community network of interactive learning will also be more easily accessible through faster broadband and students can gain access to subjects they want to learn that might not be available in their own school.

Wenmoth says ubiquitous technology will also be a trend in 2011. “This is manifested in a whole lot of ways including cloud services. This type of service is a practical manifestation of technology and cloud services including Flickr and Picasa are truly collaborative environments. Some schools are really exploring these hosted environments and the one thing that will really enable access to these services is a high speed broadband network.”

For more information on CORE Education visit http://www.core-ed.org/ www.principalstoday.co.nz Term 1 2011 | 5

News

The dark side of Brett Lee

being online

By Melinda Collins

time. Without witnesses, evidence must be rock solid and admissible in court.

Statistics New Zealand figures show sexual-grooming offences in the country more than doubled between 2006 and 2009, from 15 to 36. “You can’t arrest all the offenders,” he says. “That’s why I’m doing what I’m doing.”

At this very minute, thousands of sexual predators are trawling social networking sites for young victims – your students. Brett Lee knows this first hand. He spent five years posing online as a 14 year old girl.

A Queensland police officer for 22 years, Lee spent 16 of those years as a detective predominantly in the field of child exploitation. In his last five years of service, he was a specialist in the field of undercover internet child exploitation investigations. “The very first time I went online I estimate 10 adult people made contact with me, with the intention of physically meeting me.

“In real life there are thousands of people online this very second prepared to meet with children to do something physically overt.”

Personally responsible for the arrest of 90 offenders during this five year undercover operation, Lee says that is just the tip of the iceberg. It’s a resource intensive operation and the police are limited by

What he is doing is educating teachers, students and parents in online safety through his brain child iNESS. The driving force behind iNESS is the desire to equip as many children as possible with the knowledge to enable them to use the internet safely and to raise awareness for parents and teachers of the potential dangers that our young people face on the internet.

Established in 2008, iNESS provides presentations to schools and conferences on topics like identifying internet predators, safe ways to communicate online and children’s rights and responsibilities when using the internet.

Presentations are delivered by experts trained in the field of online investigations, which ensures accurate, practical and up to date information. This is essential in the field of internet safety due to its rapidly and constantly changing face. Presenters are able to communicate their expert knowledge of this complex problem in an interesting and engaging way, at a level accessible to children. Practical demonstration of resources and protective measures, along with real case

examples from Australia and overseas, bring the dangers of the internet to life for the audience.

danger in real life, but in the online world it’s easy to misjudge an equally dangerous situation.

“Just because you can’t see their faces, doesn’t mean they’re not dangerous.”

Despite all this, Lee is a big supporter of the internet as a learning tool. “It’s a great resource, it’s here to stay and we need to immerse children in the internet as early as we can. At the same time we have to adopt the education to meet this.

“We need to educate our children that online is the real world too.”

INESS provides an engaging presentation by allowing the audience to see the internet through the eyes of a child and also shows the sad reality of the internet as a medium for sexual predators.

True education involves taking some of their innocence he adds. “Our students and children need to know there are people online right now who are prepared to harm them and their family.

In 2009 alone, iNESS reached more than 100,000 students, teachers, parents and adults through more than 1000 presentations. The unique quality and aspects of the iNESS presentations are due to the many years and thousands of hours Lee spent the internet under the guise of fictitious children, both male and female.

“Online friends should always be treated for who they really are – strangers. If you’re given the opportunity not to share information, don’t.”

He has used all the programmes used by modern children and has an extensive knowledge of how these programmes operate. He has spoken to hundreds of online internet predators who devote a large amount of time searching the internet for the most vulnerable people on our community, our children. And having interviewed predators over numerous hours he has an intimate knowledge of how these individuals think and operate.

The biggest message we need to get through to our young people is that the internet is real life, he says. If they were approached in the street and asked for their personal information, they wouldn’t give it; so why give it to someone online, he questions. Everyone they communication with in an online capacity is a person as well. “We can sense the

What Brett says everyone needs to know about online safety • Remember, the only thing we know about online friends/contacts is what they’re prepared to show us and tell us.

They are STRANGERS • We are never anonymous. Avoid doing or saying things online just because we think nobody knows who we are – this is a myth • Limit sharing personal information about you or your family. There are people in the cyberworld who may wish to use this against you or your family • Our information is never totally private once on the internet. Once we press send, upload or enter, we have lost control over who may get access to our information • Always remember, we are dealing with people on the internet. The same dangers, responsibilities, rights and consequences exist.

Facebook – friend or foe?

By Kate Pierson

Most of us couldn’t imagine our lives without social networking and it’s hard to remember the time when it didn’t exist. A cure for loneliness; a facilitator of procrastination, the wonderful interactive worlds inhabiting the World Wide Web are a constant companion to us.

At the forefront of this phenomenon, Facebook commands the most attention.

Its power to attract friend-hungry followers in their droves is unlimited and its ongoing aspiration to continually better itself means Facebook is the one to watch and the one to get to know.

Started in February, 2004 by Mark Zuckerberg and his friends, then unknown collegians, Facebook’s technological and aesthetic metamorphosis has made this social network into a living legend and it’s not hard to see why.

Facebook is one tough nut; it took on the tyranny of distance, knocking that age-old dilemma out with just one globalisation fuelled punch. It put hand-written letters and old-school methods of communication

to bed forever, leaving just the hardcore traditionalists hanging on to their scented stationery.

And last, but certainly not least, it has brought you, me, your cousins from Amsterdam, my Grandma in London, your brother’s exchange student from Japan and my best friend’s first kiss, together for one big online party that’s never going to run out of social steam.

Frankly, Facebook’s a superstar and it’s got more oomph in its little technological toe than any of the other social domains.

Who knows what it’s capable of moving forward – presidency; global domination; world peace? All we know is that we can’t underestimate it.

So, we have safely established that Facebook is bigger than Bhudda, but for all its well-earned global appeal, does Facebook have any flaws? Well, not as such, but there are a few things to bear in mind when you’re getting your connect on. It may have had an active user count of more than 500 million people as of July 2010, but it doesn’t mean you should attempt to socialise with everyone. In fact, you should channel your inner snob

6 | Term 1 2011 www.principalstoday.co.nz

and be a bit picky with who you choose to befriend.

When it comes to connecting with people in your professional space, you might want to consider whether you really want your colleagues seeing what you get up to on the weekend. And for all the teachers and students out there, becoming friends on Facebook is something that should be approached with even greater caution.

Why? Former Queensland police officer and detective Brett Lee explains.

“Ask yourself if we really have to add kids as friends on Facebook. The reality is that on the internet you have absolutely no control, no moderation. Before Facebook came along did you feel it was necessary to ring kids at home or did you socialise with kids? If the answer’s no, why is it suddenly an issue? Why do you suddenly need to?”

Lee explains that when teachers add students on Facebook or accept friend requests from students, they are putting themselves in a position to be compromised. “Information can be changed and shared, which is putting teachers in a position to go down a path

they don’t want to go down even though they may not be doing or saying anything wrong.

“Parents going online could see messages exchanged between teachers and their children and misinterpret those messages and make a complaint. The teacher may not have done anything wrong, but they are now part of an investigation.”

Lee says while there are online programmes which have an educational purpose, Facebook is not one of them. “I know there is a lot of positive stuff about the internet and 99.9 percent of people do the right thing but there are instances where the right thing doesn’t happen.

“That’s where I come in. I show people the ugly side of the internet. It is a brilliant tool and most people use it appropriately including teachers, students and adults, but people need to be aware of the other side of it and understand how the internet works. Just knowing how the internet works will prevent the ugly side of it from happening.”

News

Different takes ‘We don’t know how lucky we are’ is a phrase often bandied about.

It’s something Robin Raymond knows first hand. Born in Zaire, now the Democratic Republic of the Congo (DRC) to missionary parents, Robin’s childhood memories include snakes, coups and severe poverty.

But he’s keen to go back.

How was school different in the DRC to here in New Zealand?

Until I was 12 and moved back to New Zealand, I went to a school in Lubumbashi set up for missionaries’ children - called ‘mish kids’. It had tiny classes – it would be more like a rural school here – except we had about 14 different nationalities. Most of my friends were also mish kids, but a few were local kids. It was an English speaking school but we also learnt a bit of French.

Life was very different. The weather was more settled than here! We had a wet season and a dry season.

There was a civil war and a regime change the year before we left and the incoming government cracked down on the army and things were peaceful. We would actually wake up in the night when there wasn’t a shooting. We would think – it’s so quiet, has there been a coup?

What was it like coming back to New Zealand?

At the time, I thought culture shock wouldn’t happen, and I didn’t realise I was experiencing it until much later. For example, there were three people in my class in Lubumbashi including me, so I had so much one on one teacher time. When I was back in New Zealand I used to call out all the time, I thought when a teacher asked a question it was just opportunity to comment.

When I said I had been living in Africa, kids would ask me questions like - Did you live in a village, did you see lions? And I would say, no I lived in a big city with a million people. We did have snakes though.

Christchurch is a very white middle class city - perhaps one of the most white middle class cities in the world. And the small mindedness of Kiwi kids would frustrate me. The outlook, the attitude to people of different cultures.

Would you like to go back?

Definitely. My parents are intending to move back sometime soon so I would go back and visit then probably.

I’d like to do it.

Robin Raymond is now 24 and a journalist for Mainland Press in Christchurch.

The DRC is the second poorest country in the world. Did growing up there shape your outlook on life?

The poverty in Lubumbashi was intense.

I saw children with distended bellies and orange hair most days – something which has always stayed with me. Some days I doubt I was much aware of it or didn’t see it. Other days I’d go out with mum to her medical clinic or visit one of her feeding programmes in the really poor parts of town and you’d see everything and anything.

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www.principalstoday.co.nz Term 1 2011 | 7

News

Let’s talk about sex

By Bridget Gourlay

The banana. The condom. The awkward teacher, the giggling kids. Sex education has been compulsory in schools for 10 years now – and its implementation was as controversial at the time as its effectiveness is now.

The original debate, around accepting that some teenagers are going to have sex and therefore should be taught how to avoid pregnancy and STIs if they do so, is still disputed by conservative sectors of society. They feel sex education promotes a ‘promiscuous lifestyle’ and abstinenceonly programmes are the way to go.

New Zealand’s teenage pregnancy statistics remain high. Bridget Gourlay looks at how the ten years have gone and what suggestions there are to improve it.

Could try harder In 2001, it became compulsory for schools to implement sex education as part of their curriculum. However, the programme itself is decided by the school board, to reflect local standards.

Which means that some schools do it comprehensively; puberty education for 11 to 12 year olds and several hours of sex education with no details spared about contraception, abortion, homosexuality and STIs.

Alice Thompson found topics such as masturbation and homosexuality were discussed openly and frankly. Dutch high school students had access to information about not only contraception, but about sexual positions and achieving pleasure.

Other schools implemented abstinenceonly programmes, or threw a few hours of sex ed into the health curriculum – meaning any teenager who missed a day or two of classes would never get sex education the whole time they were at high school.

But Holland has the lowest teenage pregnancy rate in the OECD, meaning both births and abortions are rare. Dutch teenagers lost their virginity at the average age of 17.7 years, and about 93 per cent of young people in the Netherlands use contraception.

An ERO report released in 2007 found “the majority of sexuality education programmes were not meeting students’ needs effectively.”

Babies having babies

The report said the ERO was concerned that many schools delivered the same programmes from one year to another, not building on students’ needs. For example, the same lessons on pubertal changes would be taught three years in a row without any mention of safe sex as the students got older.

And New Zealand’s teenage pregnancy rates remain stubbornly high. Ministry of Youth Development statistics show that in 2008, there were 5185 births and 4097 abortions to 15-19 year olds.

This puts us behind the United States, but at a similar level to the Europe-topping UK. Scandinavian countries such as Finland, Sweden, and Denmark which New Zealand often compares itself to because of our similar size and political structures, are considerably lower.

Family First, a conservative lobby group, believes this is because sex education is about having sex.

“The social experiment of explicit sex education has failed, it’s time to expect better,” director Bob McCroskie says. “The approach has been ‘do what you want and as long as you use a condom and it’s ok’. We’re selling our young people short.”

Bob McCroskie believes parents, not schools should teach their children about sex. “As adults we’ve forgotten what it’s like for young people to sit with their peers, with lots of hormones and testosterone around, and think it’s just another maths lesson.”

Bob McCroskie says if sex education is taught, research his group has seen shows parents want abstinence-only programmes.

Holding out in Holland Many teenagers would find it insulting to suggest that because they are given a sex ed lesson and a condom they will go out and use them.

And research shows the ‘ostrich approach’ doesn’t necessarily work. In Holland, sex education is comprehensive. In a study on the Dutch system, The Times journalist

8 | Term 1 2011 www.principalstoday.co.nz

Stereotypes about teenage mums are defied at Kauranga Mai, the young parent unit attached to Kaiapoi High School in Christchurch. Bright, articulate and respectful, they debate sex education with passion.

One girl says she came from a Christian school, where the menstrual cycle was only taught when the students were in intermediate school (by which time some girls already had their periods) and sex education was never mentioned.

Others say they didn’t receive sex ed because they were kicked out of class or because they were absent for the one day it was taught.

Teacher Lynne Brice-Nicolson says she was suprised when she first began teaching at Kauranga Mai. “We are shocked at what they don’t know.

We assume knowledge they don’t have.

That could be true across all high schools.

Most of the knowledge they gain, they gain from each other.”

Sex education is taught at Kauranga Mai. “What we find works here very well is a very open approach and we facilitate our shared learning so students are able to talk about their experiences in a very open way. It’s not something to be ashamed of, or something to be scared of, it is a natural part of human development. We talk about both the biology and the emotional side of things as well.”

This, Family Planning says, is what all teenagers want. Director of health promotion Frances Bird says, much like the ERO report of 2007, the organisation feels some schools are doing a great job and some aren’t.

And while it supports schools that teach about contraception and the biology of sex, that’s not all students want. Their feedback shows students would like to talk more about the emotional side of relationships, to debate issues such as abortion, sex before marriage and where children fit.

“Students respond well to sensitive teachers who speak openly and honestly.”

The Kauranga Mai girls agree. “It’s important for teachers to be open rather than make it embarrassing. Quite often they make it a ‘we shouldn’t be talking about this but we have to, so here it is.’

They should be more open. We should separate boys and girls so people aren’t so embarrassed.”

News Perhaps what the Dutch are doing so well is talking about it. Instead of sex being something scary or embarrassing, it’s acknowledged as a part of life. It’s not banned from anywhere – least of all the family dinner table, the television or the classroom.

The teenage mums were interested when I told them about how sex education is taught in Holland. They say they will speak about sex openly to their own children.

“I will when she’s quite young – not all details, but tell her about bodies, menstrual cycles, what’s what.

• One fifth of schools adapted their sexuality programme for students with special needs • Only 54 percent of schools had teachers or outside providers with knowledge in sexuality teaching • Forty six percent of schools used outdated materials that were no longer relevant to students’ needs or experiences • Forty nine percent of schools had a strong focus on pubertal changes with little inclusion of other topics

“I’d rather she talked to me about it first, rather than did it behind my back and got into trouble. I’ll sit down with them and read a book, see if they have questions.

There are some good books out there about sex.”

But while they support the teaching of abstinence as an option – they want all values to be respected – they laughed at the suggestion of abstinence-only classes.

“No way. They need to know about condoms and things like that,” one girl said. “There’s always going to be that group that do it, who won’t agree with the teacher.” Another agrees, saying “It should be taught every year. We don’t want babies having babies.”

The ERO report’s findings • Six percent of schools were “highly effective” in meeting the diversity of their students’ needs • Twenty percent of schools discussed homosexuality and diversity. The majority of programmes reflected an assumption their students were heterosexual

Putting challenge and imagination

into play Has your school invested money in play equipment only to have the kids go and climb the nearest and tallest tree? If the answer is yes, then the answer is quite simple; to be able to climb high is what kids love, along with the challenge and excitement this brings.

PlayRope Pty Limited can help you with this dilemma with the recent release of its new range called Roplay.

Within the range, structures of up to six metres in height are available. The good news is Roplay meets all necessary New Zealand playground safety standards and costs no more than your average deck and post playground, but offers so much more excitement.

You can view the range at www.roplay.co.nz, which is manufactured

by Berliner Seilfabrik. Berliner Seilfabrik commenced processing of steel cable in 1865, gaining a world renowned reputation.

Berliner Seilfabrik are now world leaders in high quality rope based play structures with agents in 27 countries around the world and has a high-tech factory located in the heart of Berlin, Germany. The company holds several worldwide patents, like the cloverleaf connection system that makes the replacement of individual rope cables possible, as the rope cables in a net structure will wear at different rates.

All steel cables are coated with a special UV stabilized polyester coating that is highly durable, made from the highest quality carpet yarns, 16 millimetres in diameter these rope cables are just the right size for children’s hands.

Devloping a variety of skills Roplay and Berliner Seilfabrik structures offer a variety of lessons; development of gross and fine motor skills, balance, social play, management of risk in play and much more.

Standard play equipment available these days does not inspire kids to play using their imaginations, but PlayRope’s climbing structures will no doubt inspire kids to develop their imagination in all manner of games; king of the castle, captain of the space ship and many more.

The three dimensional nature of Roplay rope climber’s offers exciting Netscape’s that creates a vortex or spiders web of climbing opportunity that will keep kids coming back for more.

Roplay offers a range of rope climbers to suit different age groups and budgets and customers can choose a rope product from PlayRope’s Berliner Seilfabrik range.

PlayRope Pty Ltd PO Box 790 | Wanganui 4540 T (06) 347 2881 | F (06) 345 9078 E blair@playrope.co.nz www.playrope.com.au www.principalstoday.co.nz Term 1 2011 | 9

News

Sourcing inspiration

By Bridget Gourlay

Inspire, educate and have fun. It’s what teachers aim to do everyday.

But this February in Roturoa, it will be the educators getting educated.

Yes, New Zealand’s largest teaching and learning conference is back. And hundreds of educators will be pouring in for this February 2011 conference, called Learning @School, which has a focus on integrating new technologies to empower learning and transform leadership.

With more than 300 workshops and international keynote and spotlight speakers, the programme will inspire and challenge teachers, giving them renewed passion for the year ahead.

Key themes • Inspired leadership and managing change While a teacher will lead and help direct the children’s learning, it is vital educational leaders are providing empowering leadership to those in the classroom. Change within the sector is constant, and managing this can be a juggling act.

Learning @School will provide assistance in developing a strategic plan and structuring school operation in this digital age. Time will be spent looking at what constitutes a successful commercial partnership and presentation of tried and tested professional development strategies to support the change process.

Maintaining and increasing educational standards will feature, as will ongoing discussion on instructional and administrative productivity tools/ resources, which will enable mobilisation within a school’s staff and students.

“One of the largest benefits of attending the conference is the chance to network with, share strategies and learn from your colleagues,” CORE Education Director of Development, Nick Billowes says.

For more information around inspired leadership and managing change visit: http://edtalks.org/video/school-leadersteachers-and-change

• Digital/Cyber citizenship Changes in the way we use ICT have been dramatic. Mobile devices and consoles such as playstations, Nintendos and phones no longer serve one function. Now they are the net. Anyone capable of using them can socialise online and download media at the press of a button.

According to CORE Education’s curriculum coordinator, Elizabeth Craker, research shows that while we like to think students will tell a trusted adult if something is wrong, research shows a large percentage of Year 9 and 10 students won’t do this.

“They don’t believe that adults would understand. Instead, they tend to use their peers for guidance, and to self-monitor.

The reality, too, is we think we can protect them with filters, but they are well equipped to get around them.”

Craker says we are no longer in the business of protecting our students from the dangers of cyberspace. “Instead, we need to be educating students to understand what it means to be a ‘digital citizen’ whereby students are taught the skills and values to manage the challenges presented to them.

“As educators, we need to look at all aspects of online environments instead of taking the traditional ‘Fire and forget’ model by putting a policy in place, filtering the system, and forgetting about it.

Schools need to be refining their thinking as new information comes to light, and considering how they might involve all parties (families and students) in creating that safe environment.”

Supporting information: http://www.edtalks.org/video/2010-tentrends-cyber-citizenship • Quality teaching for diverse learners Under the strand of learning, this theme will begin to explore differentiated instruction and effective pedagogies leading to improved outcomes for students. It will also use research to inform leading practice in teaching and learning.

The use of ‘assistive technology’ to support learning for diverse learners will

10 | Term 1 2011 www.principalstoday.co.nz

also be covered. According to Billowes, there are two views of diversity. “There is the natural shape of the population and the ways in which we all learn differently.

For this finding the key to open the door to each students learning is important – whatever that key is.

“Secondly there is diversity associated with challenged learning.”

One successful strategy, taken from the paper ‘Using Best Evidence Syntheses to Assist in Making a Bigger Difference for Diverse Learners’ by Adrienne Alton-Lee, suggests working with very small areas of focus to begin with. For example, a powerful area of focus could be the use of metacognitive strategies across the curriculum. She advocates encouraging students to think about their own thinking, what they know, what they don’t know, and what kinds of learning strategies can help them succeed when confronting any new task.

mind will be discussed. As will learning ‘talk’ and supporting development of co-operative & collaborative learning opportunities.

Other topics include: • Creating Visions for the future • Designing Curricula • Assessing for learning • Advanced networks and school loops • Whanau and community involvement • Relevant and authentic contexts • Open education resources • Internet capable mobile technologies • Digital Literacy • Ubiquitous computing

“This can benefit students with special needs, students whose cultural backgrounds differ from the cultural milieu of the school, and benefit low achievers to high achievers, including gifted achievers.”

Supporting information: http://www.edtalks.org/video/anyonecan-read-or-write • Knowledge building and self direction Creating individualised and thoughtful process in students is vital, Nick Billowes says. “Learners need to be self directed, motivated and teachers need to provide them with a toolkit which will enable them to identify and assimilate information appropriately.”

He adds this concept should not be viewed as something a learner should do, but a disposition, which is behind everything they do. “We need to get back to the number eight wire mentality – sustained self motivation which is about identifying and solving problems through trial and error.”

During the conference encouraging students to have ownership of their learning and developing an enquiring

When?

Wednesday 23rd - Friday 25th February 2011 Where?

Energy Events Centre, Rotorua Who For? Principals, facilitators, teachers, Kura Kaupapa Maori, whare kura personnel school leaders, Ministry of Education staff and government staff with ICT policy responsibilities. Contractors, researchers and technology advisers who work alongside schools are also welcome.

The CORE Education Learning@School annual conference is New Zealand’s biggest teaching and learning conference showcasing what’s happening in schools across the country.

News

‘Bowls ain’t

just for nanas’

If you think lawn bowls is all about retirees, tea and scones and wearing white clothing, then you need to think again. Outdoor lawn bowls is a popular and exciting sport that every kid can step onto the green and participate in.

Nationally, more than 3,000 youth are playing the sport and every year that number is definitely growing.

Bowls is a sport that every single student in your class can participate in, either competitively, socially or just for good old fashioned healthy physical exercise – there really are no barriers to participation. The limits are only what you make them.

What can students participate in?

Bowls NZ National Secondary Schools Championships - the National Secondary Schools Championships is an NZSSSC endorsed event and was last held in Dunedin – 72 students qualified through local and regional events to attend three days of finals. In what is an amazing display of bowls talent and friendship, the event has grown in prestige every year and is an important part of the athlete

pathway with several of our Black Jacks team members being past secondary school champions.

The feedback says it all. “Thanks Dunedin for hosting an awesome secondary schools this year. Greens were good and all the people were awesome to meet and catch up with. Can’t wait till Christchurch next year,� Euan says. “Another amazing secondary school nationals! High standard of bowls, great accommodation and activities, AMAZING people. A great tournament to be a part of,� Kelly says. “Wow! What a fantastic three days the nationals were,� Brittany concludes.

Squad6 Squad6 is all about opening up opportunities to play bowls to students who haven’t played before in a fun, social and organised event. Teams of six students (boys and girls) play each other

in weekly 1-2 hour sessions at the local bowling club for four to six weeks, either in or out of school hours. The programme can be adjusted to suit and Squad6 programmes have been supported

by KiwiSport.

Youth bowls is an important sport and Bowls NZ is keen to get more students participating in bowls through Squad6 and the National Secondary Schools Championships. There is a bowling club in just about every town or suburb with greens and bowls ready for students to deliver the perfect ‘toucher’ – so how do you give your students the opportunity to participate? By contacting Rob Pidgeon at Bowls NZ directly at the details below, or check out Youth Bowls at www.bowls.co.nz Youth Bowls Rob Pidgeon T (09) 571 9954 E rob@bowlsnz.co.nz www.bowlsnz.co.nz Photos by Crispin Anderlini

Y o u th B o w ls is a n o o ls o p p o r tu n it y fo r s c h ti v e to g e t e v e r y o n e a c The Squad6 Youth Bowls programs are designed to give every student a chance to participate, to have fun, and experience a game that everyone can be great at. The advantage with linking your school to a lawn Bowls youth program is; that no matter what a student’s shape, size, athleticism, they can participate, play, be competitive, and get active.

Bowls is a sport for everyone, it can be learnt in minutes, but is highly challenging and combines not only physical skill but mental strategy and discipline.

It is said the sport can be learnt in minutes and takes a lifetime to master.

Bowls is one of those activities that becomes addictive, it gives everyone an equal chance to be great. Now, every single student in your class can be physically active and enjoy participating in sport. This makes it an ideal option to ensure all your students have a chance to experience an outdoor activity and sport that gets them active, enables them to be competitive, and to have fun.

TRY OUT LAWN BOWLS & IN YOUR LOCAL YOUTH BOWLS PROGRAM - Squad6 r 6Q UP TUVEFOUT JO B UFBN 4RVBE JT ideal guys &/girls, no limits on number of teams per school r QFS TUVEFOU GPS UIF EVSBUJPO m FBDI student receives a branded Squad6 drink bottle. r 0ODF B XFFL GPS XFFLT JO UFSN PS DBO CF QMBZFE UISPVHI UFSNT m

BUT, this can be tailored to suit the needs/ requirements of your school.

Signal your school’s interest by emailing “Squad6� with your school name / location / contact details to Rob Pidgeon - rob@bowlsnz.co.nz or phone 09 571 9954 and we’ll try to match you to a local bowling club Read more about Squad6 on www.bowlsnz.co.nz click “Youth� and look for the Squad6 logo

www.principalstoday.co.nz    Term 1 2011 | 11

Cover Story

By Melinda Collins

You may not instantly recognise her cuddly façade, but this mother of four, grandmother of nine and benefactor of seven spoilt cats has written more than 600 titles for all ages, from emergent readers through to picture books, chapter books, junior novels, adult fiction and now her very own memoirs – chances are you cut your own reading teeth on one or more of her wondrous tales.

After an authorial career spanning more than 50 years, Joy Cowley remains one of New Zealand’s most prolific and successful children’s writers. As she tells

Melinda Collins, the written word has lost little of its appeal and none of its power.

The pen is mightier than the sword, or so the old adage goes. And it’s as true now as when the phrase was coined. Armed with a simple pen and paper, Joy Cowley is fighting the war of words – and winning.

Because, in this day of instantaneous communication, the written word is more important and more powerful than ever, she maintains. While she concedes the art of reading and writing will inevitably change, lost they never will be.

“I remember when I was a child, there were people, including my parents, who believed the radio was going to destroy family life because it was going to stop people from having conversations and singing around the piano.

“We tend to be alarmed when we see new technology which is going to change lives and, while reading and writing will inevitably change, they won’t ever be lost.”

But the power of the written word goes far beyond the imagery it creates, to include the power it lends to our little people. “Even with the best of parenting, children know quite a bit of powerlessness,” Cowley says.

“They have problems with shoelaces, can’t do up buttons and they have gloves with fingers left over.”

And it seems this powerlessness resonates

12 | Term 1 2011 www.principalstoday.co.nz

Cover Story

Joy Cowley & husband Terry earlier this year

through their literature. “There are books coming out all the time which are an adult view of the world, an adult view of children, where adults solve the problems of children, where adults find laughter at the expense of children – all of these, without realising it, serve to disempower children.”

In Cowley’s books, small always wins.

“You get the chance to redress that imbalance in a book, making a child feel powerful. In my books small is allowed to solve big’s problems, but never the other way around.

“When I write the child is always powerful, always the winner.”

But Cowley herself was the winner earlier this year when she was recipient of the Prime Minister’s Award for Literary Achievement in Fiction. While pleased to receive the commendation, she was prouder yet to discover she was the third recipient of the award who was a children’s writer and recounted the fact to a class the next day. “I pointed out that three children’s authors had received it and told them that’s how much our Prime Ministers value children.

“They sat up tall, their eyes opened wide, their mouths stretched, they beamed, these five, six, seven year olds and I thought, they need to be valued.”

A key way to value children in the classroom is by turning their stories into learning materials. “Talk with the children, jot down the details and make a story out of them.

“It’s about making the child an author and an authority.”

While some stories can be sad and some violent, they are works of art in their own right, she says, making specific mention of a young boy in the United States she corresponded with.

“He went from only being able to write his first initial – A – to being able to write long stories to me.” The most noteable, she says, being ‘The Boy Who Fighted the Wind and Drank the Rain,’ which was, quite metaphorically, about the storms in his life.

Portrait done by Glenda Randerson of Joy Cowley in her series on New Zealand writers

The noted New Zealand educator Sylvia Ashton-Warner argued that all human beings are like volcanoes with two vents, one destructive and the other creative. If the creative vent is open, she maintained, then the destructive vent will atrophy and close; on the other hand, if the creative vent is shut down, the destructive will have free rein.

“It’s a very obvious thing, but put in a very good simple way,” Cowley says.

It is her passion for the arts which has led to Cowley becoming a patron and trustee of Storylines, a charitable trust established to promote the value of books and reading for children and young adults and to support the development of New Zealand children’s literature.

“It’s a multi-faceted organisation, working with children and authors, teaming up in partnership with publishers, running competitions for children’s authors – constantly looking for ways to help children and encourage the arts in this country.”

Encouraging reading and writing is one of the main purposes of Cowley’s work today and it takes her to all the corners of the globe. With her books widely read in overseas schools, she was often requested to write culturally appropriate books for young readers in other countries.

Like her own memories of reading about British boarding schools, she found many children don’t connect culturally with the stories they’re given. So, she decided it was more appropriate to teach the teachers how to write, ensuring the children receive culturally authentic reading materials. This has since culminated into writing workshops.

But her real passion has always been the stories of the children themselves.

“I tell children to look at their own experience, all the stories they have inside them. We start any endeavour with observation, imitation, innovation then creation. They are the four steps

The “old ladies of literature” - Margaret Mahy, Joy Cowley, Dame Marie Clay and Dorothy Butler

to creation. We can’t expect children to write creatively at an early age, they don’t have the experience of life and language, but they can use their own stories and attention can be drawn to the details in their stories.”

The key to fostering a love of reading and writing is first giving them the basic tools. “When someone struggles with the tools in any endeavour, whether learning to knit, ride a skateboard, or use woodworking tools, the learning stage requires effort and confidence. So, if you’re a person who’s had a lot of failure in your life, like many young children coming to school have, you’re not going to put yourself at risk again.

She’s certainly got the tools herself, so I have to know does her success come down to an innate writing ability, or is there more to it than that?

Her books have always been reviewed by their intended audience – the children themselves, she says. A service now provided by the publishers, it gave her much needed feedback. So much so, that reflecting now on her success, she refuses to take credit. “It’s not my success, it’s been successful because the final say lies with the children.

“So it’s our success.”

“Children need to feel risk free when they’re learning.”

Once students are equipped with the necessary tools, their specific learning needs must be catered for. “Reading is a fuel for imagination, the problem with many children is they find reading doesn’t come easily, they’re not visual learners, they might be kinesthetic learners,” she says.

“We need to look at children’s specific needs, the way our brains work in different ways rather than any set method of teaching. Once children can do it, once they have the tools, they find it very empowering, it’s a fuel for the imagination.”

This material is extracted from Navigation: a memoir.

Published by Penguin Group (NZ). RRP $45.00. Available now.

Copyright c Joy Cowley, 2010. www.principalstoday.co.nz Term 1 2011 |13

News

Arson season October to January has been nicknamed “arson season” by the NZ Fire Service.

During the past five years statistics show firefighters have been called to more than 450 school arsons, averaging seven a month, rising as high as 10 a month during Arson Season.

What sparked my rant for this issue was the recent blaze at Glendowie Primary School in east Auckland, which is being treated as suspicious and caused a substantial amount of damage. The school lost at least 12 classrooms, including the whole of the junior block, along with part of a new intermediate block and the school’s special needs unit.

I expect to hear the usual cop out of responsibility by the arsonist(s), such as “Oh, I didn’t intend to cause damage”, or “Um I was surprised at how quickly the fire got out of control”. Well tough! They lit the fire in the first place knowing full well, as every one of us does, fire is dangerous and can be difficult to control.

Intentional damage such as smashing windows and turning the fire hoses on in classrooms are just a few examples of sheer stupidity ex pupils and students with grudges think is cool and something they can get away with, passing it off as entertainment over the summer holidays.

The lack of respect these arsonists and vandals have is most definitely not taught in the classroom.

Convicted arsonists participating in a fire prevention programme is going to achieve what? Teaching them how to prevent fires starting will achieve nothing at all.

Teaching them respect, responsibility and consequences so they don’t purposely light these damaging fires in the first place is where their sentences should start.

I also believe not naming the youths is a big mistake. The youths with multiple charges including the likes of arsons, intentional damage, disorderly behavior etc need to be named. Our communities need to be aware who the troublemakers are so they can keep an eye on them and their behavior, as clearly the parents/ caregivers aren’t!

Communities need to know who these youths are and understand why these youths do what they do, so they can better watch out for signs and triggers, especially in under 17 year olds, who have been found to be the main culprits. We’ll never be able to entirely stop arson and vandalism, but taking basic measures and highlighting the trouble making youths in communities would be a good start.

Rebecca Harris is the General Manager of the Academy Group of Companies.

All correspondence regarding this column to: Email. rebecca@academy.net.nz Post.’Rebecca’s Rant’, PO Box 1879 Christchurch 8140

Case study in

young enterprise If you’re a day-dreamer you know what it’s like to revel in unlimited possibilities. You know that electrifying feeling when an idea sparkling with potential moves from your imagination into your conscious mind.

Innovation has an intoxicating feeling – it fills you up with a sense of purpose, pushes you to your mental limits where you feel the wind of adrenaline rushing through you, and it compels you to take the plunge, diving deep into your mind to explore its creative abyss.

The Lion Foundation Young Enterprise Scheme (YES) is a pioneer of this adventure. An organisation that guides senior secondary school students in their pursuit to set up a business, create a product and take it to market, YES is nurturing the future.

YES’ regional coordinator Juanita Reddish says the scheme opens up so many doors for participants. “What it teaches them is what it is like to be involved in a business.

Kids who do well academically thrive in this environment and kids who might not fit the academic mould really shine and I love seeing those kids taking off.”

The YES programme which attracted approximately 335 students in the Canterbury region in 2010, involves developing a business plan which they receive training for. “This business plan is worth 30 percent of their grade and it teaches them to write a structured plan which helps them going forward.”

14 | Term 1 2011 www.principalstoday.co.nz

Participants must also organise and deliver a business presentation at the Copthorne Hotel – a sponsor of YES. “It is modelled on the Dragon’s Den,” Reddish says of the presentation. “They have two minutes to get their presentation set up and five minutes to explain it to a panel of three judges.

“An annual report judged by the New Zealand Institute of Chartered Accountants is also worth 30 percent and 40 percent of the total grade is fulfilled by meeting other requirements in the scheme.”

For YES 2010, a team of bright eyed and bushy tailed Rangi Ruru Girls formed Fernza on their mission to tempt even the hardest to please chocolate connoisseur.

A take on the traditional Kiwiana dessert of kiwifruit and pavlova, the team weaved pieces of crunchy pavlova and dried kiwifruit into creamy milk chocolate.

Titled Chocolova, the bars were manufactured by Donovan’s Chocolates in Hamilton and a Christchurch based printing and packaging firm, Pakworld created the packaging for the chocolate which is 100 percent recyclable.

A tight team of four, Fernza engaged the guidance and knowledge of Tulsi Ramesh’s older brother. “Tulsi’s brother Hinten was the mentor for Fernza and really got the girls motivated. He was there to help lead them in the right direction and won the regional Mentor of The Year award in the Canterbury region,” Reddish reveals.

“Fernza also won the regional Sustainability award and the Young Enterprise Trust Award for Sales and Marketing at the National Awards and Fernza’s teacher, Kathy Cron, won the Teacher of the Year Award for the Canterbury region.”

Chocolova is now being stocked in BP Dallington, Bush Inn, Hoon Hay and Edgeware. And like the girls’ success, which continues to grow, Reddish says growth for YES will no doubt be on the agenda as interest increases around YES each year.

“YES will probably go bigger in future as changes to business studies under NCEA could make YES available sooner to students. It is already quite big in Canterbury compared to other areas and has been a huge success this year. For the future we will be looking for more support from business people to mentor and guide and help our teams’ network.”

Team Fernza: Tulsi Ramesh: Chief executive officer Nicole Chim: Chief financial officer Kelly Hay: Sales and marketing manager Catherine Hair: Communications and operations manager.

For more information on the Young Enterprise Scheme which is celebrating 30 years in 2011, visit http://www.yetrust.co.nz/

Come walk for Kiwi Kids!

Sunday 3 April 2011 Kaikohe Coromandel Waitakere Ranges Waikato

Mt Maunganui

Tokoroa Hawke’s Bay Wellington Christchurch

Southland

Keeping Kiwi Kids on Track!

Every day kids and teens face decisions that can determine their future.

FYD helps over 18,000 every year to make good choices.

And we need your help. This April, we’re walking for Kiwi kids. Join us in 10 iconic locations across the country and help us reach more schools and young people, building communities and changing lives.

FOR MORE INFORMATION AND TO REGISTER: Call 0800 435 775 or visit www.fyd.org.nz

www.principalstoday.co.nz Term 1 2011 | 15

Super Students

Bright spark

Reuben Posthuma

By Melinda Collins

Picture a gadget which prevents disqualified or unlicensed drivers from driving. Because this term’s super student, 16 year old Reuben Posthuma of St Albans has created just that.

Homeschool pupil Reuben Posthuma, 16, of St Albans, won his age-group category at the 2010 ETITO Bright Sparks Awards for young inventors with his device that verifies the driver's licence before it will allow the engine to start.

Reuben's ‘Driver Minder’ prevents a car from starting unless the driver has a valid driver's licence - which needs to be swiped over a card reader. The Driver Minder also wirelessly checks a speciallydesigned website to see if the car's warrant and registration are current and uses GPS to display the car's speed and the area's speed limit.

Inspiration for the gadget came from a holiday in Wellington, where Reuben's family were frustrated they could not see the different speed limits in a stretch of roadworks.

He also read that at least one in 11 fatal vehicle crashes in 2009 were caused by drivers who were not allowed behind the wheel and that one in seven of the accidents would have been prevented if the vehicles had been properly maintained. “The biggest inspiration for the Driver Minder has been to build a reliable, versatile car safety device which could make a difference in road safety while being useful to the driver.”

During nine months he spent about 1000 hours working on the project, with up to 70 hours a week dedicated to it during the holidays.

Driver Minder was his fifth project for the Bright Sparks awards and his second success, after his computer refrigeration controller system won the 13 to 14-yearolds category in 2008. “The best part of developing this project was seeing all the technologies working together to make a functional, powerful and useful device.”

Last year he won $250, which was going towards studying for an electrical engineering degree at Canterbury University. “When I finish school I hope to enrol in University of Canterbury and I’ll probably start there in 2012.

“In the future I would like to work a few years in the electronics design industry and then start my own design company, with a focus towards marketing my own developments as well as freelance design work.”

But that didn’t prevent her disbelief at being chosen. “When they rang me and told me I had the part I was like ‘are they serious?’ I’ve never been chosen for something special like that before.”

Susana Tang’s

By Melinda Collins

Once a year, twinkling in the winter sky just before dawn, Matariki – the Pleiades star formation – signals the Maori New Year. But it’s not just the constellation which has got the world seeing stars.

Because, much like the stars appearing from the depths of darkness to mark Matariki, Michael Bennett’s first feature film of the same name has thrown the spotlight on a new star.

Susana Tang has been plucked from obscurity and thrown into a world of cameras, call sheets and credits.

At 16 years of age with no previous acting experience, Susana Tang was thrust into the role of impulsive runaway known as Spit. “I didn’t even know about the auditions until the head of the drama department came up to me and told me about the story line – something in the film really interested me. I saw the audition as a showcase for my raw talent.”

16 | Term 1 2011 www.principalstoday.co.nz

While the film never counted as work for the passionate actor, it did pose its challenges. “My most memorable experience was when it came to a crying scene. I’m an all-round happy person – I didn’t know what to think.”

Confessing her lack of tears she was taken through emotional recalling exercises to trigger her emotions. “When it came to shooting the scene the only thing running through my mind was that the film was coming to an end and that triggered my emotions. They called cut and I was still crying.

“I was pulled aside and told ‘Susana that was great, but um, maybe hold back on the tears,’” she laughs.

Not surprising given her own introduction to fame, Susana says budding actors should get out there and show the world what they’ve got. “Just go for it, grab life by the hands – you’ve got nothing to lose.

You shouldn’t be scared to show off what you have to offer the world. I always say when the stage lights are off, there are no rehersals in life.

“There’s not many second chances in life, so go hard out.”

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www.principalstoday.co.nz Term 1 2011 | 17

News

What will the world look like in 50 years?

In the wake of the Canterbury earthquake, a group of volunteers decided to gather responses from people all around Canterbury as a record for future generations of their experiences and hopes for the future.

These responses make up The Canterbury Time Capsule 2010 which is open for submissions in any form - letters, poems, songs, drawings (just make sure they are on acid free paper), until August 31, 2011.

The capsule will then be sealed on September 4, 2011 and opened again in 2060 as part of a celebration of how far Canterbury has come.

Organisers are strongly encouraging teachers to get their classes involved, as

Getting involved to help recycle e-waste

this represents an opportunity for students to think about how they reacted to an emergency, what they were proud of and what they learned.

It is also a chance to think about the future and the world might look like in 50 years.

The letters or drawings can be posted (must be on acid free paper available from stationery shops) to PO Box 29482, Fendalton, Christchurch 8540, or electronic letters can be emailed to canterburytimecapsule@gmail.com.

Classes outside of Canterbury are also welcome to participate. The focus would then be more hypothetical - how did you react when you heard what happened?

What would you do in an earthquake? The questions about the future would still be the same.

Join dignitaries such as the Prime Minister John Key, Mayors Bob Parker and Kelvin Coe and numerous Christchurch City councillors in writing your letters and help preserve history.

Matamata College deputy principal Lynette Parish volunteered her school to act as a collection point for eDay, having missed out the previous year, which meant Matamata residents had to dispose of their e-waste in either Tauranga or Hamilton.

EDay is a community initiative designed to raise awareness of the hazardous nature of e-waste and the benefits of recycling and to give households, schools and small businesses the opportunity to dispose of unused computers and mobile phones in an environmentally sound way, at no charge.

Ms Parish acted as logistics manager and coordinated community volunteers and sponsorship from local businesses to make the event totally self funding. A 20 foot container was housed at the college and used as a collection point for surrounding schools and communities.

“Having to go to Tauranga or Hamilton last year to drop off e-waste was a real barrier for people to get involved, so we decided to put our hand up and serve our

Tim Hampton from Matamata College, Year 10 student is part of the schools Tech team.

Junior Musician winner

- Justin Smith

As adults we transmit our passions and desires with the ease of a few simple words. The phrase ‘I really enjoy playing the guitar,’ can be said as easily as we enquire about the weather or how someone’s day is progressing.

For children, transmitting passion is not always as easy and is often done through more creative means.

For Tawhai School student Justin Smith, his musical passion was delivered through a particularly creative gesture, deputy principal Sharon Rose says. “His enthusiasm for playing the guitar became evident when he brought a homemade guitar to school for news recently. He explained that he had made the guitar with his father because he really wanted to learn to play.

18 | Term 1 2011 www.principalstoday.co.nz

By Melinda Collins

“I was just blown away with the detail included in his replica. You can even play it like a real guitar.”

The eight year old student’s passion has earned him a guitar courtesy of Principals Today in recognition of his musical prowess. “He was keen to learn so I supplied him with a cord chart and taught him some basic cords,” Rose says. “I suggested that when he got a real guitar he would already be one step ahead on the road to being a famous rock star.

“I think he would be a most deserving budding musician.”

community as a drop-off point.

We have had tremendous support from the community with local computer businesses offering sponsorship and residents volunteering,” Ms Parish says.

“EDay has been a great way to get the community working together and get students learning about recycling. It’s a good all-round initiative that helps New Zealanders to dispose of their electronic waste.”

Ms Parish is urging schools nationwide to take advantage of this opportunity next year and safely recycle their e-waste free of charge on eDay. A special kit of teaching resources and classroom activities to teach students about the benefits of recycling and of the dangers of e-waste in landfills is also available at www.eday.org.nz/schools.

EDay took place on Saturday, November 6 and happens annually with drop-off points across more than 50 locations across New Zealand.

E-waste collected throughout the country is managed under an agreement between the Ministry for the Environment and an external recycler.

News

Innovative kiwi education project returns to Learning about, understanding and appreciating the benefits of conservation programmes is seen as delivering long term benefits to students. So it comes as no surprise that students from across the South Island who set up camp in Okarito last year for a week long immersion in the Kiwi Forever conservation programme reaped some serious rewards.

It was the second Kiwi Forever week held in the township, just north of Franz Josef, following the project’s huge success in 2009.

“Okarito is such a beautiful place to learn.

I walk away with new skills, knowledge, friends and experiences and plans for the future. Kia ora rawa atu,” commented 17-year-old student Rosina Scott-Fyfe when she attended the project back in 2009.

Okarito

Kiwi Forever is a partnership between DOC, Untouched World Charitable Trust, Ngai Tahu and BNZ Save the Kiwi Trust.

BNZ Save the Kiwi Trust executive director, Michelle Impey says “Despite the efforts of many people around the country, kiwi remain endangered, some species critically so.

Department Of Conservtion (DOC) kiwi ranger Ieuan Davies, who manages the department’s involvement with the project, says “Last year’s Kiwi Forever project was one of the most rewarding work experiences of my life”.

“Saving our national bird is going to be an ongoing issue so it’s vital we educate our young people; giving them a sense of place in the fight to save kiwi, and showing them what action they can take to save kiwi and the environment kiwi live in.”

“It’s fantastic to see how engaged and enthusiastic young people can be about the conservation work we’re doing.

This has been a trip of a lifetime. I have learnt so much, not only from DOC and Ngati Maahaki but also from every single participant, the teachers and the studentteachers involved.

Members of the DOC Franz Josef team will be working closely with the Year 12 and 13 students to teach them the techniques used to save the critically endangered rowi kiwi species. The students will also learn about the wider ecosystem and threats posed by introduced predators and weed species.

The 15 students taking part in the programme, along with five pre-service teachers were selected for their ability to act as leaders of the future and are expected to take their new understanding of conservation, threatened species management and sustainability back to their schools and communities.

landscaping and weed removal work in addition to their kiwi conservation work.

Untouched World executive director Mark Prain says “Okarito and Kiwi Forever, as with all our partner programmes with DOC, the BNZ and local iwi, is about an investment in young leaders of tomorrow.

The pack contains four learning sequences targeting levels two through five in the New Zealand Curriculum. They incorporate experiences and activity ideas in the areas of social studies, maths, English, the arts, technology and education for sustainability. For more information or to order a Kiwi Forever resource pack, visit www.savethekiwi.org.nz

“Given the very recent tragedy on the Coast, it is an enormous credit to these students and their schools, that they see Kiwi Forever as a positive opportunity at this time.”

“It won’t be an easy week for the students,” says Ieuan Davies. “They will face the physical challenge of long days tracking kiwi through thick swampy forest, as well as the intellectual challenge of examining the role the kiwi plays in the construction of the New Zealand identity, and the impact humans can have on the ecosystem the birds depend on.”

The students stay at the community campground and will contribute to community life by assisting with

New Zealand schools wanting a chance to involve their students in the fight to save kiwi can get started with the Kiwi Forever resource pack, an education resource developed by the BNZ Save the Kiwi Trust.

Save the Kiwi www.savethekiwi.org.nz Rowi Project www.doc.govt.nz/rowi Untouched World Charitable Trust www.untouchedworld.com

Function Centre Within the Sir Miles Warren designed Russley Golf Club clubhouse we have a separate purpose built and designed function centre which is available to host weddings, conferences, seminars or any other such occasion. The Terrace and Fairway Lounge which are sunny, light and airy looking out over the trees and fairway around the beautifully manicured 16th green and 17th tee are together able to comfortably seat 150 guests.

Our Catering Team has an outstanding reputation to be able to cater for any number across a wide range of menus. The catering team can also tailor menus and beverage selections to suit your needs.

Two other features make Russley the perfect venue for your function or other celebration. Firstly we are easy to find convenient to the city and airport and secondly we have ample parking close by the function centre making it easy for your guests to join you.

The Club house has recently undergone a significant interior upgrade and in doing so offering superb conference facilities in addition to this we have a great new lawn area for those outdoor summer events.

We look forward to 2011 and most of all meeting all your specific requirements.

428 Memorial Avenue, Christchurch. PO Box 14 045, Christchurch.

Phone: 358-5903, Fax: 358-7480 Email: functions@russleygc.co.nz Web: www.russleygolfclub.co.nz

www.principalstoday.co.nz Term 1 2011 | 19

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www.principalstoday.co.nz Term 1 2011 | 21

22 | Term 1 2011 www.principalstoday.co.nz

www.principalstoday.co.nz Term 1 2011 | 23 NZ PRINCIPALS TODAY AD-DECOUTLINE.indd 1

16/12/10 3:21 PM

Lessons from the Big One

Halswell Primary School

We were able to keep in contact with our parent community throughout this disaster with texted and emailed messages through our School-Links programme.

This proved to be our most valuable link throughout this period.

The early morning waking did not forewarn me of the devastation I would witness later in the day.

Having lived in Gisborne for 17 years, where earthquakes are more common, I did not sense the magnitude of the quake.

But once I had entered the grounds it was evident the school had sustained substantial damage. Our main court area was buckled, like a rug pushed in from both ends. Every paved surface was cracked in some way, either split open by liquefaction or fractures varying from a few millimetres to 20 or more centimetres wide. Our staffroom had been split in half - daylight could be seen through the walls. The other buildings were affected by liquefaction and other damage. Clearly the school could not open for the children on Monday.

The board was adamant it wanted to keep the school roll together. Halswell Residential College offered us the entire school and residences, as they had sent the boys home. We all attended a briefing by the GSE trauma team, which gave some clarity to expectations and how to handle any traumatised children.

By Wednesday September 15 we were ready for the children to attend. It was immediately apparent they were pleased to be back together. The eight days were an adventure for most. New grounds to explore and an assortment of farm animals to visit that most children were able to forget about the events of the last few days and enjoy themselves.

Numerous gestures of kindness flowed in, from individuals, classes and schools, as did donations and offers of help.

In term four, classrooms with minor damage were occupiable again. The youngest children returned to our site and the four Year 7 and 8 classes relocated to

nearby Manning Intermediate. Hillmorton High School accommodated our Year 4, 5, and 6 students.

The children seemed to see this as phase two of their adventure. The Year 7 and 8s intermingled with the Manning children without problems, while Hillmorton students took their breaks at different times to our children giving the Halswell children freedom to roam their spacious grounds.

During the next four weeks I was at the bus stop each morning and again in the afternoon. I established a daily routine of visiting every classroom to ensure everyone was kept up to date and deal with any concerns.

On Monday November 8, more than two months after the quake, the junior half of the school welcomed the seniors back.

Although the relocations have placed enormous stresses and strains on teachers and teacher aides, they managed their situations extremely well.

I can’t speak highly enough of their efforts and accomplishments. We are enormously grateful to our colleagues at Halswell Residential College, Manning Intermediate and Hillmorton High for giving up their spaces to allow our children to attend school. Throughout this exercise the Ministry of Education has been most supportive and have worked closely with myself and my board to get the best outcome for the children of this school.

Darfield Primary School

The effects of the earthquake varied in our school community.

We, like others in the district, were visibly shaken by the tremendous forces that in an instant changed our lives forever.

School was closed for a week but staff were at school tidying classrooms and the library during that week. The damage to the school is estimated at $60,000, some structural damage but nothing that prevents us from using the buildings.

Some of our families had moved from their homes because of the damage to their houses and land, some to return later, some not. The staff were also

having to cope with damage to their own properties.

We kept in touch with families to let them know what was happening at school via email, text messages and posters around the school and community.

On Monday September 13 our school opened and we made available our library for children who needed time out at any stage during the school day. It was also a place where parents could gather, have a cup of tea or coffee and chat. The events of the past week and beyond filled conversations and many felt the need to retell their experiences and listen to others.

Much to learn from The September 4, 2010 Canterbury earthquake was a wake-up call for all New Zealanders. For those in Canterbury it was a frightening event and for many the stress and inconvenience continues, as damaged homes and businesses take time to be repaired.

Although a traumatic and catastrophic event, the quake has delivered a mountain of information and it is here where a LEARNZ field trip will take the opportunity for students to learn about the earthquake and the lessons gained from it.

Experts from GNS Science and Canterbury University will take students to places where the ground was ripped apart, where liquefaction occurred and where homes were damaged. The students will measure, model and analyse like scientists and meet people from the 24 | Term 1 2011 www.principalstoday.co.nz

Principal Bruce Topham Halswell Primary School The children who have been most affected by the earthquake have been at times anxious and needing reassurance that all is safe. The emotion and stresses at home have been carried by the children. They have seen their parents who they saw as strong characters suddenly vulnerable and shaken. The uncertainty and repetition of the aftershocks have been scary and unnerving.

We continued effective communication between school and home and had supporting information on procedures.

We kept to our normal routine as much as possible and have always been open and honest with the children.

We were overwhelmed with the tremendous support we received from other schools around the country. It was heartening to have others respond with kind words, cards, letters and sometimes money raised from mufti days and coin trails.

Principal McMullen Darfield Primary School Earthquake Commission. Students will see the recovery process and be challenged to make their home ‘quake-safe’.

• What is LEARNZ? A free virtual field trip programme supporting the New Zealand curriculum • Who funds it? The Ministry of Education and sponsors like EQC, DairyNZ, DOC, Petroleum Industry and Solid Energy • Who uses LEARNZ? More than 3,500 teachers in 63 percent of New Zealand schools • What curriculum areas are supported?

Science, social science, geography, arts, numeracy and literacy • How many trips are there? Twenty each year, with 140+ from previous years • How do I get involved? Register at www.learnz.org.nz/register LEARNZ Po Box 8577 | Riccarton Christchurch 8440 T (03) 353 7360F (03) 366 5488 www.learnz.org.nz

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www.principalstoday.co.nz Term 1 2011 | 25

Competitions

2011 Cover

Photograph competition

Principals Today is again running its Cover Photography competition and as before, the winning photograph, judged by the staff at Principals Today, will be used as the cover shot on our 2011, Term 4 edition.

2010 Cover

competitions

Competition criteria and the all-important prize for the winning entrant will be revealed in our Term 2 issue, so stay tuned and get those shutters at the ready, because you never know, with a camera and some inspiration our Term 4 cover shot could be yours.

2011 Super

Students

Due to the overwhelming success of our Super Student stories celebrating outstanding student achievement in any field, Principals Today is again running running a year-long Super Student competition. In the 2011 Term 4 edition an overall Super Student will be selected and awarded the overall prize, which will be revealed in our Term 2 issue. So, if your school has a student or students who are excelling in any field; be it studies, sports, arts or hobbies, then we’re interested!

Previous Winners • 2008 Brenda White - Auckland Redoubt North Primary School • 2009 Judy Wagg Rathkeale / St Matthews Senior College • 2010 Mary Leydon - Hurupaki Primary School

Criteria for Super Student • Consistently performs at a level much higher than expectations for their age bracket • Is exemplary in a specific area, be it academic, artistic or sporting • Has involvement in or has won an achievement at a national or international level • A student the school is proud to have in attendance.

Previous Winners • 2009 Pippa Grierson

• Leatham Landon-Lane winner of Super Student 2010

2011 Teacher of the Year

Criteria for Teacher of the Year

Teaching is one of life’s noble arts. The molding of minds via the passage of knowledge passed on and support of personal growth is all in a day’s work for teachers across the country. They have the power to shape futures and play no small role in guiding young people towards happy and successful adulthood. They inspire and encourage the future generations of this country. Principals Today wants to recognise the hard work teachers do in and out of the classroom around New Zealand.

So we want you to nominate your favourite teacher and tell us why they are the top teacher in the country.

The Teacher of the Year will be chosen and announced in our Term 4 issue, with the prize at stake revealed in our next issue, Term 2.

• Delivers strategies appropriate to the context and actively engages with the students and their learning • Is actively involved with student learning and development outside the classroom, such as coaching sports outside teaching hours • Treats all students as important and is open for communication • Is enthusiastic about the subject they teach and is well prepared • Students are supported to build confidence and capability • The teacher acknowledges student diversity of backgrounds and needs • Retains currency in both subject area and in teaching practice • Teaching methods and ideas shared with colleagues.

Previous Winners • 2009 - Rachel MacDonald • 2010 - Hunter Murray

You can send entries for the 2011 Cover Photograph competition, 2011 Teacher of the Year competition or information about possible Super Students to production@academy.net.nz, or by post to Principals Today, PO Box 1879, Christchurch, 8013.

26 | Term 1 2011 www.principalstoday.co.nz

ICT

Interconnected

education The internet is an important tool in the classrooms of today. SchoolWeb provides websites for schools and puts the power into their hands to present themselves to the community and to the world.

This year, SchoolWeb is taking new initiatives in helping schools to get the most out of their websites. Seminars are available to SchoolWeb users to equip all teachers with the ability to contribute to their schoolâ&#x20AC;&#x2122;s website. They will be enabled to involve students and help them showcase their work online in a safe and interactive way to their community.

SchoolWeb also now offers a professional development mentoring programme which is conducted throughout the course of the year for the schoolâ&#x20AC;&#x2122;s key website contributors to coach them as they achieve an exciting, polished website.

SchoolWeb has also recently launched new features enabling a new level of integration with new generation web services like YouTube, Twitter, Google Documents and Maps, Slideshare and

Schooltube. SchoolWeb is always on the move, with schools as the driving force.

As well as being a general website maintenance system, SchoolWeb features ways for staff to collaborate, parents to participate, children to communicate and the whole community to share in the activities of schools in a safe, moderated way.

Newsletters, calendars, homework downloads, classroom projects with visitor and parent comments, videos, rosters, resource bookings, blogs and surveys are among the many abilities of the SchoolWeb system.

The SchoolWeb system is priced from $2,395 + GST and includes customised graphic design, free staff training and 12 months of website hosting and support.

Free training is provided nationwide to get you started and there are no expensive yearly licensing fees, unlike some competing website management systems.

Schools can obtain more information from either www.schoolweb.co.nz or by calling 0800 48 48 43.

Resources

EDUCATION REVIEW OFFICE TE TARI AROTAKE MATAURANGA Whatâ&#x20AC;&#x2122;s new from ERO? Promoting Success for Maori Students: Schoolsâ&#x20AC;&#x2122; Progress The success of Maori students at school is a matter of national interest and priority.

This report finds that while progress has been made, it is varied and a lot more can be done to improve the achievement of Maori students.

Including Students with High Needs.

This report is about education in schools for students with significant physical, sensory, neurological, psychiatric, behavioural or intellectual impairment. The review focused on the enrolment, participation, engagement and achievement of students with high needs in school. The report also provides examples of good practice.

All schools were sent two copies of these reports in 2010.

Contact ERO for additional copies, as well as other national reports, evaluation indicators, and frameworks for school reviews: JOGP!FSP HPWU O[ t XXX FSP HPWU O[ t

www.principalstoday.co.nzâ&#x20AC;&#x192; â&#x20AC;&#x192; Term 1 2011 | 27

Performing Arts

The Play

Bureau â&#x20AC;&#x153;to educate and entertainâ&#x20AC;?

mail order theatre bookstore t 1MBZT t .VTJDBMT t 1BOUPNJNFT t 5IFBUSF #PPLT t 1FSVTBMT t $MBTT 4UVEZ 4FUT t 1SPEVDUJPO 4FUT t 1FSGPSNJOH 3JHIUT *Due to NZ and International copyright laws, please contact us before you plan to photocopy scripts or stage an NCEA-related or school production

XXX QMBZCVSFBV DPN email: play.bureau.nz@xtra.co.nz PO Box 420, New Plymouth Phone: 06 757 3103 Free Fax: 0800 752 928

FOOTNOTE DANCE is touring New Zealand in 2011 and brings dance-in-education to your school.

All programmes relate to the current curriculum and are speciďŹ cally designed

by Director Deirdre Tarrant to support learning skills at all levels.

The fabulous FOOTNOTE dancers are wonderful ambassadors for young achievement and commitment and bring energy, ďŹ&#x201A;exibility, problem solving, self-conďŹ dence, spatial awareness, co-ordination and fun as they perform for and workshop with your students.

With a repertoire of New Zealand choreographies, music and an inexhaustible supply of diďŹ&#x20AC;erent moves and imagination, a FOOTNOTE DANCE experience really makes a diďŹ&#x20AC;erence.

Bookings are limited.

28 | Term 1 2011 â&#x20AC;&#x192;â&#x20AC;&#x192; www.principalstoday.co.nz

To a degree shared by few other occupations, public education rests precariously on the skill and virtue of the people at the bottom of the institutional pyramid - the professional payoffs are intangible.

For the drama teacher the reward is a successful school show.

But like most rewards, the work and effort preceding the payoff can be daunting, much like choosing a play and grappling with copyright issues. The Play Bureau was established almost 50 years ago to make the process easy, owner Bill Griffith says. â&#x20AC;&#x153;Often teachers are unsure what plays will be appropriate for a school audience, but we know what really works and what might be a bit risque, so we try and navigate them through that territory.â&#x20AC;?

Publishers have a set amount of scripts they can issue for a production being staged, and The Play Bureau can purchase more scripts, or apply for an educational permit to make photocopies, depending on circumstances. â&#x20AC;&#x153;If you have bought a script, it doesnâ&#x20AC;&#x2122;t entitle you to perform it,â&#x20AC;?

Griffith says. â&#x20AC;&#x153;Whether or not the audience pays, or whether or not itâ&#x20AC;&#x2122;s for charity, the author has the right to make money from their work. Weâ&#x20AC;&#x2122;re helpful, we understand the challenges teachers and theatre groups face getting productions on stage. Weâ&#x20AC;&#x2122;re not here to merely enforce rules so much as to help them choose material and make sure everythingâ&#x20AC;&#x2122;s done correctly.

That will have significant bearing on success of project and make everything less stressful.â&#x20AC;?

But this is just one of the services the company provides. A quarterly e-newsletter goes out to theatre groups, schools and other interested parties to keep them abreast with industry news. â&#x20AC;&#x153;This includes new plays, new technical books and all other aspects of theatre,â&#x20AC;? he says. Just send an email to the address below to be included in the mailing list.

The Play Bureau also sells books, CDs and DVDs on technical aspects such as lighting, how to make or buy inexpensive costumes and directing.

Copyright restrictions and issues are another dilemma The Play Bureau helps teachers navigate. The Play Bureau can obtain performing licences for schools and let teachers know how much can legally be altered for performance.

The Play Bureau PO Box 420 New Plymouth T (06) 757-3103 E play.bureau.nz@xtra.co.nz www.playbureau.com

For more information or to see if the programme will work for YOUR students contact footnote@footnote.org.nz or phone 04 384 7285

www.footnote.org.nz

â&#x20AC;&#x153;Footnote Dance provides a platform for our students to be creative, active and explore their talents in an environment where they feel well supported and encouraged by a professional group of young dancers under the tutelage of Deirdre.â&#x20AC;?

Marion Henriksen, Principal MATAMATA INTERMEDIATE

Music

Music therapy benefits

special needs children

The benefits of using music as an everyday tool when teaching disabled children have been demonstrated in research by the first PhD graduate from the New Zealand School of Music, Daphne Rickson.

A lecturer in music therapy in the school at Massey’s Wellington campus, Rickson has worked with teams supporting four primary school-age children with very high special needs in South Canterbury, the West Coast, the Bay of Plenty and Hawke’s Bay. She spent a week at each school, showing the teachers and teacher aides working with the disabled student how to include music in activities and daily routines, and provided a term of follow-up support to ensure the strategies were cemented in classroom programmes.

Rickson says using music made a tangible difference to the relationship between team members and the student.

“A big part of it was that the team members felt more motivated and optimistic as a result of using music in their teaching and care giving. They were able to communicate better with the

student once they had learned strategies like taking the lead from the student and going a bit more slowly to allow time for a response.

“As a result they became more positive about the student, and expected and got more from them.”

One example was a student who constantly got up from their desk and moved around the classroom. “The teacher made up a ‘sitting at your desk song’ and would sing it to the child whenever they weren’t at their desk. Within a few weeks, the student was remaining seated for much longer periods.”

Many of the research participants told her the music strategies would be helpful for all students, not just those with special needs. “Music motivates and is a great form of emotional expression. It also keeps a group together—a class of children that is marching and singing is more contained.”

ongoing support, is a formula that would work well in other specialist areas. “You have to build a rapport with the team and see what they do day-to-day to find out how best they can include new strategies in their routine. Going to a seminar for a few hours would be much less effective.”

She believes her approach, of spending intensive time with the team followed by

She says giving team members confidence in their musical ability was one of the challenges. “People think you have to be talented to make music, but that is a socially constructed view. In many cultures, music is as natural as talking, and dancing as natural as walking.

“Some of the team members were self conscious at the start but the positive results made them bolder, together with the fact that other children in the classroom did not make a big deal of it.

Children at that age don’t judge; they just love the sounds.”

www.principalstoday.co.nz Term 1 2011 | 29

School Camping

Totara Springs Totara Springs Christian Centre is situated in a beautiful setting, nestling at the foot of the Kaimai Ranges in Matamata. With more than 40 years experience in the outdoor education sectors, Totara Springs Christian Centre has amazing facilities, activities and programmes... and its highly trained and qualified staff are available to work with you in planning and delivering whatever it is that you need.

Totara Springs Christian Centre is the perfect place for your next school camp.

The facilities lend themselves to an action-packed programme - including a large gymnasium, six playing fields, hot pool, aviary, hydro slide, abseiling, climbing wall, kayaking and so much more. There is also a range of indoor venues and specialist equipment to support your programme.

There are more than 400 beds with 27 double en-suite motel units, three self-contained lodges with a combined bed capacity of 64 beds, plus 18 comfortable 12-sleeper cabins.

Totara Springs has a modern fully equipped commercial kitchen and trained staff. Meals can be served in the various dining facilities on site and catering (available seven days a week) can provide for a huge array of special dietary needs.

Totara Springs prides itself on developing and offering high quality EOTC that

enhances your classroom programme and provides a diverse range of outdoor education experiences. Programmes and activities are designed to encourage the values and key competencies as stated in the New Zealand Curriculum Framework (2007).

“The primary focus is outdoor education in which we endeavour to support the aims and objectives of the Health and Physical Education Curriculum within integrated units that can enhance students learning in other key areas.

“As well as school camps, every school holiday we run a five day long, OSCARfunded kids camp for school Year 5-8’s (approx 9-12 years old) plus a separate three day OSCAR-funded Junior Camp for school Year 2-4 (approx 6-8 years).

“This is a chance for kids to get away and have some amazing experiences, and have the chance to participate in many activities. We also run wide games aimed at building team work and initiative, giving kids a chance to meet new friends and to be challenged and developed. We have a daily devotional time which is fun for kids, where they are encouraged to join in and ask questions.”

Totara Springs Christian Centre is truly the venue you’ve been seeking to make your next school camp a total success.

Totara Springs Christian Centre T (07) 888 4700 E bookings@totarasprings.org.nz www.totarasprings.org.nz

Totara Springs Christian Centre is situated in a beautiful setting, nestling at the foot of the Kaimai Ranges in Matamata. With over 40 years experience in the outdoor education sectors, Totara Springs Christian Centre has amazing facilities, activities and programmes and our highly trained and qualified staff are available to work with you in planning and delivering just whatever it is that you need. Totara Springs Christian Centre is the perfect place for your next school camp.

Our facilities lend themselves to an action-packed programme - including our large gymnasium, six playing fields, hot pool, aviary, hydro slide, abseiling, climbing wall, kayaking and so much more. We also have a range of indoor venues and specialist equipment to support your programme.

Totara Springs Christian Centre is truly the venue you’ve been seeking to make your next school camp a total success.

30 | Term 1 2011 www.principalstoday.co.nz

Please refer to our website for more information: www.totarasprings.org.nz Or email us: bookings@totarasprings.org.nz

VISITING WELLINGTON?...

CAMP ELSDON

WE LOOK FORWARD TO WELCOMING SCHOOLS WHO WISH TO VISIT THE WELLINGTON AREA. to visit Te Papa and other Wellington attractions, know that Camp Elsdon provides a quiet night’s sleep after a long day.

The Camp can provide 94 beds and a kitchen, dining room and a hall for meetings or other activities.

SCHOOLS PAY $10 PER PERSON PER NIGHT ON A SELF-CATERING BASIS. Transport to and from Camp Elsdon can be fun. Try long distance trains stopping at Porirua Station. Take a train to Wellington to visit Te Papa, Parliament, National Libraries, Archives, Katherine Mansfield’s Birthplace, Botanical Gardens, Carter Observatory and Karori Park Sanctuary. These are a few suggestions of places one may visit in Wellington.

Aquatic Centre, with a Hydroslide and Wave Machine, Go Karts, Ten Pin Bowling and Adventure Golf at Pirates Cove. The Police museum is well worth a visit.

A visit to www.campelsdon.co.nz will provide you with an overview of what is on offer and access to booking forms, and terms and conditions of hire.

Porirua provides a range of amazing attractions. These include the

For lots of other ideas, send for an information pack or check us out on the web:

www.campelsdon.co.nz The Manager, 18 Raiha Street, Elsdon | Porirua City. 5022 Phone 04 237 8987 | Fax 04 04 237 8977 Email camp_elsdon@xtra.co.nz

www.principalstoday.co.nz Term 1 2011 | 31

School Camping

Taurewa Outdoor Education Camp If you are looking for the ideal venue in the Central Plateau region, Taurewa Camp is the place.

Throughout both summer and winter, the activities on offer are vast and all within close proximity to camp.

The various tramps, both long and short, the use of D.O.C. huts within the Tongariro National Park for the overnight tramps, taking on the Tongariro Crossing, rafting or kayaking Tongariro River, cycling the 42 Traverse, skiing at Whakapapa or Turoa, exploring the Okupata Caving system, soaking in the Tokaanu Thermal Pools, it’s all right there.

Taurewa Camp was originally a forestry camp run by NZ Forest Services. Milling took place in the surrounding forests up until approx 1962, when most of the native trees had been removed the workers who had occupied the camp were then moved to other forests and they were replaced by Italian tunnelers.

These men were brought over from Italy to construct the Tongariro Power Scheme and much of the surrounding area shows evidence of their tunneling skills.

Taurewa Camp closed in 1970 and lay vacant until 1972 when Avondale College was given the option of taking up the

The camp offers a week in the great outdoors to all our students in Year 10, 12 and 13 with the programme varying according to level and season. This is a very popular and successful experience for everyone who goes.

When Avondale College is not in residence, the camp is fully available to other groups such as schools, church groups, scouts, mountain safety, groups, businesses and the like.

Taurewa Camp activities • Overnight tramps • Rafting • Kayaking • Cycling • Skiing • Caving.

Taurewa Camp C/O Avondale College Victor Street Avondale Auckland 1026 T (09) 820 1075 F (09) 820 1075 E wil@avcol.school.nz

Tongariro National Park Avondale College has a well-maintained camp suited for school groups and organisations. Situated on Highway 47, in the heart of the Central Plateau adventure area, the camp is only 30 minutes to Turangi and 15 minutes to the Chateau and the Tongariro National Park Visitor Centre.Taurewa has total accommodation for 60 people. 16 huts ranging from two to ten beds and a separate self-contained cottage which sleeps seven. The camp’s facilities include:

The perfect venue for school groups , church groups, fairs, corporate retreats, campers, sporting groups, reunions and more.

••• Awesome AcTiviTies

• large lounge and dining areas • kitchen, cool store, freezer, fridge and industrial-sized gas stove • separate male, female and staff bathrooms and drying rooms • Project Adventure Low Ropes Course (use limited to qualified instructors) • nature trails close to camp

• waterslide • bmx bikes • table tennis • volleyball • orienteering • archery • team building • bonfires • swimming pool • go karts • downhill trolley • air rifles

The camp is ideally suited as a base for all the Central Plateau activities and is in close proximity to the Ruapehu Ski Fields, the Tongariro Alpine Crossing and the 42 Traverse.

tr ip fu s • ll ov w er ee n k igh • t

www.narrowspark.co.nz

•

da y

visit our website to find out more about the awesome adventure you can have at Narrows Park in Hamilton

Phone/fax 07 843 6862 office@narrowspark.co.nz

lease. Since those early days, thousands of Avondale students have taken up the opportunity to spend a week in this fantastic and beautiful part of the world.

32 | Term 1 2011 www.principalstoday.co.nz

For further details and cost of hireage, contact: Avondale College Victor Street, Avondale, Auckland 1026 Telephone: (09) 820 1719 Fax: (09) 820 1075 E-Mail: admin@avcol.school.nz

squeeze up so this doesn't go over pic.

Change 'and' to '&' perhaps?

School Camping

Chosen Valley Christian Camp In our cotton wool packed world, Chosen Valley Christian Camp leaves the brakes off and treats today’s digital generation to some real life raw action.

We sleep 80 at a time in four bush huts one kilometre up into our forest - which all have one side open to the weather. Hot milo for all goes up on a quad bike in a thermal canister.

Only four months into management here, I’m told that on our adventure activities the girls scream and the boys yell. Baby boomer parents and teachers tell me around the dinner tables of the trolleys and bike rides of their growing up years.

Gone for the day, adventures in creeks, building their own fun out of a bit of rope and a few boards. Chosen Valley recaptures those days.

The activities are as numerous as they are exciting: a waterslide, canoes, rafts, a flying fox, archery, a rifle range, orienteering, a confidence course (used by the police), team balance, a rope maze and our own ‘balance island’ with three bridge types over the water. Coming soon are crazy bikes, with off-centre hubs, space saver wheels, long forks, and high frames. Andrew Pound, Manager

Chosen Valley Christian Camp 53 Turner Road Ararimu RD 3 Drury, Auckland 2579 T (09) 294 8296 E themanager@farmside.co.nz

Screaming down the hill.

Chosen Valley Christian Camp is set in rural surroundings of park like grounds and bush, approximately 50 mins from central Auckland. The Camp is available for hire to group sizes of between 40 - 160. The food is tantalising and the friendly staff are happy to assist you in having a camp experience that you will remember for many years to come.

For more bookings and information Ph: 09 294 8296 Fax: 09 294 8016 Email: cvcc@farmside.co.nz Web: chosenvalleycamp.org.nz

Rotorua is like nowhere else; its spirit is expressed in the raw beauty of a stunning landscape that has enchanted visitors from around the world for more than 160 years. Lakes Ranch Christian Camp showcases the best of the region, tied neatly together in a package ideal for school groups, outdoor education, tenting and church groups and families looking to leap the rural/urban divide and get away from it all.

Phone Fax Email Web

07 350 3010 07 350 3080 office@lakesranch.org.nz www.lakesranch.org.nz

Outdoor education has been flipped on its head with the range of options at Lakes Ranch. Have a go on the Mud Run course used for the annual Tough Guy and Girl. Challenge, and get covered head to toe in mud. Whip through the air on the bush swing for an adrenaline kick. Then kick back in the hot pool, take a dive in the swimming pool or jump on one of the camp’s kayaks and check out the sights.

Kick a rugby ball around the sports field, get into a competitive game of volleyball, tennis or badminton with the available sports gear. Try your hand at archery or grab an air rifle for something a little different in the fully supervised facility.

Lakes Ranch offers abseiling, orienteering, swoop, rock climbing and a water slide; you can even watch a movie in the pool. Head out on a day hike or check out the glow worms sparkling in the dark bush at night.

And don’t forget the camp is a hop, skip and jump to the local attractions Rotorua has to offer.

From zorbing to luging, the options are endless. Maybe try a spot of fishing on one of the lakes, or check out the cultural sights around the region.

Extensive holiday programmes are on offer for those 12 years and above who love to get out into the great outdoors on horseback. From trekking to trotting, the camp offers amazing opportunities to harness your skills – you don’t even have to know how to ride. The talented team can teach you.

We also have Kids Camps which run every school holidays and are for 9-12 year olds.

Accommodation includes lodge rooms holding between three and twelve people, bunk rooms in the riding arena which sleep 11 in each, studio units with ensuites (perfect for parents and teachers), a Retreat Centre with five bedrooms and tenting and motor home sites are also available. Lakes Ranch includes a kitchen and mess hall, so small groups can cater for themselves and any group can have the talented catering staff whip up something delicious.

Run by a dedicated team, Lakes Ranch Christian Camp is an oasis of strong moral guidance in a fun and exciting holiday package.

www.principalstoday.co.nz Term 1 2011 | 33

Interview

Creating

a winning concept

By Kate Pierson

The greatest quest in contemporary science is a search for the indivisible and the reason for this is simple — because pretty much everything is a collection of smaller pieces.

And the deeper you dig, the smaller the pieces get.

Take people for example; physically and behaviourally we are all just the sum of our parts. Add human endeavour to this and again it’s the same thing — an achievement is a collection of steps down a particular path. The longer the path and the harder the steps, the more brightly this achievement shines.

And for those who have forged a profession from their passion, their career can burn the brightest of all. As the New Zealand Sevens coach, Gordon Tietjens’ career has been an incandescent light, burning brighter than perhaps he himself could have even imagined.

It has guided him on an incredible journey where the light of his own personality has shown others the way forward. The people whose lives he has helped shape and enrich would undoubtedly agree. And while it’s said ‘don’t let your job define you’, Tietjens wouldn’t have it any other way. In fact, he defines his job.

Tietjens is a living and breathing rugby radar; detecting talent with his expert eyes and intuitive senses. Christian Cullen, Jonah Lomu, Joe Rokocoko and many more — the professional portfolio of talent he has scouted reads like the who’s-who of world-class sportsmen.

But while Tietjens’ name may be synonymous with sporting success, as a mark of his innate modesty, his legendary status and personality remain strangers, meaning you’ll never hear him indulge his ego. Humility aside however, the verbal applause that echoes in the public sphere indicates his gift certainly hasn’t escaped the attention of New Zealanders.

Ask any man interested in running rugby if he knows who Gordon Tietjens is and their quick-fire response indicates it’s a no-brainer. And it is really. Because how could the name that has gone hand-inhand with countless sevens victories be anything other than revered?

Tietjens may not want to list his own praises, but the facts do it for him. His New Zealand squads took all three gold medals in the sevens tournaments at the Commonwealth Games in Manchester in 1998, Kuala Lumpur 2002 and Melbourne 2006.

Since the inception of the IRB Sevens World Series in 1999, the New Zealand Sevens rugby team won the title every year with the exclusion of 2006 and 2009.

Tietjens is uncompromising in his demand of excellence — the results don’t lie and he’s arguably revolutionised the way rugby is played. In short, he’s a sports specialist, but his words of wisdom are

rich in logic, so they can be applied to your world as you see fit.

We all know that there’s no “I” in team, but team is also an acronym for “together everyone achieves more”. It’s a philosophy that Tietjens lives by and a mantra for every team of players he works with.

Committed to fostering a synchronised network of players who grow physically, emotionally and psychologically as an integrated force, Tietjens knows a win is not just about how the players have played on the day or how effectively the learned tactics and strategies have been applied. Winning is a multi-faceted process that starts with the creation of a culture.

“You’ve got to create a culture and to create a culture that is second to none in terms of success, there have to be four qualities that make up this culture,” he says.

“The first quality is the team itself and then there’s team unity; this is about the team becoming a family and it is the physical and mental pressures and driving through these pressures that really brings them together.

“Thirdly, it’s about passion — because with passion comes enjoyment and then finally, discipline — this relates to having strong work ethics.”

Creating a culture in rugby is also about setting standards, Tietjens says, because when you’ve experienced success you have set a benchmark for the future. “A big part of the New Zealand Sevens is setting standards because the game is a launch pad for future careers — the first part of their professional era.

“Standards in sevens rugby are physical and mental; they’re not just about one thing. Nutrition, work ethic and application all come into play. And while I do set the standards and put the protocol in place, the players have to buy into it themselves.”

Get your head in the game…

If you have ever watched a game of rugby with bated breath, or felt the adrenalin rush yourself as a stampede of opposition closes in demanding an impulsive but calculated decision be made, you’ll know and appreciate that rugby is not just about physical strength. It’s an analytical game.

A competition that demands intuition, strategy, logic and mental toughness.

“My philosophy is, ‘you play what’s in front of you, you read what’s in front of you’,” Tietjens says of the strategy involved.

“You can go in with a game plan, but you have to be prepared for this strategy to dramatically change because sevens is about expressing yourself,” he adds.

Getting your head in the game of sevens is not just about how well you play the game, but how well you play the part of a true professional player. This means being the player not only on the field but in mind, body and motivational drive.

34 | Term 1 2011 www.principalstoday.co.nz

“With motivation you do have to grow it, but it also has to be there from the start,” Tietjens says. “Players have to have a hunger for it and the black jersey is always a motivation for them, because every time they put it on they have to say to themselves, ‘this might be the last time I wear it’.

“While the commitment to this sport is a massive adjustment for the players’ lifestyle, there is no real alternative if they want to be there. It’s an agreement between us all and when we assemble as a team for the first time, we give players the opportunity to have input.

“We create a document for them where they can outline their expectations of themselves and the expectations they have of us (management) — it’s a two way thing.”

… and keep your feet on the ground The aim of the game in rugby may be to stay off the ground, but in the social sphere, staying grounded is everything.

Because while confidence is key in professional sport, there is no room for ego on Tietjens’ teams.

The New Zealand Sevens team attended a school camp in Ohope and a meet and greet session at Whakatane Intermediate, and Tietjens says these events are all about being socially and emotionally available to the people who have given them their unequivocal support.

“Humility, that is ‘the’ top quality for us all. It’s true our teams have had a lot of success, but humility and being level-headed are real qualities, as is integrity. Our teams mix and mingle with whoever— we go out to different school districts and visit the schools who would not usually get to meet professional players. It’s about remembering who we are.”

Tietjens himself says that even through all of the success, the taste of victory is savoured with as much vigour every time.

“Some of my proudest moments have been standing behind the boys as they are accepting the gold medal, when our New Zealand flag is flying high and the national anthem is playing.

“This is us truly representing New Zealand and there is nothing better than that. ”

Transport

The changing shape of school buses Across the country in our more isolated communities, the school day for many begins with clambering onto a school bus, an hour and a half before school even starts. Most bus companies use their oldest buses on school routes which means that many of these seasoned commuters travel some of the country’s most challenging roads, twice a day, in the oldest, noisiest buses with the highest exhaust omissions.

New Zealand company, after all, it is New Zealanders who we are carrying around the country.”

This is now changing as New Zealand’s largest provider of school bus services, Ritchies Transport with a fleet of more than 800 buses, has made a significant investment by purchasing 120 new buses during the next three years to dramatically change the makeup of its nationwide school bus fleet.

Earlier this year Ritchies developed an operations manual for their bus school bus drivers to ensure that students arrived at school on time and ready to learn.

Dealing with students, parents and all sorts of emergencies can be part of a school bus driver’s day. Drivers are often required to manage students in highly charged situations without the benefit of immediate professional backup or having graduated after three years of professional development. The school culture drivers experienced as students is not the one they are providing a service to today different methodologies are required to manage the students of today. The manual explores a number of common scenarios and sets out the best practice for managing that situation.

The buses will be a mix of 40 and 48-seaters and will have the latest in emission controls. Ritchies director, Andrew Ritchie says the company is investing in New Zealand made buses because of their quality and safety features. “We wanted to invest in a

Ritchies Transport www.ritchies.co.nz/branch-locations/

w w w.ritchies.co.nz /branch-locations

2011 subscription form ONLY $1.00 PER COPY Please send me:

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LEOTC

Stay at Victoria University’s histroical Hall of Residence | Adjacent to

In historic Arrowtown the past is all around you...

the Wellington cable car | Situated within walking distance of Te Papa, Parliament Buildings and the CBD | Catering available - packed lunch

Experience a living classroom where you can get hands-on with the past

option | Comfortable accomodation at affordable rates | Discount for school groups | Available mid November - mid February

Years 1-10 Social Sciences Years 11-13 NCEA Geography, History, Economics

Contact details: Phone: 04 463 3700 Fax: 04 471 1128 Email: weirhouse@vuw.ac.nz www.weirhouse.co.nz

is back and it is

BIGGER, BETTER

& BOLDER

Contact: 03 442 0317 handsonhistory@queenstown.co.nz www.handsonhistory.co.nz

Music, reviews, movies, games, books, competitions, sports, health, fashion and giveaways PLUS loads more Y to check out!

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Visit our website: www.tearaway.net.nz

LEOTC

Safety, fun

and learning Wilsons Abel Tasman’s state-of-the-art Vista Cruise catamaran is delighting visitors for the third summer season with its quiet, fast, safe and comfortable ride. Continuous improvements realise the full potential of its innovative design.

Combine adventure and learning in a safe environment. Choose walking and guided sea kayaking options, or find the best location to spend quality time on a sheltered, golden-sand beach surrounded by calm azure waters, lush native forest and fascinatingly sculpted granite headlands. Let the Wilson’s expert team take care of the details, leaving you time to relax and enjoy the country’s finest coastal National Park.

Sailing from Kaiteriteri three times daily in the summer months (20 Oct – 18 April), the Vista Cruise is transforming the visitor experience in the Park. Wilsons Abel Tasman was judged best Visitor Attraction and Experience (small and medium) at the 2010 NZ tourism awards: Innovating for Success.

Share the Wilson family’s eight generations of experience in the region, and relax knowing they operate to the highest safety standards, committed to showing you the best of the golden coast while preserving it for future generations.

Call 0800 223 582 or visit our website www.AbelTasman.co.nz to help you maximise the fun, safety and learning potential of your next excursion

Adventure activities for all ages-choose one of our trusted programmes or design your own!

Discover your God-given potential through the challenge of adventure.

Tongariro National Park Central North Island P: (07) 892 2630

bluemountainadventure.org.nz Highest Safety Standards NZ Qualified, Experienced Staff

www.principalstoday.co.nz Term 1 2011 | 37

LEOTC

Te Awamutu Museum

launches NZ Wars field trip for schools

Endorsed by the Ministry of Education, and taking advantage of the rich cultural history unique to the Waikato, the two-day field trip includes site tours, maps, teachers’ notes, student resources, Marae accommodation, powhiri, raranga and hangi.

The New Zealand Curriculum emphasis on learning local history prompted Te Awamutu Museum, with other Waikatobased New Zealand Wars education historians, educators and enthusiasts to create a flexible and cost effective field trip for schools.

Te Awamutu

Te Awamutu Museum offers a range of education services that make learning fun.

Our customised programmes for Y1 to Y13 students will: • inspire inquisitive minds • provide engagement with local communities • meet your learning intentions and develop children’s key competencies.

Programmes include free teacher resources and are delivered: • in partnership with other providers • on location at New Zealand War battle sites • about ecological sustainability, social history… and much more.

Te Awamutu Museum has been swamped with enquiries since launching a new two-day New Zealand Wars tour for schools.

According to museum educator Alan Reilly “interest has been overwhelmingly positive”.

“Our aim was to make it as easy for teachers to connect students with some of the most important events in 19th century New Zealand while keeping costs down for schools,” Mr Reilly says.

The New Zealand Wars tour, an excellent opportunity for students to experience and understand how nationally-significant events have shaped New Zealand’s modern society. Visiting teachers say “… expertly designed to match the level of the children…. a memorable experience to enrich learning back in the classroom.”

This is just one of the many social history programmes offered for Year 1 to Year 13 students.

For more information call Alan Reilly on (07) 872 0085 or visit www.tamuseum.org.nz

Contact Museum Educator Alan Reilly today on 07 872 0085 or visit our website.

Endorsed by the Ministry of Education

www.tamuseum.org.nz

EXPLORE & EXPERIENCE

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Interactive educational experiences give students the opportunity to: ¸ ¸

Visit the debating chamber and learn about the parliamentary process

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Meet their local MP (when available)

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Participate in an active role play (Yrs 6–8)

View the historic buildings and gain insight to Parliament’s history

Contact Parliament’s Education Services to discuss your visit Phone: 04 817 9565 | Fax: 04 472 8206 Email: education.services@parliament.govt.nz Check out: www.explore.parliament.nz before you come.

38 | Term 1 2011 www.principalstoday.co.nz

LEOTC

A walk with Auckland Zoo’s Discovery and Learning Centre offers schools unique opportunities allowing students build knowledge and to become active contributors in learning solve environmental problems.

Its team of educators have undertaken a programme review, starting with learners’ needs.

The idea is to give every student a close encounter with the wonders of nature and the animal kingdom. Having created a dynamic environment, they then add subject material specific to learning objectives, principles, competencies and values.

Many Discovery Zone sessions are an hour long, as part of a LEOTC contract. The zoo works with schools to ensure visits occur at the best possible time for your units of learning, for maximum benefit.

In the bigger picture the zoo provides real contexts for environmental and conservation issues, building understanding, making connections, and encouraging students to envision the kind of future they want for themselves and for wildlife.

the animals One example of a new programme for schools is the Urban Ark for Schools. The zoo has embarked on the construction of our most important and largest project since it opened 85 years ago - a unique New Zealand experience called Te Wao Nui. About a quarter of the zoo will showcase New Zealand flora and fauna, and the Urban Ark for Schools will enable schools to learn about this at both the zoo and school grounds.

The Urban Ark concept is designed to improve the biodiversity of the zoo, or a school, by learning how to monitor, mitigate and modify, for your own environment. Starting with local schools, the zoo provides resources and in-school facilitation support for more than six months to enable students to learn, plan and take action to solve pressing environmental issues in local ways.

discoveryandlearning@aucklandcity.govt.nz phone (09) 360 3817

Auckland Zoo Motions Road Western Springs Auckland T (09) 360 3805

Amazing Fares For School Groups

Whether it’s a day excursion, start of an exciting school camp, or to simply take advantage of our fantastic school group rates a journey across Cook Strait is fun and educational.

During the journey your students can marvel at the great views, choose from a selection of food and drinks, puzzle over our free Fun Book, as well as having an entire vessel to explore To take advantage of our special rates for school groups and to arrange your school’s next adventure contact Faye Allison fallison@interislander.co.nz phone 04 498 3246

www.principalstoday.co.nz Term 1 2011 | 39

The effects of plastic on the environment are already well documented...but what about the effects of plastic on our bodies?

Research is showing that under special circumstances, certain chemicals from plastic bottles and containers are able to leach into the water (or food) held within. One such culprit is a toxic chemical known as Bisphenol A (BPA), a chemical with estrogen mimicking effects that is linked to obesity, diabetes, breast cancer and hyperactivity. Another two common toxic chemicals present in plastic bottles are antimony and phthalates.

Make a change for the better. Buy stainless steel BPA-free SafeBottles and reduce the impact of plastic on the environment and our bodies.

40 | Term 1 2011 â&#x20AC;&#x192;â&#x20AC;&#x192; www.principalstoday.co.nz

For more information and to see the full range of SafeBottles, please visit www.safebottles.co.nz or call our friendly team on 0800 777 444 or text SAFE to 244.

Special Education

Gifted

The implementation of the New Zealand Curriculum, with its emphasis on the personalisation of learning, brings both opportunities and challenges for teachers. One group with potentially much to gain from the new curriculum is the group of students described as “gifted”.

Education Centre

Many New Zealanders don’t like the word ‘gifted’. However, it is the internationally accepted term for those capable of performing within the top five percent in at least one area.

The Gifted Education Centre (formerly the George Parkyn Centre), offers various courses and programmes catering to gifted individuals.

These include a One Day School (ODS) programme and Gifted Online (GO), an online version for students who cannot reach a ODS venue.

programme addresses both educational and social-emotional needs.

Children enrolled in the programme spend one full school day each week at one of the ODS venues, working with children of about the same age and high ability level under the guidance of a specially trained teacher.

The other four days they attend their regular school. This programme caters for children from the age of six years until the end of Year 8.

With effective management, personalised learning can foster gifted students’ areas of strength and open doors to new learning. In a similar fashion, it offers opportunities to utilise teachers’ strengths, as well as challenging them to learn new strategies. Just as gifted students need support in taking up opportunities and facing challenges, their teachers also need support in providing for them.

According to Joseph Driessen, (Principals Today, Issue #85) “Moving every student to the next step is top of the priority list for a great teacher”, “A great teacher acknowledges they are part of a great learning community” and “While a great teacher will be generically very skilled, they will specialise and become truly great in one area”. Professional reflection will lead teachers to acknowledge that for some students and in some curriculum areas they may need to call on expert advice, in order to move a particular student on in his or her learning. Gifted learners may well be included amongst such students.

The centre also runs Small Poppies, a programme for gifted preschoolers, provides information and guidance for parents, offers professional development for teachers, supports research in the field of professional development and promotes community understanding, lobbies government and presents conferences – all with aim of advancing learning in mind.

As mentioned, the Centre also offers professional development for regular school teachers. Whether you want someone to look at your gifted education policy, or want to run workshops on identification or how to cater for these children in the classroom, The Gifted Education Centre’s professional development team is available to help you.

Working in partnership with the child’s regular school, the One Day School

Gifted Education Centre www.giftededucation.org.nz

Offering educational opportunities

Te Whare Wananga o Awanuiarangi is an indigenous university and a provider of Maori programmes within the tertiary sector in Aotearoa/New Zealand.

Tertiary study at Awanuiarangi is supported by a vibrant academic community, led by an impressive number of Maori PhD qualified staff and supported by an adjunct faculty of national and international experts.

It offers high quality educational opportunities at all levels that extend from marae and community-based learning programmes to graduate programmes at masters and doctorate levels. The focus for Awanuarangi is on the theme of Maori development and being an agent of positive change for the community, the Maori world and Aotearoa/New Zealand.

This year marks a development milestone for the Whakatane-based tertiary institution, which has established a campus at Unitec in Mt Albert and in the Far North based at Northtec. It has also established strategic relationships both here and overseas partly aimed at accessing quality benchmarking of its programmes.

The Gifted Education Centre can offer professional support in the identification of these students, and further assistance for those learners through distance programmes or in the grouping of like-minds such as happens at One Day School™.

The Gifted Education Centre To Go Beyond the Known

Free Phone 0508 GIFTED

Personal Development Heading Awanuiarangi is Professor Graham Smith, an internationally renowned educationalist who is at the forefront of alternative Maori initiatives in the education field.

The name Awanuiarangi is linked to the Mataatua canoe, which landed at Whakatane in the Bay of Plenty. Many tribal groups claim descent including Te Whanau-a-Apanui, Whakatahea, Tahoe, Ngati Awa and Ngati Whare.

www.wananga.ac.nz

www.principalstoday.co.nz Term 1 2011 | 41

You can help reduce the incidence and impact of cancer within your community, now and in the future, by including the Cancer Society in your Will

Your good Will will make a difference As your family grows and changes, it’s important to update your Will.

It’s the best way to provide for those you care about. It’s also a chance to extend your legacy to future generations, by supporting a worthy cause such as the Cancer Society.

Your bequest, no matter how large or small, will be used within your community to make a valuable and lasting contribution towards the fight against cancer.

Every dollar helps in our efforts to: ● Provide practical support services and information ● Fund vital research into the causes and treatments of all types of cancer ● Reduce cancer risk through health promotion and education Updating or making a Will is a simple process and we would like to offer you a free Will information pack.

Get your FREE Will information pack today.

Call 0800 55 65 85 or visit www.goodwill.org.nz

For more information call

0800 55 65 85 or visit www.goodwill.org.nz 42 | Term 1 2011 www.principalstoday.co.nz

Please include the Cancer Society in your Will and make a difference for future generations.

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• ONE EASY PRICE for everything, whether you are supplying photos, or artwork in black and white or colour • SUPERIOR QUALITY plus 100% MONEY BACK GUARANTEE to the school and the parents if not totally satisfied • Calendars are DESIGNED to be used by adults - including public holiday information - term start and finish dates - plenty of room to write daily events - quality designed product that will suit any decor, at home in the kitchen or within a professional office environment • Calendars FOLD NEATLY to a few mm’s thick and are enclosed in card, so they are easy to post to out-of town family & friends. - GREAT AND SIMPLE CHRISTMAS GIFT IDEA!

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Pricing Due to the recent advancements in digital printing there is no longer a need to charge different (and sometimes complicated) rates for artwork, whether it is digital, full colour or black and white material.

At Kiwifundraising.co.nz we aim to keep it simple, for the school and also the parents and families of New Zealand’s budding artists.

Working within the recommended pricing structure, you can be assured of more fundraising profit for your school, considerably less hassle and confusion.

The simple recommended pricing structure is as follow: Cost to school per calendar: One flat price of $5.00 Recommended on sell price to parents: One flat price of $10.00 per calendar

Contact Carla now to request your “Get Started Pack” Phone: 03 961 5160 or Email: kiwifundraising@academy.net.nz www.kiwifundraising.co.nz

www.principalstoday.co.nz Term 1 2011 | 43

Property Base preparation prior to the matting installation is of the upmost importance and can add years to your playground surface when done correctly.

Burgess Matting and Surfacing Limited specialises in the unique Wetpour system, which enables playground surfaces to be installed predominantly in one piece, designed to limit the number of joints.

The continuous installation moulds around equipment poles. Without leaving gaps, it can form mounds and follow any contoured surfaces.

There are various colour options available which can be used in conjunction with a range of bright coloured patterns, or a design of your choice can be created.

Burgess Matting and Surfacing's products are manufactured from 100 percent recycled rubber, which enables the company and its clients to do their share for the environment with unwanted waste.

The surface is virtually maintenance free as you will no longer need to top up bark or fill up scuffed-out areas which become wet, muddy and unpleasant to play in.

Excessive tile joins can work apart and gaps can lodge unwanted materials, which can be hard to remove and compromise safety and the aesthetic appearance of the surface. These issues can be avoided using the Burgess Matting and Surfacing Wetpour system.

44 | Term 1 2011 â&#x20AC;&#x192;â&#x20AC;&#x192; www.principalstoday.co.nz

A competent contractor is essential and we recommend Burgess Matting's trained personnel, who can advise the correct procedure for your situation.

Burgess Matting's installation teams are highly trained with many years of experience and knowledge in the fundamentals of the Wetpour system and work to provide a quality finish which will last for many years.

This experience and knowledge is invaluable when clients are outlaying significant sums of money on a project everyone has worked hard to achieve.

On completion and final payment of your installation, a Compliance Certificate of NZS5828:2004, along with a five year warranty statement, will be issued.

A sales representative can be in your area within days to discuss which matting system is most suited to your situation. A free, no obligation measure and quote and a list of potential funding organisations will be sent to you to assist in making your final decision.

Burgess Matting and Surfacing Limited 22 Poutini Street Wanganui T 0800 808 570 E keith@burgessmatting.co.nz www.burgessmatting.co.nz

Property

Covering up It’s that time of the year when the sun makes its presence well and truly felt – so providing UV protection is on everyone’s mind.

Shades Direct provides today’s schools with a total package of sun (and rain) protection solutions, from shade sails to giant cantilever umbrellas, from all-weather waterproof canopies to hip-roof structures.

Shades Direct offers fixed or retractable sail options that are manufactured from quality materials. Shade sails are constructed from commercial grade 370gm shade cloth and are double stitched for strength and durability with long life Tenara thread.

Giant cantilevered umbrellas are an innovative solution for outdoor spaces where shade is needed in different areas as the sun moves throughout the

Sun Safety

day. Robust in construction, these super versatile umbrellas can be rotated on their pivot base and the cantilever design means no centre pole to get in the way of picnic tables, seating or play equipment.

All-weather Solar Shield canopies provide year-round sun and rain protection with polycarbonate roofing that is both completely waterproof and excludes 99 percent of harmful UV radiation. Perfect for classroom frontages, lunch areas, walkways, assembly areas and extra teaching space.

0800 SHADES

Your local Shades Direct agent can advise on the best product for your needs and assist with all aspects, from design through to installation.

Shades Direct 0800 SHADES (0800 742 337) www.shadesdirect.co.nz

Call 0800 SHADES - Agents Throughout the North Island

SHADES DIRECT Call 0800 742 337 for a FREE quote www.shadesdirect.co.nz

www.principalstoday.co.nz Term 1 2011 | 45

Conference Venues

All Seasons

Christchurch Centrally located less than five minutes from the city centre, All Seasons Christchurch offers great value for money conference facilities and spacious accommodation rooms, in a picturesque garden setting reminiscent of a vintage English manor.

All Seasons Christchurch provides comfortable meeting spaces with pillar less rooms, natural light, air conditioning and opening windows; and what’s more, All Seasons Christchurch has plenty of complimentary car parking for attendees.

Seasons Christchurch provides the perfect base to explore New Zealand’s gorgeous Garden City.

Overview: • Seventy four room hotel with restaurant and bar onsite • Three conference and event rooms seating up to 100 for banquets or 120 theatre style • Distance from the hotel to the city centre: Cathedral Square (1.7 km) • Distance from the hotel to the airport: Christchurch airport (6.0 km).

All Seasons Christchurch’s proximity to the city centre makes the location ideal. With Hagley Park, Christchurch Casino and Arts Centre located nearby, with easy access to many other activities and attractions, All

Mercure

Dunedin

Once described as “one of the leading houses in the Australasian colonies,” Wain’s Hotel, now Mercure Dunedin, commands a special place in the history of Dunedin’s Tourism industry.

While times have changed in the years since 1863 when the first hotel was built on the site, Mercure Dunedin has maintained much of the original charm with its impressive Victoria facade and a rich sense of warmth and boutique character that have long been associated with this unique hotel.

Mercure Dunedin is well located in the heart of Dunedin, within walking distance of the casino and shopping centres. The hotel features 50 well-appointed guest rooms and suites with a light and spacious design and modern ensuite bathrooms.

The heritage-listed hotel offers different room configuration options to cater to individual needs, from the business to family traveller.

Mercure Dunedin also includes the stunning Relish Restaurant and Bar, featuring a creative seasonal menu which makes use of delicious local produce.

The hotel is located near the Cadbury Chocolate Factory, Otago Early Settlers Museum, Speights Brewery and the gateway to the Otago Peninsula, the wildlife hub of Dunedin.

For additional insight regarding Mercure Dunedin visit www.accorhotels.com/6912

When you book an event at Mercure Dunedin our dedicated conference team is determined to show that your business means the world to us.

Located in the centre of the city, Mercure Dunedin features two unique conference rooms with pillarless views, an abundance of natural light, and space for up to 250 guests.

Please contact our friendly Conference Manager who will be delighted to assist you.

310 Princes Street, Dunedin 9016 Phone: 64 3 474 7104 Email: events@mercuredunedin.co.nz www.accorhotels.com/5699

46 | Term 1 2011 www.principalstoday.co.nz

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STUDENT DIARY 2011 Name:

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STUDENT DIARY 2011 Name:

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SECONDARY & TERTIARY DIARIES There are many ways you can personalise your student diaries, such as by providing artwork for the cover and including rules and regulations specific to your school at the front of your diaries. More ways to personalise your diaries are by being able to choose the type of binding and also the layout of your internal January-December diary pages.

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