Principals Today #116

Homework useless or useful?

AN ARGUMENT FOR THE AGES

Learning styles The ultimate example of no one size fits all

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Learning in 3D

Fuelled4life’s Fresh Made mission

Flexible learning spaces Building a Tesla Model S on a Model T budget won’t work

EXTRA-CURRICULAR BENEFITS How activity helps everything

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THINKING ABOUT

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MySchoolApps is a convenient, reliable way to receive school notifications. Gone are the days of notices getting lost in children’s schoolbags!

With MySchooApps school notices, newsletters, any alerts, or other important information will be communicated directly and immediately to the parents or caregiver’s smartphone.

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School sign up Schools can sign up for a 30 day trial of MySchoolApps at our website www.myschoolapps.co.nz

How does MySchoolApps work?

As soon as your school registers with MySchoolApps we will configure your school mobile app. This is a fast process, enabling your school to quickly start creating content categories and uploading notifications and/or documents.

If you choose to trial MySchoolApps, you will receive the full functioning iPhone, iPad, and Windows Phone version to trial in your school for 30 days.

What does MySchoolApps offer?

If you choose to subscribe to MySchoolApps after the trial, we will then build the full functioning Android version.

• Unlimited free instant Push message notifications (Push anything instantly)

If you choose not to go ahead, we will simply remove the iPhone app from the Apple App Store.

MySchoolApps’ flexibility means it can offer:

• Unlimited Push message categories for parents to subscribe to: Alerts - Events - News - Newsletters - Timetables • Information pages (create unlimited content pages easily and quickly) • Permission notes

Pricing

• Parent eForms for Sick Note/Absent and Change of Details

Ask if your school qualifies for a free app.

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Or set up is $1250+gst + $2 per student per year.

• Embedded PDF documents

We will also make a free website for your school that seamlessly integrates the app. However if you’re happy with your existing site we can integrate with that too.

• Links to website pages • Embedded videos/maps and GPS directions • Create your own unlimited custom eForms with payment and signatures if required • Unlimited content categories (created easily and quickly) • RSS Feed and Google Calendar integration • Social media integration with Twitter and Facebook • Social media sharing (option for parents/students to share app content on their own Facebook/Twitter feeds ) • Website integration (post content once and publish everywhere) Includes free MySchoolApps website which syncs seamlessly with the app • Reply by SMS and email (great for parent/student feedback) • Unlimited photo galleries (create a photo gallery on any content entry) • Password protected content.

MySchoolApps is easy to update Teachers and staff can update the status of any event with the easy to use admin tools from their computer or their smartphone.

We will also make a FREE website for your school that seamlessly integrates the app.

However if you’re happy with your existing site we can integrate with that too.

MySchoolApps Premium Functions:

Password Protected Content School administrators can password-protect any content category as required. This is great for adding a dedicated staff content category, or for any content you don’t want to be seen by anyone outside the faculty or selected parts of the school community.

SMS & Email Reply Options School administrators have the option to enable content entries to be replied to by the parent/ student community.

Any content can have an email and SMS reply option added great for events requiring RSVPs or any entry requiring a reply.

Photo Gallery Option on any Entry

Embedded Maps with GPS Directions

Multiple photos can be added to any content entry showing as a “slide your finger show” on your MySchoolApps.

School administrators can embed maps in any content entry, enabling the user to get GPS directions - great for providing directions to sporting venues, theatre events, meetings etc.

MySchoolApps Functions:

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School Events Calendar

Customised Content

Content added to MySchoolApps can be pushed as FREE instant push notification messages, which can be immediate or scheduled for later. It can be used for news, events, newsletter posts, last minute cancellations and more. Also, you can categorise the push alert to target years, classes, subjects, sports teams, drama classes, choirs etc. It’s a great replacement to school SMS.

Your MySchoolApps is branded for your school.

Your parent community can find it in the App Store by searching the school’s name. It can even be customised in the future for your school as required.

MySchoolApps shows events in list format, month by month, and calendar format. Parents and students can also add school events to their own personal iPhone calendar at the click on a button.

Google Calendar iCal files can also be synchronised with the MySchoolApps calendar.

Create your own custom content categories published right to your MySchoolApps in real-time.

MySchoolApps is not limited to a standardised set of content. Any content added can also be pushed as an Alert, right to the parents’ phones.

Website Integration

MySchoolApps Feed

Change of details E-Form

Absentee Note E-Form

MySchoolApps includes an embedded change of details E-Form so parents and students can submit changes to their contact details back to the school.

MySchoolApps includes an embedded absentee or sick note E-Form, so parents or students can submit details of absence back to the school.

View MySchoolApps content directly on your website via the MySchoolApps Communication Centre website plug-in, or you can use your free and feature-rich MySchoolApps website for a completely seamless solution.

• • • • • •

A feed can be viewed of all content that has been added in chronological order, regardless of which categories the content is in – a great way to scroll through to see what has been updated during a day, week, month etc.

Documents Display published newsletters, forms, notes, permission slips, annual reports, or any document you require.

Publishing content to your MySchoolApps Communication Centre will populate your website and MySchoolApps mobile Web & Mobile Native school App seamlessly.

Easily plug the MySchoolApps Communication Centre embed code into your website and let MySchoolApps maintain your events, news, newsletters, alerts and documents.

MySchoolApps Communication Centre website plug-in.

Integrate your MySchoolApps with your website via the MySchoolApps Communication Centre.

You can easily embed the MySchoolApps Communication Centre straight on your website.

You can update your site, and MySchoolApps mobile school app all at once.

www.myschoolapps.co.nz trusted since 1980

For any queries, please contact Julianne Eady phone: (03) 961 5050 or email: julianne@academygroup.co.nz

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IDEAS WWW.PRINCIPALSTODAY.CO.NZ ISSUE 116 | TERM 4, 2017 HEAD OFFICE

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Level 6 10 Scotia Place Auckland

CONTENTS 6 : Q&A

Roger Moses talks about his 22 years as headmaster of Wellington College

MANAGING DIRECTOR

7 : LEARNING STYLES

Gary Collins

GENERAL MANAGER OF OPERATIONS Kylie Palermo

If ever there was a case of no one size fits all – it’s how we learn

9 : HOMEWORK – USELESS OR USEFUL?

NATIONAL SALES & DEVELOPMENT MANAGER

Clive Greenwood

ADMINISTRATION Louise Keates Angela Barltrop Laura McLoed Lyn Wright Jo Pritchard Melissa Smith

The argument surrounding homework’s effectiveness is as old as homework itself

MEDIA CONSULTANTS

WORKING SPACE

16: FUEL FOR LIFE

Why trying to build a Tesla Model S on a Model T budget won’t work

7: THE WELLBEING-ACHIEVEMENT CONNECTION

How the Health Promoting Schools programme is proving its worth

8: EXTRA-CURRICULAR BENEFITS

How activity helps everything

10: ARE YOUR STUDENTS ROAD SAFE?

Fuelled4life’s Fresh Made mission to support healthier school lunches

LEARNING SPACE 18: LEARNING IN 3D

A case study in implementing 3D printers

20: CREATING SUN SMART AREAS

What you need to know about summer’s sting

12: THE FRAMEWORK FOR STUDENT SUCCESS

22: LAKESIDE RETREAT

Ten year anniversary propels Ruapehu survivor to reach more kids

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Phone: (03) 961 5176 Email: sales@academygroup.co.nz

When people are outdoors it is important that they protect themselves from the sun by wearing protective clothing, sunhats, sunscreen and sunglasses, as well as using available shade.

A great tool to educate students about cycling and road safety

SALES & ADVERTISING MEDIA AGENCY CONSULTANT

5: FLEXIBLE LEARNING SPACES

12: FROM TRAGEDY TO TRIUMPH

Phone: (03) 961 5050 Fax: 0800 555 054 Email: admin@academygroup.co.nz

Monice Kruger Chris Graves Grant Williams

TOOLS

The link between group dynamics, technology and achievement

22: UNDER THE SPOTLIGHT

Stages and seating designed for any performance

A camp to equip kids with tools for the future

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NEWSROOM Jonathon Taylor Lydia Truesdale Natalia Rietveld

EDITOR JOURNALISTS

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PRODUCTION Jarred Shakespeare Carolynne Brown Sophie McGinn Sarah Betman Sam Stuart

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News | Viewpoints

Flexible learning spaces – building a Tesla Model S on a Model T budget Melanie Webber PPTA vice-president

Kia ora, my name is Melanie Webber, and I am terrified.

Six years ago, the ministry realised that my school had been built out of asbestos on top of a landfill, and that there might be some issues associated with this.

Lengthy lobbying of the ministry resulted in the largest ever amount of money being budgeted for a rebuild; $79 million dollars, and the rebuild process was commenced.

All going according to plan, in the Term 2 holidays of 2019, 100 odd staff and 1,600 students will move from our homely Nelson blocks and prefabs into the brave new world of what the ministry calls a ‘flexible learning space’, and my mum calls ‘open plan’.

It’s exciting. It’s shiny and it’s new… and it’s hugely different from what we currently have.

If the inquiry cycle begins with a problem, our starting point was that our school was falling to pieces. The solution has ended up being a complete shift in the way our school will operate.

The architects tell us that this is the way of the future. That it’s modern and that it’s Innovative; but in my heart of hearts, for all that I know of the power of architects to shape environments, it’s just a space. What matters is the teaching and learning that goes on inside it, and that had actually been going pretty well.

There’s some real confusion around language when it comes to these spaces, and I’m a big believer in the power of language.

People often interchangeably refer to these as ‘modern, 21st Century, or innovative learning environments’, and ‘flexible learning spaces’, but these are different things.

The simplest way to differentiate them is to say that the modern or innovative learning environments are about the pedagogy. The flexible learning places are the buildings.

Despite what Bill English thinks, they’re not generally prefabs.

The Ministry’s 2016 review “The impact of physical design on student outcomes” describes flexible learning spaces as enhancing and enabling

innovative learning environments, which they define in the introduction, as the student-centred learning and collaborative teaching practices that should be at the core of a school’s educational vision.

Many of our colleagues have chosen to work in these new spaces and they adore them, but in terms of demonstrating and sharing best practice from these environments, the ministry is failing to take a lead.

Just as it is possible to build a school with flexible learning spaces, and then try to use these spaces in a more traditional way, so too is it possible to have student-centred learning and collaborative teaching practices within a traditionally built school.

While ultimately each school will find its own way of working, there is a need for properly funded research into the effectiveness of flexible learning spaces in terms of their impact on student achievement, student wellbeing, teaching and learning, and teacher well-being and satisfaction in the New Zealand context.

This shouldn’t be a new idea. Collaboration is at the heart of much of what we do, and if you’re not working to differentiate for a diverse range of learners in your classroom, your competence is likely to be called into question.

The days of the teacher simply writing on the board, the class copying and later regurgitating word by word onto an exam paper at the end of year are long gone. Lessons I recall from school – “Read the text book from page 40 – 45 then answer the questions on page 46” - are largely extinct in schools. I haven’t used a text book in my classes for years.

The difficulty comes with the language. What we see in the research is an analysis that focuses more on the ‘modern’ or ‘innovative’ pedagogies (double thumbs up), and are actually able to be implemented in any classroom with appropriate support, and less on the buildings themselves.

What research there is available around the buildings themselves tends to focus on the ‘doesn’t need a brain surgeon’ sort of research that reveals that higher quality buildings and facilities are linked to better student achievement and engagement outcomes.

In the absence of research into these flexible learning spaces in a public secondary context, we are left with a vacuum, and that vacuum fills with fear. We know how much noise our Year 9s make when they’re excited about a collaborative task, and we worry about how the Year 13s are going to get on in the same space as them.

While the ministry talks about flexible learning environments allowing teachers to teach in the style that best suits the needs of diverse learners, we worry about the impact on our kids with special learning needs, in particular those with attention and auditory processing issues.

With the supposed weight given to evidencefocused change in education, it is surprising we don’t have this already. We challenge the ministry to undertake this work.

Concerning too is the inequity in the support given for schools to make the changes that a transfer to these flexible environments requires.

My teaching strategies are going to have to change.

If I was in a new school, we would have the benefit of a staggered introduction of students – learning together with the new Year 9s how to operate in these new wall-less environments - not five levels at once. We would have more teachers, which would allow us to adjust with a good staff to student ratio.

The PPTA believes that the government can resolve some of these inequities between new schools and rebuilds by providing funding for professional development and release time for teachers to engage with the required changes in their pedagogy.

Teachers must be supported in these changes, and they must know that they are heading in the right direction, not being led into a wilderness by false prophets.

If these shifts are not made in a supported way, teachers will struggle with the change and resist; continuing to teach in a more traditional way, and these spaces will fail, as they did in the 1980s.

Perhaps more frightening though, is that we will make it work despite all this. Ours not to make reply, ours not to reason why, we will make it work. We will do what teachers do, and near break ourselves in making it run, attempting to build a Tesla Model S on a Model T Ford budget.

This is our chance to say that we, and our students, deserve more.

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www.principalstoday.co.nz Term 4, 2017 | 5

News | Principal Q&A

Principal Q&A Wellington College headmaster Roger Moses After 22 years as Headmaster of Wellington College, Roger Moses has announced his retirement. He spoke with Principals Today to reflect on his time as headmaster of Wellington’s largest boys’ school, here’s what he had to say.

Why have you chosen 2018 to be your year of retirement?

Wellington College celebrates its 150th anniversary at the end of 2017, and our new performing arts centre/assembly hall will be completed in March, 2018.

After nearly 23 years in the job, it is an appropriate time for me to consider the next phase of my life and for a new leader to take the school forward.

Leaving at the end of Term 1 means that the school year is up and running and the new principal will be able to focus on reaching out to the college community.

What will you miss most about your time at Wellington College?

From 1995-2010, when I lived on site, Wellington College was my home.

I have loved the friendship of the staff, parents, the wider school community and, of course, the several thousand young men who have passed through the College during my time as Headmaster.

As a sports nut, I will particularly miss watching the wonderful encounters with traditional rivals I have relished over the years. My Saturdays and Friday nights in the future will be very different!

Is there anything you would do differently if you were given a second chance?

Running a big school requires significant financial acumen. When I was first appointed in 1995, I had very limited experience in this area.

Some sort of prior training would have proved invaluable.

My experience as a deputy principal enabled me to supervise litter cleanup, solve crimes and run assemblies.

It didn’t provide me with much experience of preparing a budget

In speaking to my ‘younger self’, I would say “Roger, give the job your very best, but don’t forget to put aside quality time for your family. They will care for you long after the institution you have served has forgotten you.” I look forward to spending much more time with my four wonderful grandchildren.

and fundraising. In my humble view, all prospective principals should be provided with at least a basic training in financial management.

“As a sports nut, I will particularly miss watching the wonderful encounters with traditional rivals I have relished over the years.

My Saturdays and Friday nights in the future will be very different!”

What have been some of your most memorable moments?

There is a plethora of highlights that spring to mind over such a long period.

However, perhaps the most poignant for me occurred at our prize-giving in 2006, when a standing ovation and spontaneous school chant was given to a wonderful young man by the name of Terefe Ejigu.

Terefe was a lad from Ethiopia who had been separated from his wonderful mother while she had been in a refugee camp. They were reunited in New Zealand just before he began at Wellington College.

In material terms, they had very little, but during his five years at College, Terefe had a profound impact on everybody around him. He became a school prefect, a national athletics champion, captained the College’s athletic team and succeeded admirably in his academic studies, which enabled

Roger Moses

him to gain a full scholarship to East Michigan University. He was universally loved and the reception he gained when he stood to receive his award and speak to the school, still gives me goose bumps.

For me, Terefe personifies the transformative power that a good New Zealand education can provide to anyone who wants it. Four years later, I received video footage of the similar standing ovation he received, this time from 4,000 people, as he was awarded his degree from the prestigious University of East Michigan.

Do you recall your first day on the job?

I remember my first day very clearly and, particularly, my first assembly.

I spoke of the centrality of academic excellence and the vital part played by sport and the arts in a boys’ school. I also spoke of my abhorrence of bullying and how I believed passionately that the tone of a school was determined by the way in which the most vulnerable student was treated.

I would be dishonest and naïve to pretend that bullying has never been a problem. However, I can say with absolute honesty that I have always done my very best to be proactive in this area in which the threat has been exacerbated (in recent years) by the abuse of social media. It is a battle which every principal may face at any time.

Knowing what you know now, what advice would you give to your younger self?

The life of a principal in a large secondary school is all-consuming, and involves many evening functions and weekend activities. I have never regretted a day in the job, but cannot help but feel that my own family has at times lost out.

In speaking to my ‘younger self’, I would say “Roger, give the job your very best, but don’t forget to put aside quality time for your family. They will care for you long after the institution you have served has forgotten you.” I look forward to spending much more time with my four wonderful grandchildren.

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News | In the classroom

The wellbeing-achievement connection Health Promoting Schools, a national health and wellbeing approach used by 1,565 schools in New Zealand, has proven its effectiveness in improving school attendance and lifting student achievement, according to a new study commissioned by the Ministry of Health.

Rather than provide a ‘one size fits all’ programme, Health Promoting Schools (HPS) guides schools to collaborate with students, parents, whānau, and the wider community to develop their own ideas and activities to improve the well-being of children and adults.

The Ministry of Health funds the HPS service delivered through District Health Board facilitators and the HPS National Leadership and Co-ordination Service (NLCS), provided by Cognition Education Ltd. The NLCS commissioned Dr Heidi Leeson, director at Monocle Solutions, to study its effectiveness.

Dr Leeson found that HPS makes a significant contribution to achieving improvements in schools – in particular

increases in attendance and reading achievement, and reductions in stand downs and suspensions.

The students made a video which helped them form a view of hauora and whānau support.

No other HPS service globally has been able to prove that the HPS approach drives significantly better education outcomes.

Students and teachers collaborated with the community and whānau through meetings at the marae to develop their approach to learning – which has included beach clean-up days, and a hikoi organised by their iwi about healthy people and healthy nature.

Many schools, from tiny rural district schools in the far north or Southland to multi-cultural city schools in West Auckland and Titahi Bay, Wellington, have worked with HPS facilitators to review their school systems from a whole of school approach, linking education priorities with health and well-being needs.

Following the review, schools work with students, parents, whānau and others to develop and implement new activities that are aligned to the school’s and teachers’ goals.

For example, in the far north at Waiharara School, which is 100 percent Māori, the principal, Toni O’Neill, enabled students to lead a community-wide inquiry into hauora (well-being) and what it meant to them and their whānau.

The school community identified the importance of physical, spiritual, family/whānau and mental health.

HPS is delivering for the school. It now has more than 90 percent whānau engagement from a low of 10 percent less than a year ago. Students are more involved with their learning with whanau and the wider community.

Whanau are also more engaged with their children’s learning.

Evidence is also appearing of accelerated learning for at risk students and Year One students achieving at or above the National Standards after 40 weeks at school. Year Two students are at or above the national standard.

“The more that parents and whānau are involved in decisions about health/ wellbeing and education, the more their children will learn and achieve at school,” Toni says.

A survey of 1,000 school parents aimed at finding out how much parents knew about HPS and what concerns they held about their children, found that parents of children in low decile schools and non-Europeans are most concerned about the well-being and learning of their children.

The survey also found only 20 percent of parents were aware of HPS (when prompted), but interest in the service was high. Six in 10 parents who were not aware felt it would be of benefit at the schools their children attended. Awareness and interest was significantly higher among younger, non-European parents with children at low decile schools.

Health Promoting Schools delivers parental engagement and student wellbeing: - In HPS schools, 60 percent of attendance improvements are explained by involvement in HPS - 42 percent decrease in student standdowns and suspensions explained to involvement in HPS - Students reading performance in HPS schools was 29 percent higher on average than in non-HPS schools.

Learning styles

By Lydia Truesdale

When learning something new, is the way one prefers to learn dependent upon the skill being learned, or the person learning it?

to be able to learn in all sorts of different ways and scenarios.

There’s also the danger that categorising students by preference could stereotype them, and they could end up stereotyping themselves and begin to manipulate their learning to their detriment by doing so, for example, excusing themselves from reading a set text because it’s not their preferred style of learning.

Theories and practices surrounding learning styles have existed for decades – if you look hard enough you’ll find more than 70 different credible – approved by peer-reviewed research – models.

Most easily these are characterised by being practical or theoretical learning, visual (seeing), auditory (hearing) or kinaesthetic (doing).

Traditionally learning is dominated by the more cost-effective theoretical practices, for example reading about how to do something as opposed to physically practising learning it using the equipment and technology in question.

Recently many schools worldwide have developed their curriculums to incorporate different learning styles.

Some schools, according to BBC Future writer Claudia Hammond, are said to dress their students in bibs that indicate their preferred learning style so teachers know how to best ‘teach’ each individual.

Called the meshing hypothesis, the idea is that meshing learning styles

with individuals’ learning preferences will make it easier for those individuals to learn, and they will do better in life as a result.

Some teachers swear by the style and note certain visible improvements when learning via the meshing hypothesis, such as less resistance from students when it comes to learning.

But there’s one (major) problem according to perhaps the most comprehensive review on the matter yet – which analysed 30 years of research over 16 months and was published in 2004: there’s no real evidence to suggest that learning is

definitively improved when tailored to an individual’s preferred learning style.

In fact, if anything, the opposite.

Why? Because try as we might, our senses don’t work in isolation.

Take reading for example – it’s not strictly a visual process, but rather a range of regions in the brain are activated to allow us to imagine the scene and best absorb and make sense of the information before us.

The 2004 review concluded that teaching in the meshing hypothesis way could hold students back. Playing to our strengths might seem like a good idea, but in adulthood we need

In truth it’s hard to provide teachers with good advice on what they should do. The 2004 review reiterated that we are still some considerable way from an overarching and agreed theory of pedagogy, but that current research shows that teaching according to learning style does not lead necessarily to definitive improvement in learning and achievement.

What’s clear is a lack of studies structured in a way that can effectively collect and determine this data, and many studies have also not been peer reviewed.

Learning styles definitely exist, but instead of isolating and enhancing individuals’ natural or preferred ones, we should we practising them all equally.

If we aren’t practising this when we find learning easiest – during our younger years – than are we truly likely to develop the skills needed to be successful in societal settings?

www.principalstoday.co.nz Term 4, 2017 | 7

News | Beyond the Classroom

Extra-curricular benefits

By Natalia Rietveld

As adults, we understand the importance of hobbies and interests outside of work.

It enables us to forget the stresses of the workplace, form new social circles and keeps our minds active.

So too are extra-curricular activities important for young people in school.

There are many noted benefits in those who partake in extracurricular activities, benefits both inside and outside of their education.

The Ministry of Education’s research division states that “Involvement in sports, arts and other activities in school, and time spent in extracurricular activities is positively related with academic success in the first years of secondary school”.

A longitudinal study on NCEA and Student Motivation and Achievement found that “In 2007 and 2008… over 60 percent of Year 10-11 students reported participation in sport, and those who reported playing sport attained more credits than those who did not.”

The study also found that students who worked up to 10 hours a week

after school achieved more credits than those who did not work at all.

Why? Because it enables young people to be part of something greater and gives them a sense of purpose.

CONFIDENCE School can be tough for a lot of pupils, for many it’s a constant battle to try and fit in. Choosing an extracurricular activity that ignites interest, immediately surrounds them with a group of like-minded others and gives them space outside of school to interact and form lasting friendships.

This in turn helps to develop selfconfidence and belonging. Having strong friendships will help young people to overcome many obstacles that come their way.

TEAMWORK Once committed to an activity they are suddenly part of the greater picture.

Everything they do now affects all those who participate alongside them.

As noted in the longitudinal study, working in a team opens itself to leadership opportunities, “the most frequent leadership roles were linked to extracurricular activities”.

Furthermore, any issue faced within that commitment has to be discussed and solved collaboratively, a skill well utilised in the workforce.

TIME MANAGEMENT Being involved in any activity outside of school showcases the ability to juggle multiple commitments. The Ministry of Education’s Research Division says families have a vital role to play in monitoring their child’s out of school activities as well, “this evidence supports encouraging young people to participate in activities outside school provided that these activities are kept to a manageable level”, which takes us to the final point.

PRIORITISING There is such a thing as too many commitments. Everyone needs down time. Prioritising what is most important can be a difficult skill to attain, but once learnt, can be used in various situations throughout their lives.

In saying this, forcing just any extracurricular activity upon young people will be counterproductive. Allowing them to choose what truly interests them will be the motivation they need to fully commit themselves and to take away any important life lessons.

KiVa helping to reduce bullying in NZ schools KiVa, an anti-bullying approach for schools, is in its third year for some New Zealand schools.

Accent Learning, New Zealand’s KiVa licence holder, can report that there is on average a 10 percent reduction in bullying incidents, with some schools demonstrating over 20 percent.

This mirrors what is happening in other countries implementing KiVa and what has happened over the last 10 years in Finland. Percentages like these represent thousands of students who say their situation has improved.

The New Zealand picture is this: there are approximately 750,000 students in New Zealand schools. Statistics tell us approximately 20 percent of New Zealand students are bullied, so we are talking about 150,000 of our young people who are relentlessly targeted.

By working together, our studentscan reduce bullying KiVa is a school community approach to bullying prevention.

It is designed first and foremost to create a school climate unaccepting of bullying and instead, encouraging of empathy and positive social behaviours.

KiVa students are equipped with strategies and confidence to act and defend.

To learn more, contact Deidre at: deidre.vercauteren@accent.ac.nz

or visit: www.kivaprogram.net/nz

8 | Term 4, 2017 www.principalstoday.co.nz

If we had KiVa in all our schools a 10 percent improvement over just one year would mean that life for 15,000 of our students would improve in the first year! Every child has the right to feel accepted and to feel safe at school.

What is KiVa? KiVa is a school community approach to bullying prevention. It is designed first and foremost to create a school climate unaccepting of bullying and, instead, encouraging of empathy and positive social behaviours. KiVa students are equipped with strategies and confidence to act and defend.

What makes KiVa different?

• KiVa has a strong theoretical basis • KiVa is based on decades of research • KiVa is centred on the idea that the way bystanders react either maintains bullying or puts an end to it.

Why is KiVa necessary?

• New Zealand’s statistics have not improved • 2014 TIMSS Report shows only two countries worse than NZ • 2011 TIMSS Report put NZ in bottom six countries • KiVa NZ student surveys show about 20 percent of our students are bullied • Approximately ¼ of NZ bullied students say they don’t tell anyone.

Is KiVa successful?

• Yes! • KiVa principals report spending less time on bullying incidents • Students talk about getting a second chance and changing their behaviour • KiVa teams are dealing with less incidents each school term • Student surveys already show an average of 10% reduction in bullying.

Accent Learning (04) 463 9612 deidre.vercauteren@accent.ac.nz www.kivaprogram.net/nz

News | Beyond the Classroom

Homework

useless or useful?

By Lydia Truesdale

The argument surrounding homework’s effectiveness is about as old as the notion of homework itself.

Qualms first arose during the Progressive Era of 1890-1920, when reformers crusaded to abolish homework on the belief it was a “sin against childhood” (Gill and Schlossman, 1996).

The argument continues today. On one side are those who believe homework strengthens the understanding of what is taught in the classroom. On the other are those who believe the demands of life leave no time or mental capacity for productive study outside of school hours.

Acting head of early learning and achievement at the Ministry of Education, Karl Le Quesne, says homework can either support or undermine student progress and achievement, “depending on how it is designed, and depending on how parents get involved”.

The impact of homework on academic achievement A 10-year long study conducted

by Gerald K LeTendre, professor of education at Pennsylvania State University, suggested that a significant percentage of elementary (primary) school children around the world are struggling with large homework loads.

From approximately 2005 to 2015, LeTendre investigated international patterns in homework using databases like the Trends in Mathematics and Science Study (TIMSS). Students from all 59 countries that participated in TIMSS reported being assigned homework.

LeTendre’s research found that the highest homework loads are associated with countries that have lower incomes and higher social inequality. So exactly how much homework are we talking?

“Almost 10 percent of fourth graders worldwide (one in 10 children) reported spending multiple hours on homework each night. Globally, one in five fourth graders report 30 minutes or more of homework in math three to four times a week.”

And yet, “In East Asia, Hong Kong, Taiwan and Japan – countries that had the top rankings on TIMSS average math achievement – reported rates of heavy homework were below the international mean.

“In the Netherlands, nearly one out of five fourth graders reported doing no homework on an average school night, even though Dutch fourth graders put their country in the top 10 in terms of average math scores in 2007.”

The impact of homework on students LeTendre’s research states that empirical studies have linked excessive homework to sleep disruption, indicating a negative relationship

between the amount of homework, perceived stress and physical health.

“What constitutes excessive amounts of homework varies by age, and may also be affected by cultural or family expectations.”

Understandably, young adolescents in middle school, or teenagers in high school, can study for longer duration than elementary school children, he says.

“But for elementary school students, even 30 minutes of homework a night, if combined with other sources of academic stress, can have a negative impact.”

So, LeTendre established that homework is more detrimental than otherwise to his target age group – younger (primary/elementary) students. However, he also concluded that homework, in fact, is an important component of education for students in the middle and upper grades of schooling.

While he admits to feeling that homework is currently an ‘easy option’ teachers use to meet arbitrary achievement goals, lack of planning time or little autonomy over curriculum, “if teachers are careful in… weighing the student’s age, family situation and need for skill development – then homework can be tailored in ways that improve the chance of maximum positive impact for any given student”.

The danger here is that the onus is put onto teachers – the ones best capable of designing a personalised homework programme for their students – and yet the majority of teachers in New Zealand feel, and are, already working overtime with limited resources.

We need to consider what effect this extra strain pertaining to the responsibility of homework will have on their ability within the classroom.

The impact of homework on family relationships “Homework is valuable to many parents because it gives them a good sense of what their child is learning.

Talking with their children about the learning, rather than merely supervising, is particularly effective,” Le Quesne says.

Here, parents and children are spending time together, learning together, and to an extent, achieving together.

Do the positives of this collaboration outweigh the potential negative consequences of tension between parent and child? Unlikely.

“Where homework becomes an area of conflict between a parent and a child, it ends up having a negative effect on learning,” Le Quesne says.

When contemplating the question ‘Is homework related to high academic success?’ LeTendre concluded that, at a national level, “the answer is clearly no. Worldwide, homework is not associated with high national levels of academic achievement.”

LeTendre’s is just one study, but there are an abundance more in agreeance.

French President Francois Hollande even proposed banning homework as part of a series of policies designed to reform the French educational system.

Undoubtedly, giving a student homework when they lack the mental

or physical commitment is only going to influence a negative attitude towards the subject, and perhaps even education as a whole.

Rather, encouraging students to collect ‘take home’ resources at their own will, that will further their interest, understanding and/or simply allow them to better explore a topic at their own pace, is going to cultivate generations who are independent and proactive in their learning and, as a result, in their career choices, LeTendre says, as opposed to expecting life to be designed for and delegated to them.

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www.principalstoday.co.nz Term 4, 2017 | 9

News | Road safety

Are your students road safe?

By Lydia Truesdale

The Christchurch City Council’s Cycle Safe Programme (CSP) is a great tool for schools to use to educate their students on the benefits of cycling and how to be road wise.

Its aim is simple: to support a cycling culture in Christchurch by producing confident, safe and responsible lifelong cycling citizens. Its message, ‘stay safe on the roads’, transfers to all modes of transport including walking, scooting and driving.

As such the CSP covers general road safety and important motor and perception skills, as well as promoting cycling as a way of healthy, independent travel.

Programme breakdown • The CSP is free – funded in part by Christchurch City Council and New Zealand Transport Agency – and aligns with the suggested age for children to cycle unsupervised on roads (10 years plus).

• It targets Year 6 students through Grade 2 cycle skills on road training, however it can also deliver Grade 1 training to Year 5 students and Grade 2+ training to Year 7 and 8 students.

• The CSP has been designed to give schools the flexibility to incorporate it into their curriculum. Sessions are progressive and no longer than 90minutes at one time, and the

programme typically consists of seven 90minute sessions (10.5 hours total).

• The maximum ratio of one Cycle Safe instructor to six pupils for on road sessions ensures a high safety standard and high achievement rate.

• Upon completion students will receive an individualised certificate detailing their achievement. Even those who are unable to attend a session, or reschedule with another group, will still receive a certificate to their level of achievement.

Christchurch City Council community education co-ordinator for transport operations, Sarah Cooper, says many schools across the city have already experienced firsthand the value of the programme as it’s delivered periodically to approximately 92 schools around Christchurch.

“Even if a school doesn’t have many students cycling to school, cycle skills training is an important programme to promote more cycling, teach important road safety skills, provide an independent mode of travel and teach important motor and perception skills,” says Sarah.

10 | Term 4, 2017 www.principalstoday.co.nz

In all there are 13 Cycle Safe instructors and they take health and safety very seriously. Despite coming from a range of backgrounds including teaching, coaching and the police force, each instructor must first go through an intensive internal training process to emerge fully trained and qualified.

Additionally, the staff are currently updating to the National Accreditation Certificate for cycle skills training – an NZQA certificate offered through Skills Active Aotearoa Limited.

If you are interested in booking the CSP programme for your school, or you simply want to know more about it, visit www.ccc.govt.nz.

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News | Inspirations

From tragedy to triumph In 2007, William Pike was one of two young climbers caught in a volcanic eruption on the slopes of Mount Ruapehu.

He suffered numerous life-threatening injuries and his survival was described as a miracle by doctors, although it resulted in him having his leg amputated at the knee.

Ten years later, William has impacted thousands of kiwis and close to 100 communities across the country by turning the incident into a positive via the William Pike Challenge for young people.

On the anniversary of the eruption, William not only planned to climb Mt Ruapehu, but is encouraging more kids to get outside and start exploring.

“Hearing that I had lost my leg was horrific at first, but it soon became apparent that I was one lucky kid. I had no choice but to get over it and to see it as another challenge, something to take it in stride.”

“Sure, when I’m gone some people might remember me for being that guy in the eruption, but I hope I’m remembered for my impact on youth development, and for inspiring people to be explorers.”

- William Pike

- William Pike

Almost immediately, William had a goal - he was determined to make it back to Dome Shelter. Since then, he has also spent time in Taranaki, the Southern Alps, and even Antarctica. However, his focus is not on personal achievement, but about empowering and inspiring young students.

The WPCA supports the development of New Zealand curriculum competencies, including; managing self, participating and contributing and relating to others. It supports academic learning, by providing additional social and emotional skills in community settings.

The William Pike Challenge Award (WPCA) is the only leadership programme of its kind offered to 11 – 13 year olds through schools in New Zealand. It enables children to discover that the outdoors can be an empowering place to build confidence and develop strength of character and perseverance.

The WPCA also provides an online management tool for teachers and an online record book for students.

Students also receive ongoing inspiration and education during this year long programme.

Children participating in the programme take part in five outdoor activities, 20 hours of community service (such as helping the elderly, planting or conservation efforts), and complete a passion project, which builds skills and has them trying something new, even if it’s cross stitch or rugby over the period of one year.

William Pike with Alfriston College students

William says he has constant feedback that the programme helps create connected, resilient, confident 11 to 13-year-olds engaged with their community.

“Sure, when I’m gone some people might remember me for being that guy in the eruption, but I hope I’m remembered for my impact on youth development, and for inspiring people to be explorers.”

The framework for student success Smart Technologies, a provider of education and collaboration solutions, has released the findings of an international research study looking at group dynamics, technology and student achievement.

The study represents more than 400 educators, technology specialists, administrators and IT professionals from some 26 countries.

The research findings demonstrate the increased use of mobile and display technology is strongly related to software use and the quality of pedagogical practices, specifically the frequency of group activity vs. individual activity.

Increased use of technology, group activity and collaborative software are strongly related to student success, with attainment, especially in Maths and English, increasing by up to 34 percent, with an average improvement of 16 percent.

Smart Technologies education advisor, Sue Beveridge says “These findings resonate with what we’re experiencing in Australia and New Zealand; that many elements are necessary for a classroom environment’s health and effectiveness.

“At the heart of the matter is quality teaching supported by robust technologies such as mobile devices, learning and management software, large interactive displays, sound, networking and cloud services.

“Teachers are conscious about improving feedback, visible learning, game-based learning and collaborative learning – and technology can help that.

“We’ve seen instances in the past where schools have removed interactive displays and replaced them with ‘dumb screens’ or interactive projectors, but soon discovered they were limiting their teachers’ pedagogical tools.

“Large interactive displays are clearly vital to the modern classroom and

12 | Term 4, 2017 www.principalstoday.co.nz

remain pivotal in effective group and whole class pedagogy and collaborative learning.”

(an increase of 37 percent), participation (59 percent) and interdependence (55 percent).

Along with the increase in group activities, key software use increases with the frequency of mobile/display technology use. For example, frequent use of class collaborative software was reported in 24 percent of classrooms with low levels of use of both mobile and displays.

Group activity clearly matters in teaching the social oriented skills necessary in preparing students for the future. It is supported by a technology ecosystem with broad use of large scale interactive displays, mobile, software and connectivity.

For classrooms with high levels of both, class collaboration software was used 72 percent of the time. Use of student collaboration software, class collaboration software, game based software, and content creation software all positively and significantly relate to group activity.

“Active learning environments are critical to student success and the use of technology in these spaces amplifies the level of engagement we can expect to see,” Sue says.

Multiple observed measures of student success all relate positively to group activity. The chart reveals the relationship between group activity and success measures.

All are significant at the .100 level. The three strongest changes are in social and emotional learning skills

“Group activity clearly matters in teaching the social oriented skills necessary in preparing students for the future. Technology deployments alone do not drive outstanding student results.

The effective learning environment involves professional development for teachers in new pedagogies, high quality digital content and robust technology ecosystems.”

“They taught us to say the words with our hands. Now we don’t need to speak another language to talk to each other.”

“At Invercargill Middle School, we improved literacy by inventing a visual language.”

Rewarding great collaboration. Celebrating transformation. Creating brighter futures.

Enter the Awards now at pmawards.education.govt.nz

TNZ0676_PMA_Principals Today_Stan_v2.indd 1

3/10/17 12:29 pm

All about flexible learning At Woods, we believe that education is of the utmost importance – not just for the children of today but for our world tomorrow.

This belief has driven our team, for over half a century, to study how children learn – from a behavioural, ergonomic and cognitive perspective – and to develop furniture that is flexible, adaptable and stimulating.

Our product range positively enhances the educational environment, ensuring our children are reaching their full learning potential.

Though it may not be known by many, Woods has been supplying products to the New Zealand market through a sales agency since 1996. And while we have had much success with our ever-popular PantoFlex chair, Hokki stool and DuraPos chair, we felt it was time to make our entire product range available to New Zealand customers.

Therefore, we’re extremely excited to introduce our full range of products which inspire education and allow students to perform better in a flexible and stimulating setting.

There is an added benefit here – value for money; by buying direct from the manufacturer, on-selling costs are a thing of the past.

At Woods, not only are we committed to providing inspired and flexible learning environments, we are also passionate about providing a better world for future generations.

At our factory we have adopted processes of utilising solar power, harvesting rainwater, waste minimisation, resource conservation, recycling and sustainable manufacturing decisions and processes.

WE’RE FOR FLEXIBLE LEARNING.

It is this consideration that sets us apart and this is the contribution we are making to the world of tomorrow.

Additionally, we proudly manufacture our products to the highest quality standards, of AS/NZS 4610, ensuring our products meet the demands of classrooms today and well into the future. We back this promise with a 10 year warranty on the entire Woods range.

“

We believe that furniture can improve the learning environment.

”

“

We create furniture that inspires and enables students to reach their full learning potential, and contributes to a better future for them and our planet.

”

Catering to students at all levels far and wide Woods supplies furniture to preschools, kindergartens, primary schools, high schools and tertiary institutions throughout Australia, New Zealand and the Middle East.

Setting the standard Woods Student Chairs conform to the highest standards: AS/NZS 4610.2, AS/NZS 4610.3, ISO 5970 and EN 1729.

Flexible learning solutions Project and team work, social learning and collaborative behaviour need the high flexibility that Woods’ designs offer. With a large range of products tested and approved by AFRDI, Woods can confidently guarantee their furniture for 10 years.

Flexible Flexible furniture such as desks and Storage Porters™ on castors allow for the interior space of the room to be changed around to suit various activities.

Adaptable Adaptable furniture such as Iris Tables™, Byte Tables and Triquetra Pods™ can be used for collaborative learning styles and also as individual desks.

Stimulating Stimulating learning environments are made easy with Woods’ colours and imaginative shapes that have been designed by experts to improve the pedagogy. Woods’ colours, product designs and expertise in creating successful learning environments bring education to life.

Environmentally friendly Woods is committed to a more sustainable world for future generations. Now, perhaps more than ever before in human history, we need to be acutely aware of our ‘footprint’ on the earth. So we are playing our part in reducing the impact of the industry on the environment and all the company’s products are developed with this key criteria in mind.

Product range Seating solutions The Woods Educational Furniture range offers seating for your school including seating for classrooms, science, art, music, computer seminars and conferences.

Security lockers The Woods Educational Furniture Security Locker range and storage solutions are available in numerous configurations, to suit any school environment from corridors to sporting facilities.

Student desks Woods Educational Furniture manufactures a range of tables and desks including classroom tables, computer desks, workstations, staff desks, meeting tables, multi-purpose benches and adjustable tub desks.

To find out more about our innovative range of educational furniture contact: Richard Jenkins – General Manager on 027 2056 440 or email richard@woodsfurniturenz.co.nz

Working Space | Healthy Schools

FUEL FOR LIFE Fuelled4life’s Fresh Made mission to support healthier school lunches As a mother of six, Cassandra Burgoyne of ABC Lunches understands the challenges with preparing nutritious and affordable school lunches every day.

She saw an opportunity to help other families provide lunches for their children.

“ABC Lunches is a company I established where parents can order healthy school lunches online at an affordable price. Our lunches are made fresh each day and delivered to schools in time for lunch.

“I am very proud that Ezlunch was accepted by the Heart Foundation’s Fresh Made initiative in recognition of the company’s dedication to getting healthy food into New Zealand school children.”

– Sandra Finlay, Ezlunch

The rise of online lunch ordering Ordering school lunches is fast becoming the new normal for many Kiwi families.

“We offer a tailored pricing structure to help families who have more than one child at the same school,” she says.

Cassandra believes that as parents, it is important to guide children into healthy eating habits.

“Having wholesome, well-balanced lunches goes a long way towards helping children stay alert and focused, so they can grow and succeed.”

ABC Lunches has recently become registered with the Heart Foundation’s Fuelled4life Fresh Made. Supplying to a number of schools in South Auckland, 97 percent of their menu items are classified as ‘everyday’ or ‘sometimes’ with 62 percent being ‘everyday’.

Ezlunch founder, Sandra Finlay, started up in 2010 for the same reasons.

Ezlunch was the first online lunch provider to be registered with Fresh Made and has been with the programme since its inception.

They currently supply to over 100 schools nationwide, partnering with

local caterers, Pita Pit stores and sushi providers to provide menus containing hot and cold meals, ordered through their Kindo online school shop system.

“Principals in schools using Ezlunch are clear on the health and administrative benefits and school offices find that the online system reduces their admin and hassle spent tracking down lost coins and misplaced lunches,” Sandra says.

“We get a lot of really positive feedback from the schools we work with.

“I am very proud that Ezlunch was accepted by the Heart Foundation’s Fresh Made initiative in recognition of the company’s dedication to getting healthy food into New Zealand school children.

“It’s a great programme for us to ensure that what our suppliers are providing into schools is the right stuff for our children.”

A growing number of kids eat food that’s freshly made by school canteens or external food suppliers.

As a result, many schools are now using a lunch order programme where meals are provided by local food suppliers, such as bakeries and cafés.

If your school is thinking about going down that route, Fuelled4life Fresh Made is here to help.

What is Fresh Made?

The Heart Foundation’s Fuelled4life Fresh Made supports food suppliers and school canteens to make healthier fresh-made foods.

Aimed at both customers and providers, Fuelled4life Fresh Made provides parents with the choice of healthy non-packaged food and also gives lunch suppliers the support, tools and advice they need for healthier options.

How does it work?

Food suppliers, school canteens or boarding school caterers submit their menus and recipes for assessment.

These are assessed using our Fresh Made menu guidelines.

Tailored nutritional advice is provided if an item doesn’t meet the criteria.

Companies are able to register with Fresh Made once the menu requirements are met.

What are the benefits for schools?

• Contribute to the health of children by providing access to healthier freshly made lunches • Demonstrate to parents that the school is taking responsibility for children’s education and their health • Provide healthier food and beverages that will help improve children’s attendance, behaviour and performance at school.

16 | Term 4, 2017 www.principalstoday.co.nz

How can Fuelled4life help you?

Fuelled4life is based on the Ministry of Health’s Food and Beverage Classification System (FBCS).

It’s a free, practical tool which helps schools provide healthier foods. It aims to increase access for young people to healthier food and beverages, and to inspire food services to provide tasty, nutritious products.

Sign up to Fuelled4life One in three Kiwi kids is overweight or obese, but you can help change that.

If you are a teacher, principal, canteen manager, caterer or cook and would like to see your school offering healthier food and beverages, here’s what to do: • Sign up to Fuelled4life for loads of free resources to help you choose healthier options • You’ll also get free access to the Fuelled4life website and newsletter with tips, recipes, special deals and information on ways to improve nutrition in your school.

For more information or one-to-one nutrition support, please contact the Fuelled4life team on 09 526 8550, email fuelled4life@heartfoundation.org.nz or go to www.fuelled4life.org.nz.

Learning Space | Technology

Learning in 3D The use of technology is rampant, there is no denying it. To give our children the best chance for their future, embracing the evolution is the only way forward.

Students of Pakuranga College are finding out exactly what can be achieved at the hands of technology with the help of rapid modelling, more commonly known as 3D printing.

Pakuranga’s principal, Michael Williams, said at the time of introducing 3D printers, more than six years ago, that staff at the college have always worked hard at being innovative in their teaching practice and maintain a future focus – after all what are students being prepared for?

He sees the 3D printers as a means to break student’s mind-sets and take limitations away.

It has also changed a lot of teacher’s perceptions on the ways in which students learn and how they think and problem solve.

Assistant head of the technology faculty Gary Brinsden says Pakuranga College now has a total of nine 3D printers that are in use every day.

“My goal from that very first purchase was to see a day when 3D printers are used by students just as they use computers or a photocopier i.e. not just as a new toy but as an everyday tool that helps them to design something.

“My design room now has four 3d printers and we encourage students to just go and use them when they need to. To make mistakes, but then to learn from those mistakes.”

And while mistakes are encouraged there has been no shortage of break-through moments.

Gary says one of the highlights involving 3D printing was when a group of three students created an orthotic for ‘Milly’ the dog following a discussion on prosthetic aids for people.

“I approached one of the local veterinarian clinics and the students then designed an aid for one of their dogs. This dog needed an aid to prevent her overextending one of the joints in her front leg.

“This was happening during her rehabilitation following a hip replacement operation. These aids strap on similar to a moon-boot on a human. The students interacted with the vet throughout the process of designing their prototypes and then with the final solution testing.”

18 | Term 4, 2017 www.principalstoday.co.nz

This project is a prime example of what students can achieve when given the right tools for the job.

Pakuranga’s latest machine is known as the UP!Box+.

In addition to boasting a larger platform these machines have auto-levelling and nozzle height adjustment functions as well as an auto pause feature.

“The good thing about these machines is that even the latest revamped software (which is free) continues to accommodate any model UP machine regardless of age.

The evolution of affordable 3d printing is now enabling students from primary through to tertiary to visualise, test and realise virtual designs in a way that was not previously possible using conventional school workshop equipment.”

- Gary Brinsden

“This pauses the machine when it runs out of material allowing reloading and resumption of the job where previously you would have had to start over again,” Gary says.

All of the machines are capable of printing ABS and PLS plastics and some more sophisticated materials such as polycarbonate, nylon and even wood.

- Molly with her orthotic created by students at Pakuaranga College

Though technology is always evolving Gary is proud to say that they have two first generation models that are still going strong after six years of use.

“The good thing about these machines is that even the latest revamped software (which is free) continues to accommodate any model UP machine regardless of age.

“The evolution of affordable 3d printing is now enabling students from primary through to tertiary to visualise, test and realise virtual designs in a way that was not previously possible using conventional school workshop equipment.

“Most of our students have had computers all their lives, I’m sure 3d printers will soon be the same.”

Innovative 3D Technologies 0274 800 425 gary@innovate3d.co.nz g23280.wix.com/innovate3d

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AT-x550 series: AT-x550 - 18XSQ and AT-x550-18XTQ $5230.75 ex gst

3. AT-x550-18XSQ: 16-port 10G stackable (to 4) L3 switch with 12 x 10G/1G SFP+ ports and 2 x 40G ports 4. AT-x550-18XTQ: 16-port 10G stackable (to 4) L3 switch with 12 x 10G/1G RJ-45 ports and 2 x 40G ports

Plus, upgrade any Edge switch to a 10Gig capable AT-x510l series product and get a free 10Gig licence upgrade.

www.alliedtelesis.com Terms and conditions: 1. Receive special discounted price on the advertised models when you Trade Up your old Core Switch to a 10 Gig Core Switch. The old Core Switch can be any model / any make.

2. Upgrade any Edge switch to a 10Gig capable AT-x510l series product and get a free 10Gig licence upgrade. AT-FL-x510L-10G must be purchased together with AT-x510l series: https://www.alliedtelesis.com/products/x510-series 3. The old switch must be sent to Allied Telesis Wellington Office after the purchase.

4. Promotion is valid for purchases invoiced between 10/08/2017 and 31/12/2017 *All pricing excludes GST. Authorised resellers only. Prices exclude GST & freight and are subject to change without notice. exeed makes the best effort to ensure that all pricing is up to date, but cannot be held liable for any errors and omissions.

Learning Space | Preparing for Summer

Creating sun smart areas Shade is one of the key components of being sun smart and decreasing the risk of getting skin cancer.

When people are outdoors it is important that they protect themselves from the sun by wearing protective clothing, sunhats, sunscreen and sunglasses, as well as using available shade.

In the ‘Slip, slop, slap, wrap’ message it is suggested you ‘slip’ into shade as much as possible to protect from high summer ultraviolet radiation (UVR) levels.

This is especially important when the ultraviolet index (UVI) is ‘very high’ at eight or above.

This tends to be during Terms 4 and 1 at the very time school students are lunching, or enjoying outdoor activities such as sport and outdoor classroom activities.

Maximum protection from solar UVR can be achieved through a combination of personal and environmental strategies. The most effective personal protection strategy is to minimise sun exposure between 11am to 4pm (daylight saving time) during summer.

When people are outdoors it is important that they protect themselves from the sun by wearing protective clothing, sunhats, sunscreen and sunglasses, as well as using available shade.

Why shade is needed?

Research confirms that clothing, hats and sunscreen are not 100 percent effective because of inadequacies in the shading of hats and clothing, and in applying sunscreen. Shade can compensate and can also make more comfortable environments in creating shelter, reducing glare and/ or providing relief from the heat of the sun.

How much shade is needed • The Cancer Society of NZ recommends a minimum of 2.5sqm per student.

• While outdoors, we receive direct UVR from sunshine and diffuse UVR which is reflected from the atmosphere (the open sky).

In an open field approximately 50 percent of UVR would come from each source.

• High protective shade must use an excellent UVR barrier shading material and be placed to shade the users as the sun-path moves across the sky. The view of the open sky should also be restricted. This can be done by keeping the edges low. Adjacent landscape, buildings, fences, trees and planting can be used to further reduce this ‘sky view’.

Design shade for its expected use It is important to consider the duration of expected use and also whether users are likely to be wearing hats and sunscreen. As sun smart students will be wearing hats and sunscreen for lunch-time play, shade over play equipment is providing extra protection and therefore a lower protection factor may be acceptable.

Conversely, hats and sunscreen are unlikely to be applied before an hour long art class on a classroom veranda.

In this case, the veranda should be carefully designed to give more protection e.g. shield the diffuse UVR from the open sky.

When the weather is more unpredictable than your students!

Double your learning area and have fun outside even when it’s raining.

With clear drop down sides you can create a sheltered outdoor room that has many uses.

Fresco canopies can be used to link buildings and create a totally flexible space that can be used year round. Our strong PVC roof blocks 99% of UV rays, making it a Sunsmart choice.

20 | Term 4, 2017 www.principalstoday.co.nz

v Extend your usable space v Shade and shelter for students all year round v Keep classrooms cooler in summer and increase productivity! v Modern curved shape enhances any environment v Also great for pools, walkways, entrances and school shops We have many delighted customers in the educational sector, and are happy to provide references on request.

Outdoor Living Solutions

For an obligation free quote

0800 FRESCO 0800 373 726

frescoshades.co.nz

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Learning Space | Performing arts

Learning Space | School camping

Stages and seating designed for high performance

Lakeside retreat Lakes Ranch aims to equip children with tools for the future and create lasting memories. Camp provides a challenging but safe environment for this to take place.

We all grew up where children built a real tree hut, in a real tree. Lakes Ranch is set on 127 acres of outdoor fun and the direction we are moving in is one of adventure. We are helping kids gain confidence in an environment that is both challenging and safe.

Stronglite Staging’s range of performance stages and staging equipment are made in New Zealand to the highest standards.

The list of what’s on offer is impressive and includes: • Stage platforms • Choir, chorus, orchestra and audience seating risers • Portable grandstands • Ramps and bridges • Steps • Lecterns • Ballet barres • Trolleys • Drapes and frames • Group photographic stands Wenger products USA. Stronglite Staging® supply safe, durable, versatile, simple and easy to use equipment to support your performance or presentation. All products are compliant with the latest health and safety standards and codes.

Take your pick: a stage extension, catwalk, seating by the pool or field, dance, choir, orchestra practise or theatrical shows, kapa haka and more. Invest in quality by Stronglite Staging®.

KEY FEATURES Strength: Stronglite Stage and Seating products are designed and

manufactured to be strong and durable and are tested to make sure they meet our high standards of performance under live and static load conditions.

Lakes Ranch wants to embrace the past and give kids the opportunity to love the outdoors, teaching them to look for adventure instead of being bored. The aim is to give kids the skills to minimise risk and the confidence to give things a go, instead of doing nothing for fear of getting hurt.

Lightness: Innovative design and use of material creates equipment that is light and easy to handle, saving time and possible injury.

Therefore, the goal is to provide a place where opportunities are available to jump in, have a go, and meet the challenges offered by the site.

Safety: Engineer’s design certification, documented test results, qualified tradespeople, monitoring of product in the workplace, established safe working loads, and our products conform to or exceed industry regulations and guidelines.

Activities There is a huge range of activities for school groups to get involved with at the camp.

Simplicity: Superior design ensures our products are quick, simple and easy to transport and assemble, saving you time and effort.

Versatility: Particular attention has been paid to designing stage/seating systems that are multi-use wherever possible, including indoor and outdoor use.

Portability: We design for easy handling, transporting and storage, eg. choir risers fold up and wheel away, equipment quickly disassembles for easy transport and storage.

Achieve your best with the Stronglite Staging® range of top quality products.

Stronglite Staging® Limited Sales 0800 78 78 99 Hires 0800 12 12 33 www.stronglite.co.nz

“In the supporting role” IS SET! THE STAGE Stage Sections, Portable Grandstands, Choir, Orchestra and Audience Risers, Kapa Haka Stages, Drapes, Steps, Lecterns, Trolleys, Ramps and Ballet Barres.

Top quality, NZ made products, designed to be safe and easy to handle and store.

Guaranteed to perform.

Currently installed in many schools, universities & performance venues.

Stronglite Staging® Ltd is also the authorised NZ Agent for products.

0 78 78 99 SALES 080 0 12 12 33 HIRES 080

www.stronglite.co.nz 22 | Term 4, 2017 www.principalstoday.co.nz

Sports facilities and fields are also available to kick a rugby ball on, or have a game of competitive volleyball.

Tennis and badminton are also great games for kids to get involved with and sports gear is available at the camp.

Archery and air rifles are also available for the students to try something different, and of course all these activities can be supervised.

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 sites around the region.

School holiday programmes Lakes Ranch offers extensive holiday programmes. For those who love to get out into the great outdoors on horse back. From trekking to trotting, the camp offers amazing opportunities to harness your skills on horse back. And you don’t even have to know how to ride a horse.

The talented team at the camp can teach you.

Lakes Ranch 79 Lake Rotokawau Road RD4 Tikitere Rotorua T (07) 3503010 E office@lakesranch.org.nz www.lakesranch.org.nz

r o o d t Ou mps Ca

OUT AT THE CAMP Ropes Course Orienteering Abseiling Climbing Archery Night Activities Giant Swing

OUT ON THE WATER Sailing Raft Building Kayaking Beach Games Water Safety Coasteering

OUT IN THE BUSH

OUR SITES

The YMCA prides itself on its 2 fully equipped camps in Auckland, each with its own special focus. Our 2 camps vary in size, facilities and activities, but the one constant is our commitment to quality. As a trusted supplier of youth and outdoor education programmes, the YMCA works hard to ensure the teaching at our 2 Auckland camps is of the highest standard.

Camping Survival Skills Bush Ecology Fire Building Navigation Tramping Mountain Biking

OUR STAFF

The staff at YMCA Camps are a special kind of people. They are dedicated to the growth and development of participants through fun and interactive opportunities. Each staff member is trained to lead the activities to a high safety standard and with educational value in mind. They are skilled at relating to students of all ages and encouraging their personal development. Your group will come home raving about the experience provided by our talented people.

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YMCA Camp Adair 2487 Hunua Rd Hunua, Auckland 09 292 4886 campadair@ymcaauckland.org.nz

YMCA Shakespear Lodge Shakespear Regional Park, Whangaparaoa, Auckland 09 424 7111 shakespear@ymcaauckland.org.nz

Quality outdoor experiences for schools, families, and the community www.principalstoday.co.nz    Term 4, 2017 | 23

REPLACE YOUR OLD GYM FLOOR WITH A LAYER OF MAGIC

PulasticÂŽ SHOCK-ABSORBING SPORTS FLOORS Pulastic Sports Floors are in School, Polytech and University gyms across New Zealand.

These remarkable floors return the perfect ball bounce, absorb the shock of sudden impacts which helps reduce sports injuries, and bring new life to tired old gyms. They can be installed over existing concrete or timber floors and will last longer than a traditional pine floor.

For a no obligation quote, contact Sika.

Meets all leading European & USA Environmental flooring standards plus NZ Fire Rating requirements too.

Sika 1379

www.sika.co.nz

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