Principals Today #121 by Academy Group

BULLYING

New Zealand, we have a problem

PRINCIPAL Q&A St Cuthbert’s College principal Justine Mahon

Tools for the digital curriculum

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DESIGNED FOR LEARNING The classroom block redefining educational architecture

Coming up short

Tomorrow’s Schools Review: the education system needs to change

Early experiences matter

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The long-term effects of poor quality early childhood education

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CONTENTS IDEAS 8: PRINCIPAL Q&A St Cuthbert’s College principal Justine Mahon

11: BULLYING New Zealand has a serious problem

13: COMING UP SHORT Tomorrow’s Schools Review: the education system needs to change

18: EARLY EXPERIENCES MATTER The long-term effects of poor quality early childhood education

INFO 6: A COMMITMENT TO EDUCATION PPTA president Jack Boyle on the increasing demands for leaders-of-learning

10: SITTING PRETTY

Scan this QR code to check us out at: www.principalstoday.co.nz

CIRCULATION

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ABC circulation as at 30/03/17 ISSN 1170-4071 (Print) | ISSN 2230-6358 (Online)

14: LEARNING THAT GOES ABOVE AND BEYOND

LEARNING SPACE

MOTAT’s Fantastic Flight education programme

What to consider when selecting a school trip destination

15: THE FUTURE OF NCEA Public feedback provides guide for the future of NCEA

WORKING SPACE 16: TOOLS FOR THE DIGITAL CURRICULUM

The new Digital Technologies curriculum schools are expected to deliver from 2020

38: HEALTHY SNACKS MADE SIMPLE

Be it inspiration for your canteen menu, or simple snack ideas, Fuelled4life can help

40: BACK TO SCHOOL ROAD SAFETY TIPS Keeping kids safe on roads around your school

43: CREATING A WORLD OF WONDER New school initiative to kick start future innovators

The classroom block redefining educational architecture

44: FUN AND GAMES

23: CREATING A SECURITY RISK MANAGEMENT PLAN

Getting students into rowing and hockey

Identifying risks and planning how to reduce them

28: ENSURING PLAYGROUND SAFETY

12: PROMOTING ACTIVE CAREERS

Eight effective playground injury prevention measures

For many students, combining physical activity and helping others is an attractive option

34: PLANNING AHEAD

19: DESIGNED FOR LEARNING

Ergonomics in schools

TOOLS

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www.principalstoday.co.nz Term 1, 2019 | 5

News | Viewpoints

A commitment to education the last few decades. We have always expected much from our school leaders, and the increasing demands for leaders-of-learning show little sign of abating. I’m sure I echo the sentiments of many teachers, parents and the wider community when I say thank you. Thank you for your commitment to education, your colleagues, staff and students. Thank you for bringing your voices to the issues we face in Aotearoa.

Jack Boyle PPTA president

Last year was quite a year for education – not least for you, our tumuaki. Having a moment to take a breath, reflect and take stock has no doubt been welcomed. Of course, it might not be as restorative as it should be; what with the Tomorrow’s Schools report, the NCEA review and negotiations for teachers’ collective agreements on top of the regular business of running a school. For many of you the term break will not have assuaged the worry that you might not have the teachers you need to staff your schools in Term 1. For others, it might be property, resourcing or local changes that will keep the candles burning past the last day of term. The role of principal, like so many other things in education, has undergone significant change over

This has been particularly noticeable in the bravery many of you have demonstrated by speaking out about teacher shortages. They affect us all. While there hasn’t been the acknowledgment by those with the power to improve the quantity and quality of teachers, I remain certain that together we can change this. Haere tonu kia mau. From the surveys and statements of the PPTA’s Secondary Principal’s Council and SPANZ about the size and impact of these shortages, to the calls for support around teacher salaries, thank you. You know that more is needed and that it can be done. We are told that ‘loss rates’ from teaching are stable; on average nine percent a year. But for teachers in their first five years of practice, the rates are much higher; around 40 percent. If we were able to keep those teachers in the classroom we could increase the productivity of the whole education system. It’s such a waste of people, time and resource to be constantly cycling through training, recruiting, supporting and then losing good teachers.

The same loss of productivity is likely if some of the promised flood of overseas-trained teachers actually do land in our schools for the start of the year. Quite simply it will compound workload, for middle leaders in particular. It’s principals, leaders and middle managers who carry the burden of supporting new teachers. Of course we will continue to do that, but your on going support for more sustainable solutions is powerful and necessary. Principals and teachers alike know that the major limitation to the ‘productivity’ of the workforce is the workload. Even though the government says nice things about workload reduction being a focus, it simply doesn’t want to address it in the current negotiations. We’re supposed to wait for the perambulations of the Workforce Strategy Group, a Compliance Reduction Group and the findings of the NCEA Review; nothing before 2020 and no guarantees of anything meaningful then. As you will be aware, offers to settle the Secondary Teachers Collective Agreement have completely ignored our claims about workload. They have declined to consider community liaison roles, more time for unit holders, and non-contact increases for all teachers. Our argument that making the profession ‘more attractive’ will help recruit and retain teachers has been clearly made but has not been accepted. With secondary principals commencing their negotiations this year, here’s hoping we can continue to work together to change their minds – our children deserve nothing less.

Keeping calm when the heat is on

Martz Witty Head of Martz Group

It’s not entirely uncommon for working people, no matter what industry they are employed in, to occasionally feel that they’re not in control as they would like to be. In fact, there are times where they might feel that the excrement is hitting the oscillating air mover. There are tons of courses and suggestions on how

to deal with these moments, but I thought I’d share the ones that I most often use when sitting opposite a client who is clearly in panic mode and simply not coping with what’s going on. I find short practical tips work better. I’ll start with a don’t. Don’t tell yourself to ‘calm down’. It just doesn’t work. Stress can be good and bad. The body needs a certain amount of stress to survive, the old fight or flight reflex is essential.Anyway here are six pointers that I find help in a crisis.

(doing the right things) rather than efficient (doing things right).

1. Take a break. It’s a natural reaction to dive in boots and all, but actually stepping back enables you to glean a clear picture of the situation, which is near-on impossible when you are perched right in the middle of it.

5. Celebrate the wins. Do a stocktake of what is going right in your career and your life. The brain can play amazing tricks on you, making you think you’re in a deep, dark hole when really it’s more of a shallow puddle in the scheme of things. It’s only then that stepping back and looking at things in perspective is where clarity can come.

2. Revisit why you chose this career path in the first place. Staying focused on your core purpose – the reason you got out of bed this morning, yesterday and all last week— provides food and motivation to push through the rough patches. 3. Reality check. Slow down. Be intentionally slower and particular about what you are doing and why. It’s about being effective

4. Park up your ego. You don’t have to know everything personally, but you need access to the right answers. So start asking for another opinion, or several. Take each on their merits. Think about things in terms of “possible” solutions – no matter how left or right wing, or even plain crazy. Many a perfect solution has been born from a half-baked crazy starting notion.

6. Take control, take action. Failure to implement is the common cause of not achieving a forward momentum, even in the face of much adversity. Don’t just sit there like a stunned mullet—move. Sometimes it’s even better to make a wrong move than to take none at all.

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ARE YOUR STUDENTS AND STAFF SAFE ON THE R AD? Fleetpin is a MOE-approved AVL provider You should consider AVL if you want: Six questions any school should ask an AVL provider

• Awareness of school vehicles location and movement • Confidence vehicles are always driven safely

• Processes to ensure maintenance and compliance are always current. Automatic Vehicle Location (AVL) is technology that allows you to track the travel and performance of vehicles your school has an interest in. AVL is often called GPS tracking. It’s been compulsory on MOE indirect funded school bus services since January 2018. Schools are now using AVL on their own fleet of buses or minivans, as well as other vehicles leased or borrowed for school activities. Schools want to keep students, staff and volunteers safe when they are travelling for school activities, and AVL improves that protection. AVL means the school knows where a vehicle is at any time, and when it will arrive; that the vehicle is being driven carefully; and that vehicles are well maintained and compliant.

1. As well as installing tracking devices for our fleet, can you provide plug-in tracking devices for temporary use in leased and other borrowed vehicles? 2. Can your product detect harsh driving (e.g. fast cornering, heavy braking), as well as track vehicles in real-time? 3. Does it come with software bundled in to monitor health and safety, and send us alerts by email (e.g. SOS, crash, speeding)? 4. Does this software also monitor maintenance and compliance (i.e. RUC, WOF, Service reminders)? 5. Do you offer a mobile app for caregivers to track their child’s transport? 6. Is your AVL solution approved by the Ministry of Education?

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Fleetpin is a New Zealand owned and operated provider of AVL solutions for schools. The first AVL company to be given approval by the Ministry of Education, Fleetpin tracking devices are used on over 400 school bus routes in New Zealand, as well as a number of schools directly. Our tracking devices are easy to install, offer plug-in options for leased vehicles, and are connected to online software you can use for monitoring. No software has to be installed. Use AVL on your school’s vehicles from 75c per day.

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News | Q&A

Principal Q&A

St Cuthbert’s College principal Justine Mahon By Lydia Truesdale

Justine Mahon became principal of St Cuthbert’s College in 2018 after 12 years as deputy principal. She brings to the role ample experience in education leadership and looks forward to building on the reputable framework of those before her.

“One of the key things that has informed my ability to lead in education is the fact that I’ve worked in teacher training. In developing education you have to value a theoretical framework, and my years in tertiary were of huge advantage to me in that respect. “As a school I think it’s important we create a community where parents feel included, because what we’re doing is going on a journey with parents to find out what makes each girl special. I’ve come to this position from many years leading pastoral care at St Cuthbert’s, knowing that each girl matters. I want to find out where her strengths are and how to help her to be successful and resilient. To me that’s the most rewarding thing about this job.”

What is the size of St Cuthbert’s role for 2019? “We anticipate that the roll in 2019 will be in excess of 1340 students.” How do you achieve such high educational success across so many students? “We have outstanding teachers. In addition to the fact that they have a deep level of scholarship and are wonderful communicators, they also concentrate on each individual child. We work very hard at ensuring we have protective factors in the school environment that lead to a positive culture.” How much freedom within the curriculum do students have and what impact does this have on their performance? “We follow national guidelines in that students do core subjects until the end of Year 11, but we are a Knowledge Rich School and we ensure that students develop academically within a strong conceptual framework. We make no apology for that; there is student choice but we, the educators, also know what our students need to know.” Tell me about St Cuthbert’s unique Kahunui programme. “St Cuthbert’s Kahunui Programme requires every Y10 girl to spend 28 days living technology-free on the school’s remote, 140-hectare Bay of Plenty property, developing deeper connections with people and place as well as practical skills in selfsufficiency and sustainable living. “The Kahunui programme has been in place for 11 years and it is a wonderful initiative. It was developed by a former principal, Trust Board and senior leadership team at the time. We wanted an experience where girls could grow socially and emotionally; learn independence and resilience in an outside-the-classroom setting so they could also develop a sustainability consciousness. “The programme has been fantastic – there is very little relational regression in those early adolescent years, which

What is your hope for education in the future?

is when research tells us it most often occurs, because students have developed a deeper understanding of themselves, one another and the environment.” Do you have any trouble getting students on board with it? “No. It’s fascinating, they say they love the fact they don’t have to be connected to technology for a month. It’s very restful for them. They communicate with their parents and the outside world through written letters, which is also where they develop their literary skills.” Do you believe life outside school affects students’ performance at school? “Naturally it does. Young people experience issues growing up regardless of their demographic, so again, it’s up to us to ensure we have very strong protective factors in the environment that enable girls to feel socially and emotionally safe and to blossom individually. “One of our jobs is to eliminate distraction and anxiety so they can concentrate on their work, because you can’t learn if you’re worried. We have a faculty of wellbeing, we’re very well resourced with counsellors, and we have great social and emotional growth programmes.” How does NZ compare to international education? What are we doing right and wrong? “It worries me that in New Zealand the GPA of the people we take in to teacher training courses is low, it worries me that the status of the profession is also not high, and I

8 | Term 1, 2019 www.principalstoday.co.nz

“We’ve got to do something about the status of teachers.

“For St Cuthbert’s, it’s vital to focus on how women and girls best learn; it’s very important that women take a stronger place in the world.” think for this to continue it will have a very harmful effect on the education students are receiving. “If you take a country like Finland for example, teaching is a very high-status profession because they take people with a deep level of scholarship who have great communication skills. The perception of the profession is that it is full of very bright people who know how to develop the minds of the students in their care, and they are paid accordingly, so it’s very, very difficult to get in to, and we need a model like that. “There’s also something in the German tradition that I really like, where there’s a real valuing of and respect for technical expertise alongside academic excellence. I think we haven’t quite developed that in the same way as countries in Europe – we tend to think that we have to put everyone on an academic road and that tends to devalue everything instead of valuing different skill bases.” What does your previous experience bring to the role of principal?

“For St Cuthbert’s, it’s vital to focus on how women and girls best learn; it’s very important that women take a stronger place in the world. “Another of the worries I have for New Zealand’s education landscape is the lack of standardisation of the curriculum. I think the current NCEA review is the perfect example of this, where they’re looking at the assessment system first instead of looking at the purpose of schooling – they’re putting the cart before the horse and that’s a problem. “We need more than ever to ensure that scholarship isn’t eroded and that we talk about knowledge in its fuller sense, so students can learn to think critically, because New Zealand needs really, really deep thinkers. “It is hard, because young people are concentrating for shorter periods of time and it’s our job to take them on that journey into deep thinking where they have to concentrate for longer periods. You can do that in a very creative way, whereby you spark their intellectual curiosity and you’re not just entertaining them.” Where does that change come from? “Principals and other people in society need to speak up. There is real concern that if you don’t have curriculum knowledge as the purpose of school, there will be a greater difference among schools. By curriculum knowledge I mean deep understanding of concepts – at the moment assessment and administration are leading educational decisions and that’s not the purpose of schools.”

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News | Ergonomics

Sitting pretty

Ergonomics in schools

By Jane Cowan-Harris

When I hear discussions about health and safety in schools, and specifically about digital technology, they tend focus on cyberbullying, access to inappropriate material or just sheer technology overload. Whilst these are all important areas to be conscious of, and addressing, I rarely come across people discussing ergonomics. Ergonomics is about fitting a task to the person. In relation to digital technologies, ergonomics includes an awareness of good work posture, i.e. working in a comfortable position which does not hurt the body, working for appropriate lengths of time and using equipment (keyboard, mice, screens, chairs and desks) that work for the individual for the task they are performing. As a principal, you will already be aware of how much more time you, your staff and students spend on computer screens, tablets and mobile devices, than even five years ago. And it’s not just at school, technology has

infiltrated all aspects of our lives in work and at home. What’s the problem? Of course digital technologies open the world up for students in ways we couldn’t have imagined a few years ago, and there are many positive aspects to this, but the children going through our school system currently are likely to be using computer technology in some form for much of their lives. And although this may be through using voice recognition software, augmented and virtual reality rather than keyboards and mice, screens will still need to be read, and we are all likely to be working on some sort of device for ever longer periods as more areas of teaching, learning and living go digital.

The result of this, as you may already know, is neck and shoulder pain, forearm, wrist and hand pain, and lower back pain. All too often we accept aches and potentially debilitating pain as being part of computer use, but what is the future going to look like for our students in terms of ongoing long-term injuries? Recent statistics from the Health & Safety Laboratory in the UK report that 72 percent of primary school children and 64 percent of secondary school children have suffered back or neck pain in the last year, whilst children as young as 15 have shown posture-related early arthritic changes on X-rays. Until recently this would normally be seen in people in their mid-forties or fifties, not their mid-teens! Potential issues which can be attributed to poor posture include: • Pain and stiffness • Pins and needles or numbness • Reduced concentration • Low self-esteem • Depression • Absence from class • Reduced activity and obesity with all the health issues that can follow on. So how can we tackle this complex area?

Freephone: 0800 274 172

Whether you’re new to this line of thinking, or well down the path of creating ergonomically sound practices in your school, here are some ideas: Ensuring teachers have a good understanding about ergonomics

10 | Term 1, 2019 www.principalstoday.co.nz

around technology makes sense, as they can then model and pass this knowledge on to their students. Perhaps this could be done at teacher training, within individual schools or hubs as a once a year training. Creating a ‘safe technology use’ resource specifically tailored for your school, to be shared with students and parents as well as teachers, would be a more accessible resource. This helps to get involvement from the whole school community in areas such as safe setting up of chairs, length of time spent on devices, the importance of buildingin regular stretches, and so on. Look at the amount of time spent on technology use in a class, and ways to break this up to allow more movement and activity. Use external online resources such as ergonomics4kids.com. If you have someone on your Health & Safety Committee, or within your wider school community, who has a health professional background or experience to recognise the potential hazards and longer term consequences that poor ergonomics from a young age may cause, they would be the obvious candidate to review your approach. Alternatively, getting some professional advice and training input could be worth considering. It might not be immediately, but in later life, your students and staff might just thank you for it. Jane Cowan-Harris is the head of WorkSpace IQ: www.workspaceiq.co.nz.

News | Culture and society

BULLYING

We have a serious problem By Lydia Truesdale

New Zealand has the second highest rate of school bullying out of 51 OECD countries and the highest rate of youth suicide out of 41 OECD and EU countries. We lead the world in many things we can be proud of—but not this. Students can no longer close the door on bullying – it follows them home and into their bedrooms through their connected devices. There is no escaping it and the statistics agree. The Youth 2000 surveys, carried out in 2001, 2007 and 2012 by the Adolescent Health Research Group at Auckland University, have found little change in rates of bullying in New Zealand schools over the past decade, with the exception of cyberbullying which is on the rise. In 2015, the Programme for International Students Assessment (PISA) collected for the first time data on students’ exposure to bullying and found that bullying was a major issue in schools worldwide, and New Zealand features highly in all the wrong categories. Bullying affects student wellbeing and performance PISA data revealed that being bullied can negatively affect academic achievement because it influences students’ capacity to focus on academic tasks. “Schools where the incidence of bullying is high by international standards (more than 10 percent of students are frequently bullied) score 47 points lower in science, on average, than schools where bullying is less frequent (schools where less than five percent of students are frequently bullied). “These relationships suggest that bullying can both stem from and may exacerbate students’ disengagement with school and underperformance,” says the OECD about the PISA data. Bullying Free NZ reports that studies show children and young people who are bullied are more likely to be depressed, lonely or anxious; to have low self-esteem and to struggle academically; dislike school and miss classes; distrust peers and have problems making friends; and experience declined mental and emotional health. Some groups more targeted than others Bullying affects all gender types and races of people, but some groups are more targeted than others. Girls are less-often victims of physical aggression than boys but are more likely to experience psychological

New Zealand has a serious bullying problem: • Second highest rate of school bullying out of 51 countries (OECD, 2015) • Highest rate of youth suicide out of 41 OECD and EU countries (uNICEF) • One in three kids in NZ suffers bullying at school (UNICEF) bullying (9.2 percent compared with 7.6 percent respectively, PISA). Young people who identify as LGBTQIA+, or are perceived to be part of the rainbow community, experience higher rates of bullying than students who do not. Nearly 20 percent of students who are same/both sex attracted, transgender or unsure of their gender identity reported being bullied weekly, in comparison to six percent of their peers (Lucassen, 2014 and Clark, 2014). Bullies also targeted particularly recently arrived immigrant students as well as low-performing students (PISA). Parents and principals on bullying in schools One Christchurch parent spoken to wasn’t aware of any initiatives their child’s school has around bullying, but was aware that bullying occurs at their child’s school. They also weren’t aware of the school’s disciplinary processes towards bullying, but believes the teachers do talk to the students about bullying, and students are

told to inform a teacher if they experience bullying. The parent added that the school encourages positive social behaviours through incentives and rewards and the children do look forward to and strive for them, and that despite experiencing some degree of bullying, her child’s enthusiasm for school has not waned as a result. The parent did, however, believe that parents and schools could better work together to prevent bullying and discipline bullies, including schools being more open to parents about bullying. One teacher spoken to believes that bullying is undeniably something that we as a country need to address. They added that if it could be resourced, schools would be able to put a lot more emphasis on mental health, and that would make a huge difference to both addressing the behaviours that lead to bullying in schools, and also the impact of any bullying that does occur. A better school environment could prevent bullying from happ ening PISA data showed that the proportion of frequently bullied students is about seven percentage points larger in schools with a poor disciplinary climate than in schools with a good climate, in reference to the country average measured by the OECD (before accounting for students’ and schools’ socio-economic profile) (UNESCO).

to bullying, and New Zealand has several pieces of legislation in relation to bullying that schools and Boards of Trustees need to abide by, most predominantly National Administration Guideline 5 (NAG 5). Under NAG 5, Boards of Trustees are required to provide a safe physical and emotional environment for students (which extends to providing a cyber-safe learning environment), and comply in full with any legislation currently in force, or that may be developed, to ensure the safety of students and employees. The New Zealand Police Kia Kaha initiative provides schools with a range of anti-bullying resources to help children and young people learn and apply safe practices they can use when interacting with others. The Bullying Prevention Advisory Group (BPAG) comprises 15 agencies committed to working together to reduce bullying in New Zealand schools. You can read more about them on www.bullyingfree.nz. The Mental Health Foundation’s Pink Shirt Day culminates Bullying-Free NZ Week 2019 (13-17 May). The week is an opportunity to raise awareness of bullying and promote what your school is doing to become a bullyingfree school. Check out activity ideas and this year’s competition winners, and see what schools did for Bullying-Free NZ Week 2018.

What is NZ doing? It is the responsibility of each school to implement its own processes for reporting, recording and responding

Both principals and parents can find guides on bullying on www.bullyingfree.nz.

www.principalstoday.co.nz Term 1, 2018 | 11

News | Career choices

Promoting active careers For many students, a hands-on career combining physical activity and helping others is an attractive option.

The guide aims to provide information about a career in the exercise industry and to help with career choices. Exercise NZ recommends students ask themselves the following questions:

For sports-focused teens, moving into active careers such as personal training or fitness coaching can seem like, and often be, a perfect fit.

1. Do I want to undertake a fulltime or part-time course?

The New Zealand exercise industry is fun, vibrant and continuously growing. A career in this industry is a hugely rewarding one. Estimated turnover in the industry is between $200 and $250 million a year. There are over 600 gyms/ exercise facilities and around 400 yoga providers ranging from studios to independent yoga teachers. The industry supports and employs over 5000 individuals. Around 3000 of these are exercise professionals. For many it is being paid for doing what they love and providing the rewarding opportunities to help people make positive changes in their lives. It is a growing and vibrant industry full of energetic individuals. Career opportunities range from part time to full time and include group exercise, sales, personal training,

2. Do I want to train locally or am I willing to travel for a short course? What types of exercise industry courses does my local education institution provide? facility management, small business ownership, or as is quite common, a bit of everything. With the support of organisations such as Exercise New Zealand works to advocate and support exercise businesses, and REPs (The Register of Exercise Professionals), which is the standard setting body for exercise facilities and professionals, a career in the exercise industry is no longer something that people fall into, but rather a sustainable career choice that does not require a degree qualification to embark on and offers a culture of on-job upskilling and career development.

For secondary students who are considering a career in exercise, it’s important to be able to get the right information, tools and an understanding of what their chosen career choice means in terms of education and career start up and progression. To support people making these choices, REPs has developed an industry guide, a tool to assist new and potential exercise professionals to understand what it takes to be a personal trainer, group instructor or other exercise professional.

Here’s something to consider… NZ school survey results show that 20% of bullied students don’t tell. These kids are under our radar, we are not aware of their suffering.

3. Do I prefer lecture based, online or workplace training? (All forms of training have practical experience elements included). 4. What facilities do I want to target for employment? What training provider do they typically source their staff from?

The guide is available as a download at: www.reps.org.nz/ wp-content/uploads/2018/07/ Guide-to-Working.pdf. For more general industry information, visit: www.reps.org.nz.

The following graph shows the difference for schools that have implemented KiVa for at least one year.

KiVa is designed first and foremost to create a school climate that is unaccepting of bullying and, instead, encouraging of empathy and positive social behaviours. KiVa students, such as the bystanders, are equipped with strategies and confidence to act and defend. PISA report acknowledges KiVa success as ‘significant’.

The majority of studies evaluating bullying prevention programmes find a positive impact. But in most cases, the impact is modest. Randomised control trials found that the KiVa programme had a significant impact on reducing the incidence of bullying, and also made a difference in students’ attitudes towards bullies and victims. – From the WWW. PISA 2015 Results (Volume III) Students’ Well-Being) The same success is here in New Zealand. One of our students was motivated to email: “Hey this year rocks no one has bullied me so far. I like this.”

Individual schools have a minimum of 10% reduction in bullying incidents over the first year.

Contact us to find out more – we can set up a webinar for you and your team at a time to suit. Email: deidre.vercauteren@accent.ac.nz Phone: 04 463 9612 Visit www.kivaprogram.net/nz for further information or our Facebook page at www.facebook.com/kivaantibullyingprogrammenz for our latest news. 12 | Term 1, 2019 www.principalstoday.co.nz

News | Inside education

Coming up short

Tomorrow’s Schools Review: education system needs to change The Tomorrow’s Schools Review has found an education system that is not working well enough particularly for our most disadvantaged children and young people. The report released on December 7, 2018, by the Tomorrow’s Schools Independent Taskforce, is calling for a transformational change to the way we organise our education system. The Review is part of the government’s Education Work Programme, led by an Independent Taskforce to set recommendations on the future of schooling. “Our current system does not work for too many groups—Māori, Pacific, new migrants, or those that have additional learning needs are not well served. Furthermore, our overall performance is slipping,” chair of the Independent Taskforce Bali Haque says. “There is also a big gap between the performance of students who are disadvantaged and those who are not. Our report provides a detailed picture of the very serious equity and performance challenges we face and how we need to change,” Bali says. “If we get it right and address the systemic problems we face, the economic and social benefits for us all will be substantial, and we will have an education system which is well placed to prepare all our children for the (uncertain) future ahead.” The Taskforce identified eight key issues that need to be addressed and made a total of 31 recommendations. “One of the issues we identified was that the Board of Trustees selfgoverning model set up 30 years ago is not working well. Many Boards and principals struggle with having to shoulder too many responsibilities, many of which are not central to teaching and learning and the success and wellbeing of children.”

The Education Hubs would assume many of the current governance responsibilities of boards of trustees, work intensively and collaboratively with all schools in the community, and provide professional and business support services including: • Providing teachers with high quality curriculum and assessment support • Leadership advice for principals • Employing principals, but only with input and approval from the Board of Trustees • Responsibility for property matters, with an option to delegate this function back to schools • Providing a complaints and advocacy service for parents and students, and dealing with school suspensions. To support the focus on student success, wellbeing and equity, the report also makes recommendations related to teacher initial education and supply, the establishment of a national leadership centre, better pathways for Kaupapa Māori settings, schooling provision and transitions between schools.

A member of the sector Advisory Group that has been a sounding board for the taskforce throughout its deliberations, NZSTA president Lorraine Kerr says that if the taskforce report is not uncomfortable reading, at least for some, it is probably not going far enough to be useful. “Making this new system work will require some serious thinking about the place of government and officials, and on their willingness to regroup into agencies that genuinely support system stakeholders rather than trying to second-guess them. “This has been a real issue with the Tomorrow’s Schools system, although there’s been a genuine effort from the Ministry to address that over recent years,” Lorraine says. She says community participation at governance level is essential to create a partnership with the local community and to embed community voice throughout the system. This includes student participation, which is a crucial

part of any 21st century school community. “An ideal outcome will be enough change to enable school boards of trustees to perform their strategic governance role on behalf of the local community without constantly getting tied up in the compliance aspects of running the ‘business’ activities of the school.” The New Zealand Principals’ Federation president, Whetu Cormick says the report’s recommendations are based on a sound set of values which will determine the long-term future direction of education in New Zealand. “There is a lot of good sense in this report. The most pleasing of all is that it divorces itself from all the competitive aspects that came with the business accountability model of education which proved a dismal failure for our children’s learning,” he says. The report is now available and is out for consultation until April 7, 2019. It can be found here: https:// conversation.education.govt.nz/ conversations/tomorrows-schoolsreview.

It recommends limits to out of zone enrolments, better disability and learning support, and the introduction of a more robust equity index to replace the current decile system. The Taskforce also found that there are overlaps in functions across the various central government agencies and recommends the introduction of an independent quality assurance agency – the Education Evaluation Office—to oversee the performance of the entire education system. It also recommends reconfiguring the Ministry of Education, and the disestablishment of NZQA and the Education Review Office, with Education Hubs taking responsibility for monitoring and reviewing schools.

A system of almost 2,500 autonomous self-governing schools has also created unhealthy competition between schools and made it very difficult to tackle system-wide problems, he says.

“Everything in this report – every recommendation – is focused on improving the wellbeing and success of all children, particularly those not well served by the education system,” Bali says.

“We believe that school boards really matter – they are the representatives of parents and children in the school system, but their role needs to be refocused on what is really important to parents: student success and wellbeing, the goals and purpose of the school and the person appointed to be principal—and this focus is reflected in our recommendations.”

In response to the report, PPTA president Jack Boyle says ,“The principles that underpin the report are sound and we’re pleased that the government will take the time to get the detail right. We expect to be intimately engaged in that process.

The report recommends the introduction of Education Hubs, which would be crown entities, with Minister appointed directors, and partner with around 125 schools.

employment off the plates of boards of trustees may well resolve many of the systemic issues PPTA often deals with,” Jack says.

“We support many aspects of the report, and are especially interested in working with the government to develop the hub concept. Teachers believe this could be an important tool to achieve equity within and across communities.

New Homes | Renovations | Bathrooms

Schools and other Educational Institutions repairs, renovations and new builds. m. 021 034 0475 e. jholman@slingshot.co.nz a. PO Box 837, Timaru

“Taking the responsibility for www.principalstoday.co.nz Term 1, 2019 | 13

News | Learning experiences

Learning that goes above and beyond How does an aircraft fly? What does it feel like to soar like a bird? MOTAT and Perpetual Guardian invite schools to come to MOTAT for a Fantastic Flight education programme and to experience Boeing’s global touring exhibition Above and Beyond. Above and Beyond, presented by Boeing and developed in collaboration with NASA and the Smithsonian’s National Air and Space Museum, is on show exclusively at MOTAT until March 11, 2019. This exhibition is highly interactive and designed to challenge and excite visitors with immersive experiences, hands-on design activities and inspiring stories from innovators past and present. Upon entering Above and Beyond students will find themselves in a wraparound theatre. Flowing off this space are five themed galleries comprising dozens of interactive displays. Activities include riding to the edge of space in a simulated space elevator, testing their own supersonic fighterjet design in a virtual high-speed

flying competition, and experiencing the forces of flight through motionsensing image capture technology that will enable small groups to feel what it’s like to fly like a bird in a flock. With the aim of motivating new generations of children to take up science, technology, engineering and mathematics, the Above and Beyond exhibition more than delivers on this goal, stimulating children’s interest and excitement through all things space and flight related. In MOTAT’s accompanying Fantastic Flight programme, school groups will further explore the science behind flight and aerodynamics with educator-led sessions at MOTAT’s Aviation Display Hall. Children will experiment with a hovering object in a wind tube, make an aerofoil and then fly it in a wind tunnel to experience first-hand the four forces of flight. “After Boeing’s founding in 1916, the New Zealand Flying School became our first international customer by purchasing two Boeing B&W aircraft,” says president of Boeing Australia, New Zealand and South Pacific, Maureen Dougherty.

14 | Term 1, 2019 www.principalstoday.co.nz

“Since then, we’ve been honoured to support the country’s commercial and defence aviation needs including the recent announcement that the New Zealand Government selected the Boeing P-8 as its new maritime patrol aircraft. “Our long relationship with New Zealand is why we are so excited to see Above and Beyond come to MOTAT; from the history of flight

to the future of space travel, this exhibition will be a great experience for New Zealand’s future engineers, pilots and explorers.” For further information about the programme and the exhibition, please contact bookings@motat.org.nz or call (09) 815 5808.

News | In the classroom

The future of NCEA Thousands of New Zealanders’ views on NCEA and its future have been captured in a report released by the Ministry of Education.

with how the qualification is implemented. They told us that the qualification could have more focus on learning than on assessment, which could include less emphasis on credit accumulation.

The report, compiled by the New Zealand Council for Education Research (NZCER), analyses the feedback gathered from surveys, formal submissions, workshops, indepth interviews and focus groups.

“People also suggested that we could also look at ways to change the structure of NCEA. For example, changing the number and content of NCEA levels and offering more support around how NCEA is understood and used.

“Earlier this year (2018) the Minister of Education put out a call to action for all New Zealanders to have a say on the future of NCEA. We’ve heard from students, principals, teachers, whānau, business owners, tertiary groups, and many more diverse voices,” says Ministry of Education, deputy secretary for Early Learning and Student Achievement, Ms MacGregor-Reid. “We’re delighted that so many New Zealanders got involved, and how passionate people are about sharing their experiences with NCEA. Through targeted engagement, we’ve also been able to hear from people who haven’t always been well served by the education system.” More than 16,000 people engaged directly in the NCEA Review, with over

8,000 filling in a survey or detailed submission and around 8,000 others attending a workshop, meeting, hui, fono, focus group, in-depth interview or debate.

NCEA might look like,” Ms MacGregorReid says.

“This report summarises what we’ve heard. It highlights the things that people like about NCEA, and areas where it could be strengthened.

“Many people told us they value NCEA. Across all groups, the thing people like most about NCEA is its flexibility. In particular, many like NCEA’s mixture of external and internal credits, and the range of ways students can achieve credits.

“Similarly there are a wide range of ideas about how we could do this, and what a more future-focused

“Some people noted that, although they think NCEA is an excellent qualification, there can be challenges

“We are working with the Ministerial Advisory Group, Professional Advisory Group, Reference Group, the education profession, students, employers and wider community, to prepare recommendations for the Minister to take to Cabinet in April,” she says. A plan for the future of NCEA will be released for consultation later in 2019. There is a regulatory requirement for all qualifications on the New Zealand Qualifications Framework (NZQF) to be reviewed and relisted. NCEA was scheduled for this in 2018, which tied in with the wider Education Conversation or Kōrero Mātauranga that began earlier this year. The report can be accessed at: www. conversation.education.govt.nz/ncea.

www.principalstoday.co.nz Term 1, 2019 | 15

Working Space | Technology

Tools for the digital curriculum As digital fluency becomes a necessity rather than a distant goal, a new Digital Technologies curriculum has been introduced that all schools and kura will be expected to deliver from 2020. Across New Zealand, students from Year One onwards will start to learn how computers work, and how to use them. With the country’s teacher shortage being labelled a crisis, the change will see thousands of teachers in need of retraining – as well as digital technologies teachers at high school level, all primary and intermediate teachers need to be able to teach the new curriculum. The new system will cover two key areas: computational thinking, and designing and developing digital outcomes. Students will gain an understanding of key principles that drive digital technologies including algorithms, programming, data representation, digital media and electronics. It’s a prospect that has many in the education sector worried. The key,

says Digital Technology Teachers Aotearoa’s past president, Julie McMahon, will be making sure teachers get the training they need. “This is a huge change across the whole country and we want to ensure… ongoing learning across all regions,” Julie says. CEO of Kiwi Edtech company Code Avengers Hamish Day says his company holds the solution and is already helping millions of users around the world. “Our goal is to prepare teachers and students for the jobs of tomorrow,” he says. “We offer digital technology courses for Years 1-13 which are fully aligned to the New Zealand curriculum and other curricular around the world, and use gamified learning, which means that learning these new concepts is fun and engaging for students.” Even the most inexperienced teachers can become experts in the new curriculum, Hamish says. “We have designed our platform codeavengers.com for the absolute beginner, so it’s a very gentle start – any teacher can become an expert. And the resources, such as customisable lesson plans, auto marking and data tracking, mean a

massively reduced workload, allowing teachers more quality time with their students.” Code Avengers has educators on staff who have helped create the marking tools and other teaching resources available – they are literally providing a service by teachers, for teachers. “We’re providing a complete solution for teachers to learn, plan, teach and assess Digital Technologies,” Hamish says. One of those educators is Lana Signal, who was working as a teacher of ESOL (English as a Second Language) and Classics before joining Code Avengers. She was not trained in Digital Technologies and came into the role “knowing nothing” about what was in store. She is now a key member of the tight-knit Code Avengers team and helps design the material taught, as well as advising on how it’s delivered. Lana is keenly aware that teachers everywhere are feeling immense pressure. “There aren’t enough teachers in New Zealand – let alone specialist Digital Technologies (DT) teachers,” she says. “The ones who are teaching DT are overwhelmed by the idea of such massive change.

“We have heard the question more than once; how am I supposed to know what a student mark of excellence looks like, if I can’t even reach “achieved” in the same subject?” Code Avengers has developed a game-changing offering that is bringing hope and new knowledge to literally millions of users, including teachers here in New Zealand. “In my own teaching I have found the resources transformative; my admin time has been significantly cut back. We have an easy-to-use tracking tool that allows teachers to follow students’ progress in real time and help them exactly when the need help. “We also have a simple, time-saving marking tool and custom-designed material like quizzes, to make learning as engaging as possible.” All of these resources are cloud-based, so can be used from any location. The Code Avengers platform has been used by 15,000 schools in 14 different countries. Code Avengers continues to work with rural and disadvantaged schools and is excited to engage as many students and teachers as possible, before the 2020 change.

Bernina Fashion and design is going through a resurgence in New Zealand schools, and BERNINA is committed to helping schools meet the demands of today’s student. Technology in the sewing world has moved greatly in the last 15 years, however many schools still have fleets of machines in need of replacement. BERNINA, as a platinum sponsor of HETTANZ, offers special school prices on a range of machines suited to the demands of the classroom. We don’t sacrifice on the robustness of our machines, or the quality of our machines, as we believe that a machine that lasts is the right investment in schools. Machines in classrooms need to be simple to use, but also be suitable for a Year 7 student, right through to a Year 13, that’s why BERNINA has just launched a new 3 series of machines which are perfect for schools. We still have the heart of the BERNINA machine that teachers have loved and trusted for decades, but a brain that is advanced enough to keep students engaged during class. Sewing is such an important skill for the future and students deserve the best tools to learn with. 16 | Term 1, 2019 www.principalstoday.co.nz

But the machine isn’t the only way BERNINA helps schools, through our association with HETTANZ, we offer training to help your teachers get the most from their machines, and have a nationwide network of trained BERNINA service centres to ensure our machines are kept in the best condition and last. To discuss your schools sewing needs, contact your local BERNINA sewing centre, or BERNINA directly on 0800 70 18 18.

With Epson, 100% of your class can focus on your lessons. ON A 70” DISPLAY ONLY 42% SEE IT ALL – GO BIG WITH EPSON When you are looking to inspire the next generation, ensure you engage your audience right to the back of the room. Research confirms that audiences are missing out when viewing content on a 70-inch flat panel TV versus a 100-inch projector screen*. You put too much hard work in to your lessons to fall down in the last mile. Influence starts with you and ends with a screen size that matters.

For more information visit: www.epson.co.nz/thelastmile *Leading 70-inch class 4k resolution ﬂat panel in a 22’ (width) by 27’ (depth) classroom-style arrangement. When asked to copy down six short items of information from slides being displayed, 58% of students ages 12-22 copied at least one item incorrectly. Based on an independent, quantitative study conducted by Radius Research in multiple U.S. markets.

News | Early childhood education

Early experiences matter

The long term effects of poor quality early childhood education By Dr Lynley Tulloch

Child Forum has recently published a report of another Early Childhood Education (ECE) centre which has been shut down amid allegations of horrific abuse. Among many complaints were accusations that staff not only shamed and bullied children, but also dragged and rough handled them. This kind of emotional and physical abuse against young children is never acceptable, let alone in an early childhood centre. Parents and caregivers entrust their children to the care of adults who are supposed to be professionals in their field. The above case not an isolated one. A recent Ministry of Education report highlighted that reports of abuse and neglect were among hundreds of complaints against ECE centres. Some 163 complaints were upheld. Child Forum published a report in 2015 that detailed concerns over ECE quality straight from the horse’s mouth – the teachers themselves. This report, based on interviews with 600 teachers, found that a quarter of teachers would not enrol their child in the centre they worked in. It does not bode well for the state of some ECE centres in New Zealand. It’s alarming to think that our ECE centres are not all up to scratch and may be having a negative rather than a positive influence on a child’s life. The importance of the early years in a child’s life is well documented. Children who experience stress in their early years will be susceptible to developmental delays, immune system problems, learning problems, behaviour difficulties and mental health problems. Recent developments in neuroscience demonstrate the significance of early experience for a child’s lifetime prospects. Dr. Jack P. Shonkoff (Professor of Child Health and Development at Harvard University) says that our understanding of neural circuits in brains gives us insights into how we learn and grow. Over time neural circuits become increasingly more complex. In short, all development builds on what came before. Brain circuits grow from the bottom up. You can’t build a strong house on shaky foundations. Dr Shonkoff says, “We are now learning just how much early experience from birth, in fact, even before birth… literally gets into our bodies and shapes our learning capacities, our behaviours, and our physical and mental health.” He says this holds importance for addressing critical social problems. Echoing earlier educational philosophers such as John Dewey (1858-1952), Dr Shonkoff stresses the significance of our early experiences. Dewey may not have had access to the latest neuroscience, but like all great educationalists before him, he knew that experiences matter. Children need to have rich experiences that are embedded in reciprocal relationships with adults. Early childhood learning needs to be holistic – cognitive, emotional, physical and spiritual aspects are merged. Your brain simply cannot learn and develop in isolation or in the presence of emotional and physical stress. 18 | Term 1, 2019 www.principalstoday.co.nz

“We are now learning just how much early experience from birth, in fact, even before birth… literally gets into our bodies and shapes our learning capacities, our behaviours, and our physical and mental health.”

As a sector we have the knowledge and expertise to do a great job with young children. Our early childhood curriculum Te Whaariki details the importance of rich experiences and responsive and reciprocal relationships. It is a world-class document, with a socio-ecological approach to early childhood education. So why are these problems of abuse and neglect emerging? There are always individual circumstances at play, but some common threads do emerge that increase the likelihood of abuse in ECE centres. One of the most significant issues is that early childhood education in New Zealand is underfunded and understaffed. Early Childhood Council chief executive officer, Peter Reynolds, says that it is important the services are funded so that they can deliver our curriculum. Peter called the recent government increase in funding of 1.6 percent as significantly underwhelming. Many centres are currently working close to the breadline, and in communities where parents cannot afford to pay fees the struggle is greater.

It is also important that the government commits to working toward 100 percent qualified staff in teacher-led services. Currently the ratio is only 50 percent. Yet centres are struggling to meet minimum staffing levels to keep children safe – let alone worry about raising the percentage of qualified staff. I am certain that there are many ECE centres doing excellent work, providing rich experiences and nurturing strong relationships with children and their families. We need to celebrate those centres and support them to continue. However, it is also clear that we are seriously letting some of our children down through poor ECE practice and abuse. If our children are experiencing abuse and neglect in any of our ECE centres, we have serious problems. It’s time we paid due diligence to what is happening in ECE and really put some serious funding and policy revision in action. Early experiences matter. The implications of stressful, noisy, neglectful environments on a child’s overall health and life chances are profound. Children in Aotearoa/New Zealand need a better standard of care and education that will improve not only their life quality, but the health of our society. We should do better, we can do better, and we must do better. Dr Lynley Tulloch is a qualified Early Childhood Education (ECE) teacher. She has over 20 years’ experience in the field of education, including lecturing on the history and politics of ECE at the University of Waikato. Lynley has also taught foundation level courses in ECE. A strong voice for quality ECE, Lynley has served on Waikato chapter of OMEP (an organisation that advocates for children).

Working space | School design

Designed for learning

A new classroom block housing the Cathedral Grammar Junior School is redefining educational architecture. The block, designed by Andrew Barrie Lab and Tezuka Architects, has won awards at both the 2018 Canterbury Architecture Awards and the 2018 New Zealand architecture awards. Previously accommodated in a building that was destroyed in the Christchurch earthquake, the junior school’s new design is the charming and effective outcome of a childcentric design focus. Eschewing the vogue for corporateinflected school architecture, Andrew Barrie Lab and Tezuka Architects opted to support their ‘garden school’

with natural materials – a thicket of timber columns and beams. The detailing is impressive, the courtyard organisation is sympathetic, the roof slides are fun. The design is both rigorous and playful; it must be a pleasure to learn in this environment. Judges of the 2018 Canterbury Architecture Awards described the complex as “impeccably resolved”. “To compose a building that is so ‘scale specific’ to its primary occupants also requires immense patience and diligence, coupled with serious architectural skill.” The school also received an interior award, with the jury commenting on the “sumptuous and warm character” and noting that “any building with a playground on the roof must be a winner”.

www.principalstoday.co.nz Term 1, 2019 | 19

Save time, save money, reduce risk – why wouldn’t you outsource your financial administration? Principals have a huge workload and a wide range of responsibilities – so why wouldn’t you take every opportunity to save some time, save some money, and reduce the risk of fraud and misappropriation? Peter McBreen, the managing director of Education Services Limited (ESL), shares his thoughts on school finances. Education Services completes the Financial Administration for almost 700 schools - the largest such provider in New Zealand. ESL has been around since the advent of Tomorrow’s Schools. There isn’t much Peter and his team haven’t seen with regard to school finances over the last 29 years. Peter has also worked auditing schools for three years (“working on the dark side” as he refers to it) so is well placed to comment on the various types of service and reporting that are available to schools. “For the life of me I just don’t know why a busy principal

would want to have all their finances in-house. It is just so costly – and risky,” he says. “Ninety percent of all school fraud happens when accounting and creditor payments are handled in-house. “Often, when we do a marketing presentation to a school we get the response that ‘yes that looks great, but we get very good reports etc from our in-house person who has been doing it for years, things are fine. But if things change, or someone leaves, we will contact you’. “And perhaps a year or two down the track they do contact us because someone has left or something changes and we pick up where they left off, and I can tell you things were not fine! “But as a principal how could you tell for sure? You trust the reports put in front of you. You trust that the amount shown on the report is the bank balance as shown, you trust that all transactions are included, you assume that the correct accounting treatment has been used so there are no nasty surprises at year-end. Unless you are both a principal and accountant and also have

the extra time it takes to check everything thoroughly, it can be very hard to tell. “I do acknowledge there are some very, very capable and skilled EOs working in schools. Not all prepare poor reports by any means, but the point is that often the principal will not be able to tell if there’s a problem with the reporting until it is too late. “There are many good school accounting service providers. They specialise in school accounting – day in and day out that is all they do. Their knowledge, experience and skill are a wonderful asset to schools. “And there is also the fallacy that hiring an EO to facilitate school finances in-house is cheaper than outsourcing.” Peter acknowledges it can be difficult for a principal to put a cost on doing the job in-house, and therefore when confronted with the cost of outsourcing it can appear expensive at first glance. But when a detailed comparison is done the in-house option is more expensive.

Some obvious benefits to using a service provider are: 1. Significantly decreased hours spent on finance in the admin office. 2. Service providers perform all year-end accounting functions, meaning the school does not need to employ someone with accounting skills to work in the school office. 3. Significantly reduced risk of fraud and misappropriation. 4. Access to school financial experts. 5. Timeliness - have everything (annual financial statements, board reports, GST returns) done on time, every time, without having to worry. 6. Accounting software and data backup costs are included in the service provider’s fees. 7. Using a service provider can result in a reduced audit fee.

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Help us prepare students for their financial futures Join us in building a brighter financial future for all young Kiwis We have an audacious goal and we need your help. Our vision is to ensure all young New Zealanders are equipped for their financial futures. To achieve this, the Commission for Financial Capability (CFFC) has been tasked with launching a national financial capability programme. Sorted in Schools is the first fully government-funded programme in secondary schools that’s aligned to the New Zealand Curriculum (NZC) and Māori Medium Education (MME). As trusted leaders, we need your help to embed this programme in schools, and get teachers and students excited about financial capability. We know you’re decision-makers, and we want to engage you in the programme and give you an opportunity to provide feedback and advise us. Success of the programme will be in ensuring there is equitable access for all young New Zealanders to financial capability education by 2021. We’ll enable this by releasing eight learning packages for all secondary levels for NZC and MME before the end of the calendar year in 2021.

Financial capability education gives students tools to make informed and effective decisions about how they use and manage money. Topics in the packages include saving, setting goals, managing my money (budgeting), insurance, and KiwiSaver. Glenfield College was one of the secondary schools that trialled the first learning package in Term 4, 2018. Principal Paul McKinley says that one of the appeals of the programme is it’s an integrated subject that can be applied across the curriculum, including in English, Social Studies and Technology as well as in Maths and Commerce subjects. “Students love it because it gives them knowledge they can use, and knowledge is power,” says McKinley. “They understand the why, and when they understand the why they buy into it.” The teacher in charge of the Sorted in Schools programme at Glenfield College, Head of Commerce Chris Hett, says teachers and students found the Sorted in Schools website easy to navigate to access its resources. “The website brings together resources not only for students but also for teachers, so we see it as an important one stop shop for all our financial capability education,” says Hett. Hett agrees that the implications of young people’s treatment of money early in life can be far-reaching. “It’s important to equip our young people with the knowledge to make really smart choices.” McKinley encourages other Principals not yet signed up to the programme to consider it.

The content for the learning packages is co-constructed with teachers to ensure it fits many learning environments. It encourages both teacher and student-led learning. The Acting Head of CFFC, Peter Cordtz, says today’s young people are faced with financial choices and decisions that weren’t encountered by previous generations. “From gaming to online shopping, easy access to credit means our young people are faced with financial choices from an early age,” says Cordtz. “They need help to ensure they don’t get sucked into cycles of bad debt that can hold them back from a healthy financial future.”

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“When you go into a pilot programme you’re mindful of its credibility. I’ve been very impressed with everything I’ve seen so far. I think it’s set up for success in the future.” Schools can now register for the second NZC pilot of years 9-10 and the first MME pilot to be run in Term 1, 2019. As leaders in the education community, CFFC is looking to you for guidance and support to ensure all students have access to Sorted in School’s online resources, giving them the opportunity to leave school understanding what money is, and how to make it work for them. Register your interest at sortedinschools.org.nz

www.principalstoday.co.nz Term 1, 2019 | 21

Working Space | Fundraising

Putting the fun in fundraising Some of our fondest childhood memories stimulate our senses like it was just yesterday we were living the moment.

Fundraising is as old as the education system itself, but it’s not going out of fashion any time soon.

The taste of sticky toffee apples, the aroma of sausage sizzles and the flightless sensation of the Ferris wheel; many of us lived these memories in the fairground of fundraising where children, parents, teachers, friends and even strangers unite to support a common cause.

goodwill; funded by people who have the least to give, but would offer their last dollar or the shirt off their back.

Fundraising is as old as the education system itself, but it’s not going out of fashion any time soon. Whether it is used to facilitate the development of a new department, buy extra sports equipment for pupils, sponsor an exchange or support an external campaign, fundraising translates to the practise of giving.

Open for interpretation, fundraising and what it entails has been redefined and repackaged for as long as it has existed.

It doesn’t matter if you’re young or old, from the north or south, went to a private school or public school, your life directly or indirectly has been touched by fundraising and in turn, your fundraising has touched the life of another.

For many charities and their loyal followers and supporters, it has become an annual event and societal ritual, represented by yellow daffodils, red crosses, bandannas, mascots and often to the dismay of their other half, men’s moustaches—the symbols are numerous and in some cases compellingly potent.

As a universal practise, fundraising has many faces from all walks of life.

A simple concept by nature, the issues driving the need for

fundraising can be anything but. As a catalyst for change, fundraising has set the wheels in motion for societal, environmental and educational progress.

And while every fundraising cooperative embodies unique characteristics, every campaign, initiative, cause and objective is linked by one common goal; to fund a future.

Philanthropic campaigns engineered to combat poverty have been dressed as celebrity concerts, attracting the support of 400 million viewers across the world.

While fundraising addresses many of the serious global, national and community issues affecting our people, the practise is also about drawing out the fun in fundraising because after all, it’s embedded right there in the word itself.

Even in the smallest of towns, fundraising efforts can be found. In many cases, the more poignant campaigns are found in the schools who receive no publicity for their

Using bazaars, books, spellathons, sunscreen, homemade hamburgers and calendars (to name but a few things), the school is making fun and funds with innovation.

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22 | Term 1, 2019 www.principalstoday.co.nz

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Working Space | Fundraising

Working Space | School security

Creating a security risk management plan

Creating a security risk management plan involves identifying security risks at your school and planning how to reduce these risks.

Fundraising is as varied as your imagination Affording everything a school would like on its operations budget is rarely possible. That’s why schools turn to fundraising to find ways to afford camps, field trips and sometimes even to make ends meet.

There are several steps to creating a security risk management plan.

Schools are also aware of other needy groups in the community, such as charities. They are often generous and diligent in raising funds for worthy causes such as a sponsored child or a one-off donation to a nongovernment organisation.

Assessing your school’s security risks will guide your decision making around what security measures to put in place. Knowing your risks will help you identify and prioritise actions your school can take to deter vandals and thieves.

There are numerous ways schools can fundraise for events, other than the humble chocolate bar. Firstly, there’s the traditional mufti day which could be given a twist. Students (and teachers) could get dressed up as animals for the SPCA for example, or as superheroes. Mufti day could become a wild shirt day, or a wacky tie day. Sometimes a teacher will offer to ‘shave their lid for a kid’ – go bald to raise money for a child cancer charity. Then there’s food. Sausage sizzles, bake-offs and school fairs are commonplace but good fun. Getting active can run alongside this – fun

runs, walk-a-thons, skipping contests, bike rides or a touch rugby game gets the heart racing in an enjoyable way. Competitions can also be a fun way to raise money. Musical children can play guitar hero, singstar, or schools can hold a talent quest or a NZ Idol competition. Children could also perform a play, or a series of skits from each class or year group. Local businesses are also passionate about supporting schools and other charities, and could be persuaded to give products for a raffle. They might also donate equipment such as face paint for a school fair, or sponsor a team or event. There are also car washes, trivia nights, book fairs, carol singing, jumble sales, bingo and much more. Check out www.fundraisingideas.org. nz for more information.

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1. Audit and assess your security risks

Get a Ministry-funded formal security audit The Ministry of Education may pay for a formal security audit if its school has suffered damage to your buildings and other facilities through arson. For a tailored assessment or formal audit, talk to your property advisor. Do your own security audit If your school is not eligible for a tailored assessment or formal audit, you can do your own audit. Use the Risk Management Planning Tool to review all the areas in a school that could pose security risks, and to help you develop your risk management plan. Using a security consultant You can use a security consultant to audit your security. They can also help

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Rank the risks identified in the audit in their order of importance.

3. Write your security risk management plan Develop a security risk management plan to minimise the risks you identified in your audit or assessment. Your plan needs to reflect: the character of your school, your school’s needs, and the school community’s needs. A security risk management plan for a suburban school will be very different from a plan for a rural school.

4. Put together a security policy The best time to put together a security policy is after the security audit and risk management planning exercise. The purpose of a security policy is to have effective procedures in place to manage your security. You may want to work with your security consultant on the policy.

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Your security risks will change with time. At some stage, you may need to do a new security audit and plan.

• Security Audits and Risk Reviews

At the least, you should: Review your risk management plan at least once a year using the security risk management planning tool; monitor any security incidents so you can quickly respond to risk changes; assess the costs and plan for any work needed to improve your security as a result of your review; and update your security policy so that everyone understands any changes.

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you choose and arrange instalment of your security system. Your security consultant must be licensed under the Private Investigators and Security Guards Act 1974 (New Zealand Legislation website), and/ or a member of a professional body such as the New Zealand Institute of Architects or the Institute of Professional Engineers New Zealand. Ask your property advisor about security consultants in your area. Use one with experience and competency in the security industry.

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Information sourced from www.education.govt.nz.

www.principalstoday.co.nz Term 1, 2019 | 23

Working Space | Insurance

Insuring your school The Ministry of Education has a Catastrophic Loss policy for damage to New Zealand state-owned school buildings. The policy funds damage caused by the following types of event: • Earthquakes • Fire (accidental and arson) • Loss or theft of school keys • Extreme weather events (such as heavy snow, high winds and lightening strikes). The Catastrophic Loss policy pays for: • Repairing damaged school buildings • Replacing actual net square metres lost up to the School Property Guide (SPG) entitlement • Contracts work under $50,000 (a minimum excess of $1,000 applies) • Demolition of buildings not eligible for replacement. Even though replacement of square metres is calculated on net area lost, the replacement budget allows for ancillary gross areas that need rebuilding due to the damage, such as corridors, reception areas, cleaners’ cupboards, toilets, switch rooms and computer network spaces. Before starting any repair work, you must contact your local Ministry office. If you get the work done without first putting in a claim, your application will be declined; refer to Making Claims under the Catastrophic Loss policy.

What is not paid for out of the Catastrophic Loss policy • Claims under $2,500 • Damage to the over-SPG entitlement area of a school • Non Ministry-funded property (including the board owned portion of joint Ministry-board owned property) • Vandalism e.g. graffiti, leaving taps on, broken windows • Damage which only occurs because property has been inadequately maintained. The level of funding awarded to the school will be based on how much the repair costs would have been if the property had been properly maintained. When in doubt, this will be decided by a loss adjuster • Replacing or repairing surplus buildings. Over SPG entitlement and damage to school land Damage to over SPG entitlement buildings and facilities, and damage to school land, is not covered under the Catastrophic Loss policy. However, the Ministry will consider these claims on a case by case basis where it can be shown that these repairs are necessary for the operation of the school. Boards cannot insure over-SPG property without the Ministry’s consent, and should consider rationalising surplus property. Swimming pools The Ministry will only consider replacing a damaged swimming pool if there are no viable alternatives available to the

school for delivering swimming and water safety tuition. The Ministry will take into account factors such as the number of school pools, or available community pools within the local school network when making this decision. Joint and board-funded buildings and facilities If buildings and facilities were built with joint Ministry and board funding, the Catastrophic Loss policy only pays out on damage to the Ministry’s share up to SPG entitlement. The board must insure its share of the building. If the board and a community group jointly pay for buildings and facilities, make sure you have an agreement about which portion the board and community each insures. Record this in your standard agreement for third party use of school site.

Minimising the risk of damage from a catastrophic event Good maintenance Properly maintained buildings and fixtures are more likely to withstand the effects of natural disasters and extreme weather events. Regularly clean out guttering (and/or install gutter guards), trim trees and remove dead or unsafe trees, lag pipes in frost-prone areas and take other precautions against expected weather conditions. Minimise flooding risks When the school is closed, turn off water supply to urinals and ensure all taps are turned off (and not leaking).

Radiators, boilers and water pipes which are not properly maintained also add to the risk of flooding. Ensure drains and sinks are left unblocked. Minimise fire risks Reduce the risk of arson and accidental fire by moving rubbish bins and other receptacles away from school walls and fences. Get rid of flammable substances. During holiday periods, consider locking rubbish bins away from school buildings and placing mats inside buildings (as these make a good base for fires). School keys Reduce the risk of losing the school’s master key, or of having it stolen, by keeping it in a secure place and not within public view. Don’t label keys with the school’s name. Also, minimise the number of locks that require replacement if the master key is lost or stolen, e.g. have a master key that allows access to a keypad system which can then be used to unlock the rest of the school. This provides a double layer of protection to the school and means that if the master key is lost, only one lock requires replacement. Electronic swipe card systems are even more effective because a swipe card that is stolen or lost can be deactivated without the need to alter, or replace the rest of the system or change any locks. Information kindly supplied by the Ministry of Education: visit www.minedu.govt.nz.

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24 | Term 1, 2019 www.principalstoday.co.nz

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Walking hand in hand with schools

Schools can be eligible for community funding through annual grant funding not covered by the Ministry of Education, to put towards essential resources such as technology, sports gear, playground equipment, shade sails, classroom upgrades, camp fees, vehicles, transportation costs, Bikes in Schools’ projects (includes track, obstacles, bikes, helmets and container for storage) and more. The funding is available to assist in getting equipment and projects for the school and wider community to benefit from.

Gofund was established in 2015 by director Yvonne Leitch-Heggie to help schools access these funds and better position themselves to give their students what they need for their learning today. The Auckland-based education enterprise has worked with an estimated 400+ schools nationwide since its inception. It claims a more than 80 percent success rate, for an average $1.3 million in grant funding every year, and charges a set application fee of $500 + GST – instead of the common practice of charging by a percentage rate of the funding attained, generally somewhere between 4-6 percent. “The whole point of the business is to make schools’ input as minimal as possible, for maximum return on their investment,” Yvonne says. “For me, it’s not about making lots of money but making things happen; helping as many schools as I can to get their kids what they need.” A recent trip to her first principals’ meeting in Wellington, where more than 800 delegates were in attendance, confirmed

this is a service that schools are desperate for. “Typically, when it comes to grant funding, schools are expecting their teachers or PAs to take the time to do it – and they don’t have the time,” Yvonne says. “Teachers should be teachers, principals should be principals, and therefore this is something completely separate.”

A complicated process made easy Gofund walks hand in hand with schools to fill the gaps that require filling. “Every year trusts must give out 90 percent of their earnings in funding – they can’t retain it – and schools need to be tapping into this,” Yvonne says. Funding is available to every decile of school in New Zealand but for many, the anticipated bother of the funding application process outweighs the perceived need to access funding. Yvonne encourages schools to step away from the thinking that, “It’s only $5,000, we’ll just pay for it ourselves”, because if that happens ten times over it quickly adds up.

“Some schools put projects off for years and I have to say to them, ‘Why are you doing this? These kids need this now, let’s get a grant in and get some money to make it happen,” she says. Yvonne first sits down with a schools’ key personnel and asks for a 2-year priority list of their needs. She then makes her way through the list, identifying eligible trusts and targeting streams of revenue for that school’s particular wish list. By engaging Gofund, schools have privileged access to Yvonne’s specific set of skills as well as the network of contractors and suppliers she’s worked hard to build and maintain positive strategic relationships with over the years. A particular highlight in Yvonne’s line of work is hearing schools consistently remark how much easier and more pleasant the process is than expected – it can even be as simple as telling Gofund what they want or need and signing on the dotted line. Knowing just how great a difference successful grant funding can make to students’ individual growth, Yvonne works determinedly to ensure every single project Gofund helps gain the funding for is completed and able to deliver on its intended benefits. In its commitment to helping all schools nationwide, Gofund can consult via email, Skype, conference meetings and phone calls, which for many takes the pressure off and gets the ball rolling.

Case studies 1. Kaitaia College engaged Gofund when it was $200,000 short on a $1 million project. Yvonne was able to acquire $150,000 through one application within 10 days (and before deadline); all for the set application fee of $450 + GST – a few less zeros than Kaitaia College was expecting! 2. In another case, Yvonne was approached by a Decile 1 school with a quote for a $120,000 playground for 200 students. Yvonne commended the school’s long-term ambition but their playground was simply too big and their budget too high; they were able to scale back their vision to being realistic for the trust and the school, which better ensured the success of their application and allowed a playground to be installed, which the community and students are now using.

Gofund at a glance: • Established 2015 • Application success rate • of 80% + • Averages $1.3million in • grant funding every year • Minimum set application • fee (not a percentage • rate) = maximum ROI for schools • Funding for deciles 1-10 • Funding for schools nationwide.

About Yvonne Yvonne has more than 20 years’ experience with grant funding including on Boards of Trustees as the Property Executive (which involved 5YA and 10YP), for schools and the PTA. She is able to not only identify what trust funding is available, but also provide a strategic plan to incorporate all avenues of revenue such as PTA Funds, Trust Funds, Capital budgets and 5YA budgets to get projects over the line. This experience has made her acutely aware of how complex schools’ budgets are and how demanding the grant funding process can be. Using her understanding of the requirements of the process, Yvonne is able to be extremely competitive in her role of identifying strategic funding plans and revenues on schools’ behalf’s.

Gofund Community Funding & Development Services PO Box, 428 Kumeu, Auckland 0881 Phone: 021 425 799 Email: yvonne@gofund.co.nz www.principalstoday.co.nz Term 1, 2019 | 25

Working Space | Fire protection

Fire safety design Following the Ministry’s Fire and Safety Design Requirements for Schools means that you, as a board of trustees, will comply with the legislation around fire safety when you do any building work at your school. The Requirements cover design, fire alarms, emergency exits and sprinklers.

What to consider when starting a construction project

Fire and Safety Design Requirements for Schools

Your project manager should contact the New Zealand Fire Service before any design work starts for a new building or alteration.

Fires at schools can be traumatic for the entire school community. You can lessen the fire risk by having buildings that are designed with fire safety in mind. The Fire and Safety Design Requirements for Schools tell you how to protect your school from fires. Make sure the consultants you use on the project, such as your project manager, architect and engineer, have a copy of the requirements. The requirements include: How new buildings or alterations need to be designed for fire safety, the legal requirements around fire safety, and the Ministry’s standard specification for fire alarms.

Your project manager should also ensure there is a comprehensive brief on fire issues before the design and construction. The brief must cover: • How the building will be certified, for example, by an approved expert • The intended use of the building, for example, how any hazardous substances will be stored • The building design and its location in relation to other buildings • The building services, for example, the heating and ventilation system • Access for fire services, for example, where water supplies are located.

Installing sprinkler systems Sprinklers minimise damage because they come on one at a time when they reach a certain temperature. Around 75 percent of fires are put out by a single sprinkler, and 96 percent are put out by fewer than four sprinklers. The requirements specify when you need to install sprinklers. However, schools are encouraged to install sprinklers when you are doing building work, as they limit the loss of resource material and reduce the need for other fire protection systems.

Dealing with false alarms The New Zealand Fire Service can charge you for false alarms. Always ask your fire alarm provider why false alarms have happened. You can also

ask your local fire brigade. If you cannot resolve the issue, then contact your property advisor.

Paying for fire protection The cost of fire protection, like sprinklers or alarms, is generally part of the project budget for a new building or alteration. Pay for the costs of maintaining the system using your Property Maintenance Grant (PMG) funding. If you’re replacing or upgrading the system, this may be a capital cost, which will come from your 5 Year Agreement (5YA) funding. To pay for fire extinguishers, use your furniture and equipment funding. Information provided courtesy of www.education.govt.nz.

Natural lighting roofing products Ampelite NZ Ltd is a manufacturer and distributor of natural lighting roofing products that has been operating in New Zealand for 34 years. Their extensive product range caters for both residential and commercial applications.

NZ’s Leading Supplier of PVC, Polycarbonate and Fibreglass Roofing The Ampelite product range is extensive, with products for small jobs around the home to large scale warehousing. Alongside this Ampelite lead the way with innovative polycarbonate products and materials designed for unique environments such as corrosive situations.

0800 AMPELITE www.ampelite.co.nz 26 | Term 1, 2019 www.principalstoday.co.nz

In the residential range products like Solasafe and Easyclick polycarbonate roofing are suitable for roofing residential deck areas and pergolas. Solasafe has a lifetime warranty, comes in Corrugate, Trimdek (5 Rib) and Greca profiles, and is available in clear opal, grey and bronze. Easyclick is a multi-wall flat panel product which features concealed fixing through a unique tongue and groove jointing system with good spanning capability. This is a quick and easy DIY product to install and is available in clear grey and opal. All of Ampelite’s polycarbonate products are UV protected for the New Zealand environment. Ampelite is the market leader in commercial fibreglass roofing applications with its key products being:

•

Wonderglas which is used in warehouses, factories, gymnasiums, etc. This is available in most roofing manufacturer’s profiles and has a market leading 25-year warranty for light transmission

•

Webglas which is a trafficable fibreglass roofing product designed for use in corrosive environments such as fertiliser plants.

Further to these products, Ampelite’s extensive range includes multiwall polycarbonate products like Thermoclear and Thermoclick, roofing ventilation products for both residential and commercial use through the Ampelair ventilator range, and the Panorama soffit lining system. To find out about these products and more, visit us online at www.ampelite. co.nz, or call 0800 267354 to find your closest stockist/distributor.

Premium playground surfacing Reharvest® Timber Products Ltd was established to manufacture premium products from waste wood that are eco-friendly and safe for children, animals, and nature alike. We have been undisputed in leading the market in this area for 20 years. Our name says it all; we reharvest used and unwanted timber to make a variety of products ranging from garden mulch, to playground Cushionfall, to animal and equestrian Cushionride. All of which are biodegradable. ENVIROMULCH is our wood chip product created for gardening needs. It can be laid on flat or sloping surfaces since it is self-stabilising and wind resistant. It is excellent for inhibiting weed growth, aids in moisture retention and is nontoxic being free from seeds and disease. PLAYGROUND CUSHIONFALL, as with our Enviromulch, is self-stabilising, inhibits weed growth and is non-toxic. Cushionfall has been rigorously tested and is the only 5 STAR rated surfacing in New Zealand. Prior to product launch, we conducted an extensive two years of product development, followed by three years of onsite playground testing, leading to the mulch meeting New Zealand and Australia playground safety standards, and performing exceptionally well on international impact absorbency tests. Cushionfall is the preferred choice of multiple councils, the Ministry of Education, NZ Kindergarten Associations, playcentre associations and preschool centres. CUSHIONRIDE is our wood chip product for equestrian arenas. The special load-bearing woodchip allows horses to travel “over” the surface, rather than “through” it, minimising joint damage and causing less trauma to your horse’s hocks, knees and lower legs, consequently meaning less “down-time” when competing.

Cushionride is made to a high technical specification for all-weather conditions and all year-around performance. It aids in drainage so it doesn’t freeze and puddles aren’t an issue. It is dust and stone free. ECO-FRIENDLY We pride ourselves in being part of a sustainable future. Our wood chip mulch products are made from 100 percent recycled waste wood, reducing landfill and helping in waste minimisation efforts. SAFETY CONFIDENT – Playground Cushionfall We are so devoted to ensuring supreme quality and safety that we have spent 15 years perfecting our grinder that produces our wood chip so that it removes all traces of nails, staples and hazardous metals/materials, and has no “sharp edges”. Since safety is paramount - we implement an extensive testing regime every two to three years, evaluating the impact efficiency of the wood chips being produced.

www.principalstoday.co.nz Term 1, 2019 | 27

Working Space | Playground safety

Ensuring playground safety Playground injuries are the leading cause of injury to children ages 5 to 14 in schools and lack of supervision is associated with 40 percent of playground injuries. A recent study found that children play without adult supervision more often on school playgrounds (32 percent of the time), than playgrounds in parks (22 percent of the time). Approximately 58 percent of playground injuries requiring medical attention occur in schools and are most common among 5-9 year-old girls and 10-14 year-old boys. The most common injury times occur between 12pm - 4pm. The most common causes of medical attention from playgrounds is injury suffered from falling. Approximately 70 percent of playground equipment-related injuries involve falls to the surface, and 10 percent involve falls onto equipment - either due to inadequate surfacing or onto hard objects. The most common injury is longbone fractures (arms and legs)

which are most common from upper-body overhead activities such as monkey bars, monorails etc. This is generally due to the height of the bars and the quality of the surface below. Protective surfacing under and around playground equipment can reduce the severity of, and even prevent, playground fall-related injuries. The risk of injury in a fall onto a non-impact absorbing surface such as asphalt or concrete is more than twice that of falling onto an impactabsorbing surface. Much emphasis and effort is being placed on increasing physical activity among children as it promotes good health and prevents obesity. Play is also important in the development of social behaviour, enabling children to interact with their peers. However, with this increase in physical activity and play, there is also an increase in the risk of injury. It is therefore necessary to ensure that safety measures are taken to prevent these injuries. Playsafe’s aim is to ensure children enjoy themselves, grow and develop through safe play. The following are eight very effective injury reduction prevention measures for your school.

Eight effective playground injury prevention measures: 1. Equipment - purchase age and demographic appropriate play equipment. 2. Fall height - ensuring correct play equipment heights (fall height of max 3m for climbers and 2.2m max handle height for upper-body overhead activities). 3. Surfacing - use an impact‐ absorbing (attenuating) safety surfacing such as certified loose fill (bark or woodchip) or synthetic surfaces (rubber matting). 4. Supervision – establish and maintain daily supervision procedures. 5. Daily inspection – daily/weekly inspection by a school property manager (checklist template example can be found on our website). 6. Yearly inspection - annual comprehensive safety inspection/ compliance audit by RPII Level 3 Play Inspector. 7. Surface test - Head Impact Surface (HIC) test every two years for synthetic surfaces (rubber matting only) - not required for loose-fill. 8. Maintenance – regular preventative maintenance, usually following comprehensive yearly inspection.

Playsafe Consulting Ltd is a professional services provider that specialises in providing playground safety inspections, design consultation and standards training throughout New Zealand. Our inspectors are internationally accredited to the Register of Playground Inspectors International (RPII). Contact us for a safety & compliance audit of your playground at: www.playsafe.co.nz. References: BC Injury research 2012. Safe Kids Worldwide, Injury Risk Management Research Centre, Sibert Research.

Safe Surfaces Playground Non-Slip Safety Surfacing Playground Rolls & Pads Custom manufactured to suit the size & shape of your safety area for an impact absorbent, all weather safety surface.

Duraseal Non-Slip Surfacing Seamless non-slip system permanently bonded to the existing surface. Ideal way to refresh worn, slippery & splintering timber.

Playground Rolls & Impact Pads • • • • • •

Made to suit any shape and size Beveled edges built into matting Porous & Non Slip Noise dampening Easy to self-install 7 different colours to choose from.

Custom manufactured to suit the shape and size of your safety area. From 15mm to 50mm thick, playground rolls provide an impact absorbent all weather safety surface. When located in high traffic areas like underneath swings and slides, the impact pad stops wash out and scuffing of the base material while providing superior absorption and safety. Duraseal Non Slip Surfacing

Doorway Threshold Ramps Provides equal access to any doorway, curb, pathway or threshold step. Ramps are made to fit with any site specific details built in including compliant slopes.

It’s Simple & it Works! Learn More @

0800 80 85 70

www.burgessmatting.co.nz 28 | Term 1, 2019 www.principalstoday.co.nz

A seamless non-slip system permanently bonded to the existing surface. Dura-seal provides an ideal way to refresh worn, slippery and splintering timber. Doorway Threshold Ramps • Very durable and non-slip • Quiet entry for foot and wheels • Can be loose laid or permanently fixed in place • Custom made to fit. Provides equal access to any doorway, ranch slider, curb, pathway, or any other situations with a threshold step. The ramp is made to fit, with any indents, beveled edging, compliant slopes or site specific details built into the manufacturing of your threshold ramp.

• Suitable for high traffic areas- foot and light vehicles are ok • Can be coloured and applied to slopes • Highly durable, easy to clean, all weather surface • DIY repairs are very easy for unforeseen damage • Different grades of rubber available to alter the non-slip properties. Contact Burgess Matting & Surfacing Our matting is made in New Zealand from recycled rubber. Find out more by calling us on 0800 80 85 70, see the range at www.burgessmatting.co.nz, or email us on: sales@burgessmatting.co.nz

Working Space | Sun smart

A case study in success Fresco Shades can help you to make the most of your outdoor area, whatever the time of year, and here is a case study displaying of the company’s ability to meet any criteria: a project for the SDA Hamilton School awning. What was the purpose of this job? This primary/intermediate school, built in the 1970’s, had 2.5 hectares of grounds but insufficient sheltered spaces for pupils. Their brief to us included; creating extra space outdoors that is sheltered from the elements so that pupils can eat outside, also to create an ‘outdoor classroom’ and provide shelter from the rain when walking from the classrooms to the office, and to make the adjoining classrooms cooler in summer. They needed to generate more usable space outside in a cost effective manner. What was unique or complex about the project? Mostly our canopies are square or rectangular, but as can be seen from the photos, this school had an angled back wall and gutterline.

project. It entailed many trips to Hamilton to check measurements and attend meetings with the client. Were there any additional challenges involved? Our sales rep had to organise for the entire school board to visit another school project installed by us in Auckland, and convince this rather intimidating audience that our product would meet their needs. BEFORE

Initially they were convinced that Polycarbonate was their best option. Once their Ferrari PVC canopy was installed, the board were thrilled with the result and this group of private schools have now become one of our largest customers. We have completed canopies at three of the schools within the group and there is more potential to grow the business. Materials used and supplier Ferrari 702s from Wiggins NZ.

AFTER

The length of the canopy was not an issue, but at the half way point, the canopy had a bend in it, which meant our fabric panels had to be designed to taper inwards, and

special brackets and connectors designed to fit. Added to the challenge was the location (Hamilton), which meant logistically this was not an easy

Fresco Shades 41-53 View Rd Glenfield Auckland T (09) 443 3414 T 0800 FRESCO E info@frescoshades.co.nz www.frescoshades.co.nz

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 creat a totally flexible space that can be used year round. Our strong PVC roof blocks 99% of UV rays, making it a Sunsmart choice.

• Extend your usable space • Shade and shelter for students all year round • Keep classrooms cooler in summer and increase productivity! • Modern curved shape enhances any environment • 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 www.principalstoday.co.nz Term 1, 2019 | 29

Working Space | Sun smart

Taking sun protection seriously The ever-changing weather of New Zealand’s unpredictable climate means that no sooner have we emerged from a winter that might linger into spring, we find ourselves suddenly battling unrelenting heat and with it, rapidly increasing UV levels. Are your students protected from excess sun exposure? Sun protection in schools is important because New Zealand has very high rates of ultraviolet radiation (UVR) and exposure to excessive UVR in childhood and adolescence increases the risk of skin cancer. Sunburn in childhood greatly increases the risk of melanoma. Skin cancer is the most common cancer in New Zealand and the incidence rate of melanoma is amongst the highest in the world. Research shows that Principals play a key role in encouraging the adoption and implementation of sun protection policies. Why do schools need to provide sun protection?

ERO Health, Safety and Welfare, self audit checklists include “Protection for staff and students from excessive UV radiation exposure”. The Cancer Society advises that sun protection is required from beginning of October to end of March especially between 11am and 4pm. Children spend a lot of this time at school, so it is important that every school has an effective sun protection policy for Terms 1 and 4. How can schools ensure they have effective sun protection policies? Many schools are joining the Cancer Society’s SunSmart Schools Programme which provides schools with: • Best practice sun protection advice • A sample sun protection policy • A dedicated website with lots of up to date information • Advice from your local Cancer Society health promoter • Accreditation for schools that have effective sun protection policies and practices • When a school becomes SunSmart Accredited it shows parents/ caregivers their school takes sun protection seriously.

30 | Term 1, 2019 www.principalstoday.co.nz

Do schools need to meet the criteria before they apply for accreditation? No, the Cancer Society encourages all primary and intermediate schools to apply for accreditation even if their sun protection policy is not very well developed. Schools can apply online at www.sunsmartschools.co.nz or by mail. Who can help my school become accredited? After your school has applied you will be contacted by your local Cancer Society health promoter who assesses your application, makes recommendations where necessary and can support your school to bring the policy up to accreditation standard. Why are schools that have caps not able to be accredited? While, using shade, or rescheduling outside activities, are good ways to reduce exposure, there are many times when children are exposed to high UVR at school, so an effective sun hat is a key form of protection. Some students are used to wearing caps and sometimes the school is reluctant to change to sun protective hats. This is understandable, as change often meets with resistance.

However, hats required for accreditation are chosen based on research by the Australian Radiation Protection and Nuclear Safety Agency (ARPANSA), which showed caps and many other hats do not adequately protect the face, neck and ears. These areas are constantly exposed to the sun (unless protected) and generally receive more UVR than other body parts. Research shows that bucket hats with a deep crown and a brim width of 6cm and broad brimmed hats with a brim of 7.5cm provide good protection. For further information, visit www.sunsmartschools.co.nz.

SunSmart Schools curriculum resources With summer now here, teaching students about the sun and protecting our skin from dangerous UV radiation is essential. The Cancer Society’s SunSmart Schools curriculum resources are designed to engage students and provide useful information for busy teachers. The resources comprise one unit each for Levels 1 to 4 of the New Zealand curriculum. Why teachers will want to use these resources: • They are inquiry based • They are cross-curricula, including health, science, maths, English and te reo • Individual lessons or the whole unit can be taught over the course of the term in all subject areas • The units can be used across different age groups. All four resources are focused on giving students authentic contexts – exploring the sun, the sun’s energy, and health through a science lens.

Level 3 - SunSmart myth Busters

Each unit has a useful planning tool that includes links to the curriculum, assessments, teaching and learning approaches, and key concepts. At the beginning of each section, the unit has a detailed table of the curriculum areas that are covered, the achievement objectives for each area and specific learning outcomes.

This unit engages students in exploring UV radiation, the effects on our skin, and how we can protect ourselves from over-exposure to UV radiation. Hands-on lessons include investigating the effect of sunlight on living and non-living things, UV beads, and the effectiveness of sunscreens.

A themed, inquiry and accelerated learning approach is used so students generate new ideas for themselves, and thoroughly absorb the content.

Level 4 – SunSmart appearances

Level 1 – SunSmart animals Investigates ways animals protect themselves from the sun and relates this to humans. It provides hands-on science lessons investigating the sun’s energy and impacts.

Level 2 – SunSmart fact and fiction Myths and legends about the power of the sun are explored. Science experiences teach about the sun’s energy and includes activities to demonstrate principals such as how quickly sunlight can heat water in different coloured containers.

Exploring further impacts of UV radiation and our skin, this unit looks at how we can protect ourselves from UV radiation (UVR) and how our communities protect themselves from UVR. In one hands-on science lessons, students survey, test and evaluate SunSmart materials. Underlying all the units is Professor Mason Durie’s model of Maori Health - the four dimensions of hauora -Te Whare Tapa Whā. Each wall of the whare represents a different dimension: taha wairua (spiritual side), taha hinengaro (thoughts and feelings), taha tinana (the physical side) and taha whānau (family). All dimensions are necessary for strength and symmetry. All four are needed for a child to flourish and learn. The units can be downloaded as a PDF from www.sunsmartschools.org.nz.

www.principalstoday.co.nz Term 1, 2019 | 31

Working Space | Water safety

Keeping pools clean and safe in schools By Tracey Prince-Puketapu

The New Zealand Recreation Association (NZRA) proudly represents the aquatics industry. Our commitment in this key role is to outline current best practice and industry standards, and provide templates and requirements for managers and operators of all aquatic facilities. Part of NZRA’s mandate in the aquatics sector is to ensure owners and managers understand their responsibilities when it comes to maintaining safe and hygienic pool conditions. Our scope is broad including thermal and spa pools, to hospitality, school pools and retirement villages. We have tools including Poolsafe Quality Management Scheme (Poolsafe), QualityPool and PoolTest to ensure that their aquatic operations and facilities are safe. The core minimum criteria a school pool should meet are: • Pool supervision • Pool water quality • Health and safety • Emergency procedures • Signage • Risk assessment and management.

QualityPool uses the knowledge and expertise that have been gained from the aquatic industry and Poolsafe over the last 16 years to provide schools and relevant staff with the tools to maintain a safe environment for their communities. QualityPool is an independent assessment of school pools to ensure that their operations and facilities are safe. The scheme comprises an annual assessment of the provider’s documentation covering the operation (NOP), emergency action plan, health and safety and water quality. Through the QualityPool scheme, schools now have access to important safety information and key messages on operating aquatic environments. We provide the industry best practice information on supervision guidelines for parents/caregivers of children, water treatment standards, health and safety, emergency procedures and signage and tools to ensure

managing the quality of the pool water is simple. PoolTest utilises mobile technology to replace the old-fashioned paperbased way of recording your pool water test results, a requirement of NZS5826:2010 NZ Standard Pool Water Quality. Non-compliant test results can trigger instantaneous email alerts and the person in charge of the pool can, at any time, utilise the system to build a report. Pool safety is paramount. And it starts with you, the owner or manager, understanding your duties and creating a healthy environment for swimmers.

By doing this, you’ll ensure that your students and their families have a safe, positive and enjoyable experience. You’ll also be safeguarding the quality and durability of your assets and helping promote high standards at your village. Pool safety benefits everyone and is vital to ensure everyone enjoys the water. If you would like further please contact the Aquatics Programme manager, Tracey Prince-Puketapu on tracey@nzrecreation.org.nz.

NEED A NEW website FOR YOUR SCHOOL?

Fattastic websites from $997+GST The only company willing to provide a 120 Day Money Back Guarantee Simply email enquiries@fatweb.co.nz your domain / website address, and we’ll send you a comprehensive audit of your current school website. And if you’d like to chew the fat after, we’re here to help. 1. We can write all the content for you and load it 2. We have made over 500 websites, we know what we’re doing 3. People tell us our websites are the easiest to use, if you want to change any of the content, photos etc.

enquiries@fatweb.co.nz | 0800 FATWEB | www.fatweb.co.nz

32 | Term 1, 2019 www.principalstoday.co.nz

Working Space | Swimming pools

Drop in levels of essential water safety skills in primary schools Water Safety New Zealand has serious concerns about a lag in vital water safety skills in New Zealand primary school children. Student achievement across 27 skills of ‘Water Skills for Life’ is recorded in a national database and an analysis of the 1.7 million records has identified low levels of achievement across a number of floating and propulsion skills, including floating on your back for one minute and sculling for at least three minutes. To rectify this essential water safety competence, a combined effort is underway with partners Swimming New Zealand and The Warehouse to get ‘Water Skills for Life’ (the national standard for aquatic education for children in years 1 – 8) taught in every primary school across the country. CEO Jonty Mills says these water safety skills are crucial for survival. “In 2017 accidental immersion incidents (where people ended up in the water when they had no intention of doing so) was the deadliest activity in terms of preventable fatal drownings. To survive an accidental fall into the water personal buoyancy and propulsion are essential to get out of trouble.” The latest data from WSNZ’s Drownbase shows in 2017 15 – 24 year olds were the largest group of fatalities (alongside 65+) with 16 preventable fatalities. A third of these were female (the highest female toll in that age group since 1983) and swimming was the prevalent activity.

“This suggests too many children are going into their teenage years without the necessary skills needed to stay safe in the water, to assess risk and make smart decisions,” Jonty says. WSNZ’s 2018 Attitudes & Behaviour survey revealed a third of people in New Zealand experienced a serious situation in the water, and continue to underestimate the danger posed by our waterways. Drowning is the leading cause of recreational death, the second highest cause of death for 1 – 24 year olds and the third highest cause of accidental death.

New Zealand’s drowning rate per capita is twice that of Australia and four times that of the UK. Water Safety New Zealand believes aquatic education through Water Skills for Life is the best way to turn around our drowning problem. “The programme was developed off the back of international research, best practice and water safety sector expertise,” Jonty says. “Water Skills for Life supported by The Warehouse provides our children with valuable lifesaving skills for the real world so they can navigate New Zealand’s waterways safely. “

THE SPECIALISTS IN SCHOOL POOL RENOVATIONS AND IMPROVEMENTS

SINCE 1978

NZ Pool Renovations LTD Before

✓ SCHOOL POOLS ✓ COMMERCIAL POOLS ✓ HOME POOLS Contact Kelvin on 027 497 6602 or email kelvin@nzpoolrenovations.co.nz

After www.nzpoolrenovations.co.nz

www.principalstoday.co.nz Term 1, 2019 | 33

Learning Space | School camps

Planning ahead There are many factors that must be considered when selecting an appropriate school excursion for children. Is the trip age appropriate, will it be achievable regardless of different levels of fitness or health restrictions, is it really extending the learning already taking place in the classroom, what adult helper/child ratios will be required and are they feasible, and is the cost realistic for parents or caregivers. There are many options available throughout New Zealand whether it be a trip to a local nursing home for singing, or a three-night camp in our beautiful native bush. Some of the more exciting and memorable trips will expose students to things they have never seen, give them the opportunity to do things they might not otherwise, or give them access to places they would normally never have a chance to go. Preparing the helpers Making sure your helpers are fully aware of their roles and responsibilities, ensuring they are comfortable with them and have the appropriate skills carry out the task, is vital in ensuring a school excursion is safe and enjoyable. Depending on the activity, it may be necessary to hold one or two meetings with parent helpers to assess their capabilities so that appropriate-level tasks can be assigned to them.

It is vital they are made aware their role is to support the leader and ensure the health and safety of everyone in the group. This means they must follow the instructions of the activity leader and the person in charge and help with control and discipline. But perhaps more important is to confirm with them that they can also enhance the learning experience.

• Making sure you know the expected site rules and help students to follow them

Making assistants aware that you are accessible at all times during the excursion is also important. If a parent/caregiver feels that any participant’s safety is being put at risk, they need to know that they can openly communicate with the person in charge. This may require the need to take mobile phones especially if the class is going to split up into smaller groups during the trip.

• Are clear about the learning goals for the visit

To help students get the most from the visit, teachers can also inform caregivers of how t hey can enhance the learning experience. These include:

• Be enthusiastic and participate fully. Research shows that teachers and students will get the most out of the learning experiences outside of the classroom if teachers:

• Ensure that the visit is linked to the curriculum as part of a more extensive unit, and is not a one-off activity • Work closely with the visit liaison before, during, and after the site visit • Ensure that they and the liaison have the same learning goals

• Talking to the teacher before the visit and find out about the curriculum topic and the learning goals

• Link pre-visit learning activities with the site visit, and follow up with post-visit activities. Activities and discussions with students before and after a visit enrich the experience

• Getting involved with students at the site – follow the lead of the teacher and education officer, and help focus students’ attention on the learning goals

• Ensure that (in collaboration with the education officer) the programme suits the age group of the students

• Encouraging students to take responsibility for their own learning – work with them in small groups • Talking with the students about their learning

• Encourage students to take responsibility for their own learning (for example, by working at the site in small groups with other students and with adults).

History comes alive in Arrowtown In historic Arrowtown the whole town is a living museum. The Lakes District Museum runs an interactive LEOTC education programme called HandsONHistory, designed to support the New Zealand Curriculum. HandsONHistory uses the entire town to provide an authentic experience for students from Year 1 right through to NCEA level 3. By using the original features of the beautifully preserved goldmining town, students are able to learn by doing, using inquiry strategies and engaging all five of their senses. Programmes are tailor made to suit your individual school’s inquiry topics and unique learning needs. Specific links are made to curriculum subjects and learning intentions. The maximum cost is $5 for a full day of educational activities, with further special discounts for shorter visits, and locals or low decile schools. As we are a Ministry of Education supported LEOTC provider, we pride ourselves in our use of the current New Zealand Curriculum’s principles, key competencies and curriculum areas.

34 | Term 1, 2019 www.principalstoday.co.nz

History will never be the same again In historic Arrowtown the past is all around us. That’s why the Lakes District Museum has established its interactive education programme designed to enrich and enhance the New Zealand Curriculum. Arrowtown is an amazing resource which allows students (and adults) to experience hands-on and interactive learning in an authentic environment. Arrowtown is a historically preserved goldmining town which allows endless opportunities for active learning, helping to bring the past to life. All programme options are activity based, designed to suit all stages and styles of learning and all link clearly to the Social Studies Curriculum strands. All options are well supported by pre and post visit material.

Programmes come with follow-up resources to consolidate learning.

Schools tend to choose similar times of the year for camps and visits, so contact us early for a booking so you don’t miss out!

Our NCEA history and geography programmes provide the most current facts and figures, as well as thousands of historic archives to guide students to excellence.

For any questions or a free copy of our 2019 programme, phone or email our friendly Education Officer, Kelly, on (03) 442 0317, or info@ handsonhistory.co.nz.

*indicative only – please contact for full details on programme opportunities

AUCKLAND

GREATER WELLINGTON

Hunua (Camp Adair) 2487 Hunua Road, Papakura Phone: Outside New Zealand 0064 9 292 4886 Within New Zealand 0800 003 913 E: campadair@ymcaauckland.org.nz W: www.ymcaauckland.org.nz

Camp Kaitoke 184 Marchant Road Kaitoke, Upper Hutt P: 64 4 526 7338 Russell Jacobi P: 027 839 6672 E: Outdooreducation@ymcawellington.org.nz W: www.ymcawellington.org.nz

Shakespear Lodge (Camp) Shakespear Regional Park Whangaparaoa Phone: Outside New Zealand 0064 9 424 7111 Within New Zealand 0800 004 058 E: shakespear@ymcaauckland.org.nz W: www.ymcaauckland.org.nz

................................................................................................ CHRISTCHURCH

Group Manager Outdoors: Dave Lockwood E: dave.lockwood@ymcaauckland.org.nz P: 021 244 0855 ................................................................................................ CENTRAL Camp Raukawa 5163 Parapara Highway SH4, RD3, Whanganui, P: 06 342 8510 E: campraukawa@ymcacentral.org.nz

Arthur’s Pass Outdoor Education Centre P: 64 3 318 9249 E: apoec@ymcachch.org.nz W: www.ymcachch.org.nz Gemma Murphy Manager Main Road, Arthurs Pass

Robyn Mann Operations Manager Email: robyn.mann@ymcacentral.org.nz ................................................................................................

We build strong kids, strong families, strong communities by investing in the next generation.

YMCA Wainui Park Michael Linton Manager Wainui Valley Road, R D 2, Akaroa 7582 P: 03 3048460 E: michael.linton@ymcachch.org.nz W: www.ymcachch.org.nz

YMCA Adventure Centre EOTC Climbing indoors and outdoors, & Clip n Climb Christchurch Central City / Port Hills P: 03 377 3000 E: climb@ymcachch.org.nz W: www.ymcachch.org.nz

SOUTHLAND

................................................................................................

OAMUI CAMP 159 Mokomoko Road Invercargill P: 03 218 2989 ext 2 E: reception@ymcasouth.org.nz

HAWKES BAY Various locations P: 06 878 3027 E: kevin@ymcahb.org.nz W: www.ymcahb.org.nz

www.principalstoday.co.nz Term 1, 2019 | 35

Learning Space | School camps

School camp checklist One year before camp 1. Select the camp location. Useful resources include the Directory of Residential Camps and the CCNZ web page: www.cci.org.nz 2. Take a tour of the camp facility before booking. Camps always have staff available to meet with camp coordinators and go over their plans. Any difficulties can be discussed and other options can be presented at this point. Careful planning at this stage eliminates confusion and worries later. 3. Sign a booking contract. Be aware of financial penalties and minimum charges should you have to cancel. 4. Place the camp dates on the school calendar.

Six months before camp 1. Carefully think through the ultimate goal or purpose of your camp. 2. Consider all the costs and work out a camp budget. Remember camp fees, camp activity charges, bus cost, costs of visiting out-of-camp venues, special costs like hireage of equipment, prizes etc. 3. Consider fund raising activities if necessary.

4. Touch base with the camp to make sure all plans are confirmed. Discuss activities with camp staff. (Some camps need to arrange extra instructors or have more than one group in at a time, so the earlier you are on to this, the better). 5. Request risk management sheets from camp or outdoor provider. 6. If you haven’t visited the camp, do it now.

Three months before camp 1. Send letters out requesting fees and permission slips. Mention it in the school newsletter. 2. Consider arrangements for parent help and include in permission notice. Arrange this if it is needed. 3. Start to plan out the camp programme activities (possibly with students on a ‘camp committee’) and create a detailed camp schedule.

One month before camp 1. Get aggressive on gathering permission slips and payment for camp. Ask about special needs, diets etc. 2. Finalise the programme, including some contingencies for bad weather. Forward the programme to camp staff. 3. Create a detailed ‘requirements’ checklists.

4. Develop your camp workbook for students.

One week before camp 1. Finalise details with camp staff, e.g. final numbers, special diets. 2. Gather up materials, prizes, games, musical instruments, sound gear, food etc.

On Camp 1. Enjoy the experience with your children. 2. Delegate whatever you can to reliable parent helpers and responsible students. 3. Arrange a night roster for adults settling children after lights out. The teacher does not need to be up late every night! (The first night is usually the latest.)

Camp Raglan

is a beautiful campsite situated on the bush-clad slopes of Mt Karioi and has breath taking, panoramic views of the Tasman Sea and beach. It’s a 7-minute drive from the artsy Raglan township where you can visit the many artisan shops or grab an amazing cup of coffee! It is a great place to get away from it all and do everything or nothing!

Our camp activities include: Where Friends and Memories are Made

Paintball, climbing wall, low ropes course, team building activities, confidence course, swimming pool, archery, air-rifles, orienteering, flying fox, table tennis, BMX bikes, volleyball, trampoline, a developed playground area, beach and bush walks, a 6-person hammock, a camping area on a stream edge, sports playing field, and a large gymnasium.

Camp Raglan

has been developed to cater for a wide variety of groups, which include Primary, Intermediate and High Schools with endless scope for learning activities. This includes bush, small stream studies, inner harbour and ocean beach studies, farm and small town studies, just to name a few.

Sleeping Accommodation is essentially under one roof, which provides easy and secure supervision. There is also, on-site, 5 twin rooms and a double room available in Bethel House. Camp Raglan

has a resident cook who provides excellent meals, and with prior arrangements and a small additional fee, special dietary needs such as DF, GF, and Vegetarian, can be catered.

At Camp Raglan,we aim to provide a service and facility that will enrich and enhance your outdoor educational programme. If you have never been to Camp Raglan we warmly invite you to visit our facilities.

Camp Hosts: Marty and Cathy Truman Ph: (07) 825 8068 Email: campraglan@cbm.org.nz Website: www.cbm.org.nz 2018.indd www.principalstoday.co.nz 1 36Principals | Term today 1, 2019

13/06/2018 1:59:46 p.m.

Learning Space | School camps

‘Post activity’ outdoor education – a new era dawns Sure, students can learn to tramp up mountains and climb rock faces, but outdoor education (OE) develops a lot more than practical activity skills. OE also offers personal development and leadership competencies, and now the sector is evolving again to connect students to cultural values and social responsibility. The most exciting new development in OE is the sector’s focus on cultural understanding of places and on social and environmental sustainability, according to Sustainability and Outdoor Education lecturer at Ara Institute of Canterbury, Dr Allen Hill. “The key tenant of this idea is that we need to move away from a focus on activities, or from people thinking that outdoor education is all about activities like climbing or kayaking, to thinking more broadly about places we work in, and engaging more with indigenous perspectives, world views and cultures,” he says. At the forefront of this work, Allen has coined the term ‘Post-Activity Outdoor Education’ (PAOE), and he spoke about the concepts at the Australian National Outdoor Education conference in Hobart

last April – one of several OE and environmental education conferences he has addressed. “It’s a little controversial, some people don’t like it,” he says. “For some educators the activities are part of their identity in the education space.” Despite this resistance, Allen’s presentation was well received. His use of Te Reo, (he is upskilling through a certificate qualification at Ara), was particularly noted. Educators make the shift Allen made the argument that learning in the outdoors should be framed by the places we inhabit and visit, and the rich cultural histories of those places, rather than the activities we do there. “So, drawing from the wisdom of the past. In Australia’s case, it goes back some 60,000 years and in New Zealand probably 800 or 900 years, but we can still draw from that knowledge and partner with mana

whenua as we say in New Zealand, or with the traditional custodians of the land in Australia.”

the rūnunga of Ngāi Tahu? That is something I am challenging myself with in my own practice.

In Tasmania, a language regeneration project is encouraging change; an aboriginal woman opened the conference with a ‘Welcome to Country’ in Palawa Kani language.

“It’s an ongoing process and I don’t have many answers, but you have to collaborate and partner with people.”

Allen doesn’t pretend that cultural responsiveness is easy. “I think the concept of mana whenua is not that well understood by Pākehā here. How much are we engaged with

Walking the talk, the Sustainability and Outdoor Education (SOE) programme team at Ara worked with experts in Te reo and Māori culture from the Te Puna Wanaka department to develop the new Masters of Sustainability, commencing in 2019.

Our new website contains education resources, videos and handouts on acting responsibly in the outdoors. It also has information on our popular Top Outdoor Spot Competition, which will be back again in 2019 with great prizes for students and schools.

walkingaccess.govt.nz Offers 27 acres of gorgeous New Zealand bush and parkland, thriving with native bird life, just 45 minutes from downtown Auckland. It overlooks the stunning waters and islands of Mahurangi and accesses a secluded rocky shore and large sandy beach. It’s the perfect spot to host a group whether large or small since we have two independent facilities. Phone: 09 424 7633 • Email: office@psyv.org.nz • Web: www.psyv.org.nz

Living Springs has become a rite-of-passage for Canterbury school children. Students have the opportunity to engage with nature, unplug from city life and take part in challenging adventure activities. School packages include accommodation, full-catering, and adventure activities. Enquire early to secure dates. Contact Living Springs Phone 03 329 9788 or Email reception@livingsprings.co.nz www.livingsprings.co.nz

www.principalstoday.co.nz Term 1, 2019 | 37

Learning Space | Healthy canteens

Learning Space | School camps

Outdoor educators and sustainability educators unite Diving deeper into collaboration, Allen has also attempted to bridge the gulf between the outdoor education and environmental education sectors, and bring the two groups together. Ara has united the two disciplines, but the institute’s combined ‘Sustainability and Outdoor Education’ approach is unique. “So I went to the Australian outdoor education conference and I will also go to the Australian environmental education conference – they are two separate conferences with different people. “Also in New Zealand, we have this separation between outdoor and environmental/sustainability education, which is ludicrous because I don’t know a single environment educator who doesn’t take their students outdoors and I don’t know a single OE who doesn’t love

the environment! There are these interesting historical constructs that developed over time and endured.” Allen’s conversations with New Zealand Environmental Education Association and Education Outdoors New Zealand (he sits on both national executives) has resulted in a ‘collaboration agreement’ to work more closely together. Future students of both disciplines will get the best of both worlds – and make a positive contribution to their own world as well. “Part of the key is engagement with local places and not always pristine, pretty places, but degraded places and everyday places. “It’s all very well to take a bunch of students to Hanmer and say ‘this is beautiful, you should look after this’, but what happens when they come back to Cashmere or Phillipstown or Lyttelton? “They need to positively impact everyday places too.”

Eltham Presbyterian Camp Schools | Families | Youth Groups Sports Teams | Day Retreats Churches | Service Groups Private & Corporate Functions

Telephone 06 329 4716 Email: highlandhome@xtra.co.nz www.highlandhome.co.nz

Tel: 06-7648201 Email: eltham.camp@xtra.co.nz www.elthamcamp.co.nz

CONQUER YOUR OWN MOUNTAIN

EXPERIENTIAL CAMPING... Fun, Friends, Food, Experience, Life Lessons, Relax, Engage, Connect, Grow...

At Eltham Presbyterian Camp we offer a range of accommodation possibilities to cater for small and large group bookings. We welcome school, church, community, family and casual camper bookings!

OUR MISSION IS TO HELP PEOPLE DISCOVER AND LIVE OUT THEIR GOD-GIVEN POTENTIAL THROUGH THE CHALLENGE OF ADVENTURE. We build custom programs for you, come explore what the outdoors has to offer. Be encouraged to try new things, with adventure at our doorstep and a trained team to debrief and build on what you learned while experiencing the amazing outdoors. • Caving • White Water Rafting • High Ropes • Indoor Climbing Wall

• Tramps • Overnight trips • Mountain Biking • Rock Climbing • And more!

Phone: 07 892 2630 Email: bmac@salvationarmy.org.nz www.bluemountainadventure.org.nz

38 | Term 1, 2019 www.principalstoday.co.nz

Healthy snacks made simple Healthy snacks are important for growing children and busy teens to help them perform better in the classroom, on the sports field, and while participating in extracurricular activities. Making the right food choices between meals will help provide essential nutrients for growth, boost energy levels and enhance concentration. It will also help them feel satisfied until lunch or dinner rolls around. Whether you’re after inspiration for this year’s canteen menu, or snack ideas for the school holidays, Fuelled4life is here to help. What makes a healthy snack? Everyday snacks are whole or lessprocessed foods. This means foods that are as close to how they are found in nature as possible, for example, vegetables and fruit, whole grains, legumes, nuts, seeds, and other sources of healthy fats such as oily fish. You may also choose to include non-processed lean meats, poultry and/or dairy. Everyday snacks should be low in saturated fat, sugar and salt. Remember to ensure the portion size is appropriate for the age of the child. Larger servings may need to be cut into smaller portions for younger children. Nutritious snacks can be affordable, convenient and easy to prepare, and they can also be a great way to boost fruit and vegetable intake. Encourage children to get involved in planning and preparing their own healthy snacks, especially when spending more time at home over the school holidays. Simple snacks using vegetables and fruit: • Seasonal fruit kebabs with natural yoghurt • Corn fritters* or vegetable scones • Mousetrap or pita pizza made with wholemeal bread, Edam cheese and sliced tomato, capsicum or other vegetable topping • Snack platter with fruit and vegetable pieces, hummus and plain popcorn • A fruit and bran muffin (e.g. banana and date*) • Celery sticks filled with cottage cheese or smooth peanut butter • Egg and lettuce sandwich with wholemeal bread • Smoothie with fruit and/or vegetables (e.g. green smoothie*)

• •

Trail mix with nuts, seeds and dried fruit Wholegrain corn thins spread with cottage cheese topped with fresh vegetables and fruit (get creative with the decorations and make faces, animals or flowers).

Watch out! Some snacks have a lot of fat, sugar and/or salt and only give short bursts of energy. Limit these types of foods to occasional treats. When buying packaged food, read the food label and choose products with less saturated fat, sugar and salt. The Fuelled4life online Healthy Food Cruncher* can help you make healthier food choices. Have you seen our new resource? The new Fuelled4life ‘Mix & Match’ poster offers a step-by-step guide to build healthy meals and snacks. These simple ideas can be created by using everyday kitchen appliances (eg. toaster, fridge or microwave). This is a great resource to share with parents for inspiration during the school holidays, or for older children involved in food preparation. How can Fuelled4life help? 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 options. It aims to increase access for young people to healthier food and beverages. It inspires 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 many 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 oneto-one nutrition support, please contact the Fuelled4life team on (09) 526 8550, email fuelled4life@ heartfoundation.org.nz, or go to www.fuelled4life.org.nz. *These free recipes and resources are available at fuelled4life.org.nz.

HEALTHIER CHOICES MADE EASY.

Fuelled4life is a practical tool which makes it easier to provide healthier food at your school. Sign up today at fuelled4life.org.nz for our free resources.

fuEllED4lIfE.Org.nz

www.principalstoday.co.nz Term 1, 2019 | 39

Learning Space | Health & Safety

Back to school safety tips Thousands of students are marching back to school, so Safekids Aotearoa has valuable safety tips to keep children safe on roads and around schools.

No helmet, no brain. Wearing safety helmets when cycling, scootering or skateboarding to school is a must. For cyclists, aside from being a law, wearing a helmet reduces the risk of severe brain injury by 74 percent..

For children Booster seats work They’re safer in a booster seat till they’re 148cm tall. Primary school children seated in booster seats in the back seat of the car are 59 percent less likely to be injured in a crash than children using a seat belt alone.

Slow down at school zones

Helmets are a no-brainer No helmet, no brain. Wearing safety helmets when cycling, scootering or skateboarding to school is a must. For cyclists, aside from being a law, wearing a helmet reduces the risk of severe brain injury by 74 percent.. Avoid digital distractions Devices down heads up when crossing the road. Avoid digital distraction-teach children to remove their earphones when crossing the road, and to stop walking if they need to use their phone.

Watch out for sneaky driveways If you can’t see the driveway from the footpath, remember to stop and look to make sure there are no cars exiting the driveway. Have a school travel plan Teach children to use a safe route to school and to be aware of dangers when walking, cycling or scootering. Closely supervise new entrants when walking to school for the first time.

For drivers Double check intersections and crossings A child might dart across the street when you least expect it. They are also pretty hard to see in between parked cars. Stopping at intersections and slowing down in high pedestrian traffic areas will give you time to check if your path is clear of children.

30-40kph variable speed limit zones will be operational again during school commute hours, and drivers are required to slow down when the lights are on or the signs are up. And even when they are off, be extra vigilant-an evening event or a weekend game might be on, so you still need to watch out for kids. Passing school buses Either way it’s 20kph. If a school bus has stopped the law requires you to slow down and drive at 20km/h or less until you are past it, no matter which direction you are driving. For more information, visit: www.safekids.nz.

Are you OK?

A holistic view of health should place mental and physical aspects of wellbeing in the same sphere. However, while most people will head to the doctor or dentist when physical symptoms persist and will take time off when unwell, recognising a mental health issue and acknowledging that we might need to take a break or seek help challenges most people.

By acknowledging both the physical and mental aspects of health, asking the “are you ok” question, showing genuine kindness and interest, encouraging help-seeking when the need is obvious – we begin to build a wellbeing culture.

How well to you manage when it comes to looking after yourself?

You don’t have to be the expert in every field.

What about the significant others in your life? How well do you balance the demands of work and play?

Vitae for example specialises in providing psychological services nationwide and has 50 years of experience supporting people at work.

Personal resilience is enhanced when we are eating well, sleeping well, exercising and making time to spend with family and friends.

40 | Term 1, 2019 www.principalstoday.co.nz

As people leaders we can set an example that helps to build a supportive environment.

Work also plays an important role by providing a significant routine in our lives each week.

Their services aim to provide short term, solution focused, counselling sessions for employees needing help with issues affecting their mental wellbeing.

We may even spend more time with our work colleagues than with family and friends!

For more information about Vitae visit www.vitae.co.nz, or call 0508 664 981.

It’s illegal to drive if you’re impaired

IN THE LAST 12 MONTHS

2 OUT OF 3 DRIVERS USED MEDICATION THAT MAY IMPAIR DRIVING

ARE YOU SAFE TO DRIVE?

A new learning unit has been developed – Health, Driving and Substance Impairment – to raise awareness of how medication can impair driving. This is a sizeable and serious problem in New Zealand, affecting drivers of all ages. UNIT DETAILS

ACCESSING THE RESOURCE

Five credit NCEA Level 3 resource.

The curriculum resource is freely available at education.nzta.govt.nz/health-ncea-l3/

Students examine the relevant determinants of health, and the implications for the wellbeing of people and society. From this analysis, they recommend health-enhancing strategies.

Background information available at www.nzta.govt.nz/are-you-safe-to-drive/

High quality data is provided along with resources designed using SOLO Taxonomy. Unit supports assessment for Achievement Standard 91461: Analyse a New Zealand health issue.

Thank you Haley Charles, Upper Hutt College, for developing this resource.

Working Space | Acoustics

Safe Sound Indicators A simple tool that helps prevent hearing loss Did you know that one-third of all hearing loss is caused by exposure to noise? Children with a hearing loss, even a small loss, often have problems at school and in social situations.

tool that helps children to self-regulate their noise levels. Children and adults can tell at a glance when the noise level is reaching ‘red light’ danger. How does it work?

The Safe Sound Indicator helps to protect schoolkids from noise-induced hearing loss, as well as educating children, teachers and parents about dangerous noise levels.

Using a traffic light system to show dangerous noise levels, it registers the approximate sound levels around it. Green = 80dB, Amber 85dB, Red = 90dB.

What is it?

Where should you put it?

The Safe Sound Indicator, conceived by Jamie Fenton, Young New Zealander of the Year 2011, is a

Sound reduces with distance, so it is those closest to the noise that are at most risk. By putting it in the area that can be the noisiest, you can help protect everyone’s ears.

Facts about noise-induced hearing loss:

• Continued exposure to sound levels of 90dB (decibels) or higher may cause permanent hearing loss

• Hearing loss, caused by over exposure to

harmful noise, can develop slowly. Often, we do not know it has happened until it is too late

• Many young New Zealanders have already

experienced symptoms of hearing damage after listening to loud music. These might include dullness of hearing and ringing in the ears (tinnitus).

Noise hurts The NFD 2009 survey of 65 early childhood centres showed that 20 percent of children, and over 30 percent of teachers, showed symptoms of distress after continuous exposure to loud noise. Some children even reacted by holding their hands over their ears or crying.

Deaf Satellite attached, and working with children with a hearing impairment, I know the value of noise control.” Redoubt North School will be using a safe sound indicator in their open plan learning spaces to ensure students are more aware of harmful noise levels. Taking Safe Sound Indicators to the nation

Keeping noise levels down also helps children who have a hearing loss, as noisy environments make listening to their teacher or their classmates challenging.

Last year, the National Foundation for the Deaf (NFD) supplied over 1200 Safe Sound Indicators to schools throughout New Zealand. With Safe Sound Indicators installed, children are increasingly aware of their precious hearing and dangerous noise levels in their classroom and in their wider community.

Principle Jane Milner of Redoubt North School relates, saying “Having worked in a school with a

To find out more about Safe Sound Indicators, go to www.nfd.org.nz.

Teachers getting sore throats and tired voices? Get them a Micker today! Using the Micker Pro reduces the strain on your throat and your vocal chords while maximising your impact and projecting your voice across the room.

MIKER – PORTABLE TEACHERS’ MICROPHONE Perfect for classrooms and small lecture rooms. Save your voice – speak without straining. Call us on 09 571 0551

www.edwardsnz.co.nz

42 | Term 1, 2019 www.principalstoday.co.nz

With the Micker Pro you don’t have to raise your voice at all to convey your message to the audience or shout to be heard by the students at the back.

Micker Pro portable wireless PA system

Just speak in your normal voice and the sound spreads equally over the space.

A microphone with in-built speaker and amplifier, powered by a built-in rechargeable battery.

Comfortably communicate without placing stress on your vocal chords. It can also be used to help students gain confidence when they share their work with the class.

It even has a stereo mini-jack connection so you can connect your phone or MP3 player to utilise the 10watt speaker.

This all-in-one microphone has a built-in battery, amplifier and speaker, giving you the freedom of a wireless microphone you can take anywhere. It weighs only 300 grams and that includes the speaker.

The best thing is there is no setup and no cabling to connect. Simply pick it up and switch it on. Order online at www.edwardsnz.co.nz, and use this Promo Code ‘EDUC15’ and get 15% off the price immediately.

Designed for every classroom, small lecture rooms and small indoor or outdoor gatherings, this is a portable PA system you can hold in one hand.

Find out more at: www.edwardsnz. co.nz/product/MICKER-PRO-HandheldMicrophone-Speaker.-Black-10433. htmx, or call us on (09) 571 0551 (ext 2) for more information.

Pick it up and use it when needed, put it down when finished, or keep it on the lanyard around your neck.

We have extra-special pricing for packs of 5 and 10, but please contact us for other quantity combinations or advice.

Learning Space | Science

Learning Space | Performing arts

Stages and seating designed for high performance

Creating a world of wonder

New school initiative to kick start future innovators Engineering New Zealand’s new in-school programme The Wonder Project - is set to blast off in kiwi schools this year.

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

The Wonder Project is all about getting young Kiwis excited about a career in science, technology, engineering and maths (STEM). It’s designed to spark wonder in these subjects among students from all backgrounds, build confidence, and have them believe they achieve amazing things. With the announcement, comes the call-out for schools and professionals to be involved in 2019. Chief executive of Engineering New Zealand, Susan Freeman-Greene, says now is a better time than ever to sign up. “In New Zealand, there is a massive skills shortfall in STEM - we simply don’t have enough young people pursuing careers in these fields. The Wonder Project aims to change that - taking our Kiwi kids on a creative, dynamic and, most importantly, fun STEM journey.” The Wonder Project includes three successive programmes that knit seamlessly into the school curriculum. Each school is supported by a team of industry professionals, from the likes of Rocket Lab, Air New Zealand and various engineering organisations around New Zealand. “We call this amazing team our Wonder Project Ambassadors. They take an hour or so out of their working week help teachers, mentor students on the Wonder Project journey, and inspire them to achieve similar feats,” Susan says. The news comes as Engineering New Zealand wrapped up a pilot involving 22 schools in the Wonder Project Rocket Challenge 2018 – the first programme of the Wonder family. This Challenge sparked initial wonder

in STEM amongst students in Year 5-8 and involved designing, building, refining and launching a water rocket. As part of the pilot, schools created a short video that reflected what they’d learned – from Newton’s laws to the engineering design process, to working as a team. The videos were judged by a panel of three, including representatives from Engineering New Zealand, Callaghan Innovation and Rocket Lab. The winning school received Wonder Project Rocket Challenge medals at a special ceremony last November. Programme manager for Callaghan Innovation, and judge for the Final Blast Off Challenge, Colm Kearney, says he was astounded by the quality of video entries. “It was an absolute joy judging the Final Blast Off Challenge for the Wonder Project pilot. The entries were funny, creative and of a professional standard - they ticked our Wonder Project boxes - inspiring young Kiwis to think about STEM, building confidence, and having a great time along the way! “Callaghan Innovation is looking forward to thousands more Kiwi kids experiencing Wonder Project as part of the official nationwide roll-out next year.” Engineering New Zealand has a goal of reaching over 200 schools across the country in the Wonder Project’s inaugural year. STEM professionals and school representatives can register their interest at www.wonderproject.nz.

www.principalstoday.co.nz Term 1, 2019 | 43

Sports | Rowing

School rowing There are around 150 schools which compete in secondary school rowing in New Zealand. Many of these school rowing programmes are based out of club rowing sheds, and many have grown so large they have their own facilities. Inter-school competitions occur regularly around the country, from small local regattas or challenges to the large national event known as the Aon Maadi Cup. The Maadi Cup is actually the prize given to the winners of the boys U18 eight event, which is the last event on the regatta programme, but the whole New Zealand Secondary Schools Championships has become known as the Aon Maadi Cup. This regatta is one of the largest secondary school sports events in the Southern Hemisphere and is held alternatively at Lake Karapiro, near Cambridge, and Lake Ruataniwha, near Twizel. Age group categories are raced from U15-U18 in both male and female classes in a variety of boat types from singles to eights.

Some 2,000 competitors from 120 schools are expected and around 10,000 people watch the finals from the bank.

History of the Maadi Cup School rowing in New Zealand began in 1885 when a group of Wanganui Collegiate boys first jumped in a four at the Wanganui The week long programme is scheduled as follows: • Sunday 24th - Parade, Safety Meeting & NZSSRA AGM • Monday 25th - Heats begin • Tuesday 26th - Heats conclude and all repechages begin • Wednesday 27th - Repechages end, quarter-finals, E&F Finals • Thursday 28th - Semi-finals, C&D Finals • Friday 29th - A&B Finals (events 1-26) • Saturday 30th - A&B Finals (events 27-52) • Sunday 31st - spare day (until 12pm).

2019 Aon Maadi Cup The 2019 Aon Maadi Cup will be held at Lake Karapiro from 25th 30th March (with the 31st March as a spare day).

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44 | Term 1, 2019 www.principalstoday.co.nz

This regatta is one of the largest secondary school sports events in the Southern Hemisphere and is held alternatively at Lake Karapiro, near Cambridge, and Lake Ruataniwha, near Twizel. Rowing Club; this school boy four would later race a Wanganui club crew the following year. Inter-school rowing started at the Wellington Regatta in 1889 when Wanganui Collegiate, Wellington College and St Patricks College entered a fours race over one mile. Wanganui Collegiate won by threequarters of a length. Meanwhile in the South Island school rowing had also commenced with Christchurch Boys High School rowing out of the Canterbury Rowing Club in 1897, followed by Christ College in 1913, and Waitaki Boys High School began at the Oamaru Rowing Club in 1907. Auckland joined school rowing much later in 1936 when Mt Albert Grammar School and Sacred Heart

College were based at the West End Rowing Club and Waitemata Rowing Club respectively. But progress was rapid and soon four-oared races were taking place between the schools. The Maadi Cup was first raced for in 1947 and was first won by Mt Albert Grammar School at a regatta in Wanganui. The Maadi Cup itself was donated as a token of friendship by Dr Youssef Bahgat, of the Cairo Rowing Club, Egypt, to the winners of a points competition between the Maadi Camp Rowing Club (the base of the Kiwi oarsmen of the Second N.Z.E.F.) and the Cairo Rowing Club. The Kiwis won this competition in 1943, 11 points to six after winning the open eights and fours and the novice pairs. Soon after the win the Maadi Camp Rowing Club Captain gifted the cup to the New Zealand Amateur Rowing Association and stated that the cup is to be used to foster inter-schoolboy eight-oared rowing for annual competition as a challenge cup. The cup was hereafter renamed the Maadi Cup and the illustrious competition was born. The current holder of the Maadi Cup is Hamilton Boys High School (2015). Content kindly provided courtesy of Rowing New Zealand. For further information, contact Rowing New Zealand at (07) 823 4587, info@rowingnz.kiwi, or visit www.rowingnz.kiwi.

Sports | Hockey

Small Sticks a great introduction to hockey

St Joseph’s School in Waipukurau. Image supplied courtesy of TigerTurf NZ.

In 2012 Hockey New Zealand rolled out Small Sticks, our nationally branded junior participation programme - the perfect introduction to our fast and fun game. The aim of Small Sticks is to provide a quality hockey experience for children and whanau to foster a lifelong love of hockey. It’s all about playing with friends and learning new skills in a fun, safe and games-based environment. Small Sticks is made up of four different modules all tailored to a child’s age and ability, letting them play through modified versions of the game with appropriate equipment and game formats for their level of development; simply the right stuff, with the right people, in the right way. The first module is Fun Sticks and, as the name suggests, it’s all about introducing children to hockey in a safe and exciting way. Aimed at 5-6 year olds, the focus is on developing fundamental movement and basic hockey skills such as running, striking, as well as body and space awareness. As children get older and their skills progress, they move on to different phases of the junior programme, continuing to learn basic hockey skills and being part of a team. Mini Sticks, aimed for 7 and 8 year olds, sees the budding stars play six-a-side version of the game divided into two options; development and standard competitions. This provides those brand-new to the sport an opportunity at any point to join in at their level and experience. By the time the children reach the age of nine, they’re moving on to Kiwi

Sticks and finally Kwik Sticks, where they gain their first taste of 11-a-side hockey.

Develop your small sticks on a TigerTurf surface.

Small sided versions provide a more effective learning environment for the children, maximising participation and more touches of the ball. The success of Small Sticks stems from having a nationally consistent approach to game formats, lesson plans, coach and umpire development material, equipment, communication, along with consistent branding. This has enabled us to provide a more consistent hockey experience which is available to more people throughout New Zealand. Small Sticks isn’t just about getting children involved as a player, hockey can easily become a family affair. Parents and whanau make great coaches, managers and umpires at this level. Our Associations around the country provide great support and ongoing development no matter what experience you have. Fun Sticks is a 12-week programme run through clubs and schools around the country, while Mini, Kiwi and Kwik Sticks are normally run over 16 weeks during terms two and three. If you would like to know more please visit: www.hockeynz.co.nz/ Community/Small-Sticks.

TigerTurf have been a supporter of hockey in schools for over 36 years and have a range of synthetic turf options ideal for hockey and other sports. A TigerTurf multi-sport surface in your school is the best way to encourage participation and build hockey skills. // Make the most of your Small Sticks In-School programme by utilising a TigerTurf pitch. TigerTurf New Zealand Ltd Freephone 0800 804 134 // NZinfo@tigerturf.com // tigerturf.com

Selwyn Ridge Primary School. Image supplied courtesy of TigerTurf NZ.

www.principalstoday.co.nz Term 1, 2019 | 45

Working Space| Office furniture

Want a healthy workplace? Start with the basics In my experience, most organisations want to look after their staff well but, given the seemingly intangible nature of wellness, are unsure of the best way to spend their dollar. After all, how do you know if your investment and commitment to the cause is going to be worth it? How do you measure if you really are getting a healthy return? My advice is to start with the basics. A challenge every workplace has, regardless of the business type, is that people come in all shapes and sizes. One size desk or chair does not suit all, and so the starting point of any programme within an office setting is the furniture selection. When buying a desk, it pays to buy those that are easily height adjustable so that individuals can set them at the right height for themselves, by themselves. And remember that just because a desk or chair is adjustable, not everyone will know how to adjust it. This is also true if you’re investing in sit stand desks; make sure people know how to adjust them up and down during the day.

Adjustable desks may cost more at the outset but will benefit with less lost time off work and increased productivity, particularly for those people who have to sit for long periods of the day. Get advice on the right kind of desk for your people and the tasks they are doing before you buy. It can save money long term and ensure optimal use of this furniture. Set workstations up correctly Screen height and position is another crucial area which, if not addressed correctly at time of set-up, can lead to eye and neck strain – two of the most common complaints from high computer users, but there are others. Take a moment to consider your workplace. Is there anyone– including you - who might be at risk of: Developing awkward postures, doing repetitive tasks for long periods of time, being stuck in static postures (having no reason to move), or building up muscle tension (having no opportunity to rest).

46 | Term 1, 2019 www.principalstoday.co.nz

Adjustable desks may cost more at the outset but will benefit with less lost time off work and increased productivity, particularly for those people who have to sit for long periods of the day.

Again, ensuring people are aware of the correct positioning will reduce the risk of injuries and, subsequent lost time off work. While not always immediately obvious, workplace wellness or ergonomics programmes bring many measurable benefits including: Increased productivity, reduced injuries, correct compliance,

subsequent reduction in related costs such as people taking time off work, having to get a temp in, increased ACC levies, and increased employee engagement - people appreciate knowing that you appreciate them. Jane Cowan-Harris is the head of WorkSpace IQ: www.workspaceiq.co.nz.

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Every single day

educators across the country work together to create brighter futures for New Zealand’s children and young people. Entering the Prime Minister’s Education Excellence Awards is a chance to share your story and celebrate your achievements.

The Awards open for entry 25th February and close 5th April 2019. Visit pmawards.education.govt.nz for more information about the unique benefits of entering the Awards.

Being a finalist or winner can lift your school or early learning service’s sense of achievement, bring whānau together and even transform communities. Start reflecting on the achievements of your group, team or partnership and inspire others by entering your story in this year’s Awards.