Principals Today #127

Issue 127 Term 3 | 2020

KEEPING STUDENTS SAFE ONLINE N4L’s safety filter for student learning devices

Lessons from The Lockdown

Mind the gap All schools need adequate resourcing

Five key areas which signal a sea change for education

PRINCIPALSTODAY.CO.NZ

Empowering Maori and Pasifika learners Kia Aroha College principal Haley Milne on delivering skills for the future

The responsibility of care Everyone’s responsible for health and safety at a school

MEASURING EDUCATION

providing novel experiences outside the classroom

Building key competencies into teaching

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6 A LONG-TERM APPROACH TO OUR WELLBEING

21 SCHOOL INVESTMENT PACKAGE

The COVID-19 experience puts the spotIight back on wellbeing in our profession

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Building key competencies into teaching

CONTENTS IDEAS 7 EMPOWERING MAORI AND PASIFIKA LEARNERS

Kia Aroha College principal, Haley Milne, about empowering students with knowledge of their cultures, and delivering skills for their future

Tourism careers expo to highlight career opportunities for students

School contents insurance: the breakdown

23 MIND THE GAP

All schools need adequate resourcing

24 BUILDING BOGGLES

Weather proofing buildings during construction

The vital importance of knowing how to identify and deal with abusive situations

14 nurturing a culture of learner agency

Providing novel experiences outside the classroom

31 SCHOOL POOLS IN PERIL

The water isn’t going anywhere – and neither should our school pools.

Accelerating understanding

18 KEEPING STUDENTS SAFE ONLINE

N4L’s new safety filter for student learning devices

25 THE RESPONSIBILITY OF CARE

4 | Term 3, 2020 www.principalstoday.co.nz

22 PEACE OF MIND

28 CREATING BOLD AND COLLABORATIVE LEADERS

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10 THERE’S SOMETHING I NEED TO TELL YOU

12 LESSONS FROM THE LOCKDOWN Five key areas which signal a sea change for education

Everyone is responsible for health and safety at a school

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News | The Curriculum

News | Viewpoints

A long-term approach to our wellbeing James Morrison Chair of the Secondary Principals Council

The demands on the teaching profession during the lockdown were extremely high.

During an unprecedented response to a national pandemic we pivoted to online learning, the scope and scale of which had never been tested. Our communities were stressed, welfare and pastoral concerns were high, connectivity was an issue and the pace of change felt relentless.

We can be proud of our response as a profession. We pulled out all stops to ensure that our communities were supported, our schools were operating (or not) as per the most up-to-date health and safety guidance and our students felt safe and connected.

Welcoming the majority of staff and students back to school at Level 2 and Level 1 and seeing school humming again is the reward for our hard work.

However, the experience and our ongoing recovery has put the spotIight back on wellbeing in our profession.

As part of our response to this issue the Secondary Principals’ Council of Aotearoa (SPC) are partnering with Deakin University to be part of Professor Phil Riley’s longitudinal research on principal and senior leader wellbeing.

In the last collective agreement, negotiations for teachers and principals’ claims related to workload and wellbeing didn’t progress, as pay increases took the centre stage.

Work at a national level on a wellbeing strategy for the profession has showed promise, with ideas such as centrally funded EAP for school staff part of the discussions – these have yet to come to fruition.

Schools and communities of learning have taken up the challenge themselves with a focus on connectedness, compliance reduction and personal resilience strategies.

The reality that we face however is that the demands of our work can often be hidden by the high standards that we place on ourselves and on each other.

This is not a sustainable way to be as a profession; we risk losing the richness of diversity and experience that we need to the drive to be more productive, more responsive, more accountable than ever before.

As part of our response to this issue the Secondary Principals’ Council of Aotearoa (SPC) are partnering with Deakin University to be part of Professor Phil Riley’s longitudinal research on principal and senior leader wellbeing.

The research will help to compile valuable data about the actual state of wellbeing for principals and senior leaders in the profession, including the impacts of COVID-19. This will provide vital evidence that we can all use to influence government policy and in collective agreement negotiations.

The independent research will be open to all principals and senior leaders in state, area and stateintegrated secondary schools.

Participants will also receive personal and private feedback about their own health and wellbeing, particularly if their responses raise any red flags.

Look out for an invitation to participate in emails from the SPC, or through your principal or senior leaders’ association in Term 3 of 2020.

By sharing our experiences, we can achieve real progress in making our profession better and healthier for ourselves, our colleagues and for future leaders.

You can find out more about the research here: https://www.ppta.org. nz/news-and-media/principals-andsenior-leaders-how-are-you-feeling.

6 | Term 3, 2020 www.principalstoday.co.nz

Measuring education Building key competencies into teaching More than a quarter of New Zealand schools appear not to be using key competencies (KCs) in their teaching, despite them being central to ‘The New Zealand Curriculum’ since 2007, according to a report from the Education Review Office (ERO).

ERO chief review officer Nicholas Pole says, “The key competencies focus on things that are essential to New Zealand’s future — for instance managing self is about having a can-do attitude, being resilient and having strategies for meeting challenges.

“We need to do much more to imbed all the key competencies in our teaching and learning.”

The report, Developing Key Competencies in Students Years 1 to 8, found that while 72 percent of schools had begun to support students to use key competencies, most of these were at the early stage of helping students learn about the nature of KCs. No schools in the study had fully imbedded key competencies into their teaching and in 28 percent of schools ERO found no evidence of them being used.

“The New Zealand Curriculum was rightly seen as world leading when it was launched in 2007, partially because of its focus on developing competency in key life skills, and because it was highly permissive, balancing guidance with professional autonomy,” Nicholas says.

“The New Zealand Curriculum was rightly seen as world leading when it was launched in 2007, partially because of its focus on developing competency in key life skills, and because it was highly permissive, balancing guidance with professional autonomy”

curriculum supports that include a stronger focus on oral literacy and key competencies.

New resources and tools are also being developed to help extend ways that teachers incorporate KCs in their programmes.

Developing Key Competencies in Students Years 1 to 8 recommends that school leaders should help gauge the quality and worth of initiatives designed to promote key competencies.

This is the first time that ERO has focused specifically on how schools are developing key competencies in students.

The findings provide baseline information for ERO’s evaluative approach in the future that will focus on how well students are supported to use key competencies in their learning and wellbeing.

“It is still world leading — we just need to do more to fully implement its vision for teaching and learning.

The report is based on visits to 118 schools, that provide a representative cross section of New Zealand’s schools.

“The good news is that most schools have made a start and there are ways to overcome the uncertainty that teachers currently have about exactly what key competencies are and how they can contribute significantly to students’ in their learning and wellbeing.

The ERO recognises that there may be schools outside the sample that have successfully used the key competencies and evaluated the impact of this work on students’ learning and well being.

“The Ministry of Education has reacted positively to the findings and already has several initiatives underway to support teachers and schools, including work with the sector ‘to refresh the key competencies’ by providing greater clarity and support to schools to identify the place of KCs in local curricula,” he says.

This includes piloting five innovative approaches across different regions to broaden the delivery of

Key competencies in The New Zealand Curriculum The key competencies are an essential dimension of ‘The New Zealand Curriculum’. They cover: • Thinking • Using language, symbols and texts • Managing self • Relating to others, and • Participating and contributing.

News | Principal Q&A

Principal Q&A

Empowering Maori and pasifika learners

By Claire Wright

Located in Auckland, Kia Aroha College is the only Māori and Pasifika bilingual secondary school in the country.

Kia Aroha means “through love/caring”, and the college embodies this motto by empowering its students not only with the knowledge of their cultures, but with the skills to carry that forward into all aspects of their lives and their communities.

Principals Today talks with Kia Aroha College principal, Haley Milne, about culturally sustaining education and the responsibility we have to share our knowledge with others.

What makes Kia Aroha College unique?

Kia Aroha College is the only Year 7-13 secondary school in Aotearoa with a designated character that focusses on culturally sustaining pedagogy.

Our kaupapa gives us the freedom to think outside of colonial norms. It’s centred on Māori and Pasifika cultural identity and language, ensuring they’re normalised, valued and legitimised every day.

Success AS Māori and Pasifika is our priority. Our kaupapa ensures we provide a learning environment based on the philosophy of whānau, embracing whānau and community involvement in everything we do and requiring us to maintain reciprocal empowering relationships with our community.

What challenges have students at Kia Aroha experienced while learning at home during COVID-19?

What challenges are occurring now that most students are back in the classroom?

We knew that lockdown was going to impact our families. We understood many families had lost employment and stress levels were going to be higher. We focussed our time during lockdown on welfare – we contacted every family each week to see how they were going. We sent food packages, worth $150-$200, to about 24 percent of our families.

Our biggest challenge during the lockdown period was that 96 percent of our students didn’t have devices

or access to the internet other than a mobile data plan which made “going online” problematic. We reimaged our laptops and purchased more laptops ourselves, purchased modems with three months of internet access.

We delivered those resources along with stationery, female hygiene products, and hard copy materials to students.

Now that we’re back, we’re still connecting with families weekly. We have had a heap of food donated, so we’re preparing food parcels for approximately 20-30 families each week. The Ministry laptops that we ordered arrived, so along with our own laptops, we’re moving to a more digital model of teaching and learning. We’re also opening spaces in our school for families to access our internet.

Tell me more about culturally sustaining learning and education.

Our learning model represents a three-legged stool. If one of those legs is smaller than the other or is afforded more time, the stool will become unbalanced and topple over.

Our red (self) lens represents all the knowledge students have about themselves, their cultural beliefs and practices, their language and cultural identity, their self-belief and their desire to learn more. Their whānau, their hapu, their marae, their whakapapa.

Our blue (school) lens represents all the mandated curriculum. The things that the Government focusses on to define achievement – NCEA results, academic progress, reading, writing and maths.

Our green (global) lens ensures that our children know about their own indigeneity, about being a citizen of the world – the effects of colonisation globally, indigenous land confiscations and language eradication legislation.

Culturally sustaining pedagogy ensures all three lenses are given the same mana. Learning is negotiated, inquirybased and provides young people with the power to understand and challenge inequity – to sustain, rather than eradicate, cultural knowledge.

How do you make education relevant to your students’ lives?

All of our learning programmes are designed with four questions in mind:

Our children need to be able to discuss the impacts of intergenerational loss and trauma and see the position they hold in changing this for their adult selves and for our future generations.

• How does this promote our designated character?

• How is it culturally sustaining?

• How is it connected to our community and the lived realities of our students?

• What is the social justice component?

Our students are spending the rest of this term conducting sociology investigations unpacking how COVID-19 impacted them, education, our community; and various ethnic groups in our school, our cultural practices and where power, privilege ad poverty showed up.

Tell me more about the Warrior Researchers aspect of your programme.

This is a critical, culturally sustaining pedagogy of whānau in action. The Warrior Researchers’ work is a direct result of Kia Aroha College’s work to deliberately decolonise the curriculum, and our definitions of success and achievement – specifically aiming for revolutionising learning, for conscientisation, taking action and speaking out, for social justice and transformation.

What do you think is the main role of education in young people’s lives?

Dr Jeff Duncan Andrade once said, “The purpose of education is to change shit, not perpetuate it.” This is our mantra. If we’re not empowering young people to stand up, speak out and change things, then we have missed the entire purpose of education.

We’re forever challenging ourselves to recognise what’s traditional and what’s a colonial practice that has snuck up on us. We’ve rethought how we structure our classrooms to recognise more traditional epistemologies.

What are your hopes for education in the future?

For years we’ve asked for education in this country to change urgently – COVID-19 allowed that to happen overnight. The way Kia Aroha College is structured and what we value are the right things for our students and our community. Naming colonialism and colonial practices allows us to think like ancestors every day.

I hope we can build a future where Māori and Pasifika young people and teachers speak out and tell the truth about a system that doesn’t fit them, no longer experience systemic and institutionalised racism, or apologise for not knowing their languages, and continue to challenge that system to do better.

Our children need to be able to discuss the impacts of intergenerational loss and trauma and see the position they hold in changing this for their adult selves and for our future generations.

What would change if you were the Minister of Education?

If I was the Minister of Education, I would address inequity issues and be courageous enough to prioritise the young people in our system who need more than others, rather than insisting on an equality approach.

I would insist that all young people in What’s special about young people our education system learned about today, specifically at your school? who they are and where they come Kia Aroha College is a political from, and that we had an education movement. We use language system that worked for Māori and intentionally – we call spades, spades.

Pasifika learners. www.principalstoday.co.nz Term 3, 2020 | 7

News | Careers Expo

Future moves 2020 New Zealand Careers Expo events to go ahead with the aim of offering optimism to this year’s school leavers.

Following New Zealand’s recent move to Alert Level 1 the New Zealand Careers Expo is pleased to announce that the 2020 events will be going ahead as planned.

This will be the 29th year that the New Zealand Careers Expo has helped equip New Zealand youth with information and networks to assist their transition from secondary school to the world of work.

Graduating school in the shadow of a job market seriously impacted by the COVID-19 pandemic may be a daunting prospect for this year’s school leavers.

The New Zealand Careers Expo hopes to instil a sense of optimism in the 2020 cohort by letting them know the future isn’t as bleak as they may fear and there are still many training and job prospects available to them.

The Government’s recently announced 1.6 billion training package is one significant silver lining that will greet this year’s school leavers, with the New Zealand Careers Expo being perfectly timed to connect training providers and programmes with young New Zealanders entering the job market.

New Zealand Careers Expo director, Mark Gillard says, “With the impact of COVID-19 on the employment and training environment the New Zealand Careers Expo is needed now more than ever.

“Young people need to know what career prospects are available and how to navigate these challenging times.”

He adds, “The New Zealand Careers Expo can help install a real sense of optimism and opportunity, supporting them on their journey into the world of work.”

The New Zealand Careers Expo presents the widest range of exhibitors of any careers expo in the country, comprising employers, tertiary providers, training institutions, industry representatives, government departments and corporates.

The event offers these businesses and organisations the opportunity to connect directly with tomorrow’s workforce and present employment and career information to prospective employees.

Go with Tourism has announced it will sponsor tourism businesses and education providers to participate in the expo events, which it delivers in partnership with New Zealand Careers Expo.

Go with Tourism Programme Director, Matt Stenton, says that the Expos will highlight the wide range of quality career opportunities within the Tourism sector.

“Without a doubt, the COVID-19 pandemic has significantly hurt New Zealand’s tourism workforce and has negatively impacted people’s perceptions on tourism as a career.

“However, this was a once-in-a-lifetime event. In three- or five-years’ time we expect New Zealand tourism to thrive again and new talent will be highly sought after.

“Now is the perfect time to show students what success can look like in tourism, to place them into tourism businesses for work experience, and to get them training towards their career goals.”

Taking place in Auckland, Hamilton, Wellington and Christchurch, the 2020 events will run over August and September with free admission for all visitors.

2020 New Zealand Careers Expo Schedule: Auckland – 6-8 August, ASB Showgrounds Hamilton – 23-24 August, Claudelands Showgrounds Wellington – 4-5 September, TSB Arena Christchurch – 10-12 September, Horncastle Arena.

For more information on New Zealand Careers Expo, please visit careersexpo. org.nz and careersexpo.org.nz/ schools/school-attendance/ to register your school.

Eco-conscious activities We all know how important it is to protect our planet, from recycling to consuming less, and small steps can go a long way.

However, what is just as important is to teach the next generation to be environmentally conscious as well.

This doesn’t have to be a tedious experience for children. In fact, there are ways to make it fun and satisfying!

With that in mind, SaveOnEnergy has written some top tips about how to teach children to be environmentally conscious, including the best ecoconscious activities to try!

Plant together Growing a plant (or crops!) from scratch is a great way to teach children to be nature loving. Watering and taking care of the plant until it is fully grown will prove very satisfying and could teach kids how to grow their own food in the future.

DIY projects A great way to keep kids occupied is by doing DIY projects together. This can involve recycling materials you find at home or school, such as toilet rolls, plastic bottles and cereal boxes.

This will teach ways to reuse and recycle rather than throw away. This is especially important in the current lockdown, with many recycling sites closed, Kiwis have no choice but to become more inventive with waste.

8 | Term 3, 2020 www.principalstoday.co.nz

Watch child-friendly documentaries about saving the environment You can use the time your child watches a screen wisely, by making sure those cartoons or series send a healthy message (like Captain Planet, Bill Nye the Science Guy or Sesame Street).

Children look up to their favourite characters, and if they are fighting to save the environment, your child will want to do the same.

Caring for animals Animals are affected by environmental changes just as much as us, possibly even more. It is very important to teach our children to be kind to animals.

One way to do so is by getting a pet and involve your child in walking, feeding, and bathing them. If getting a pet is not possible, there are virtual farms that you can explore from home with your family.

Ride a bike, don’t drive Teach children eco-friendly modes of transport by riding a bike or walking, rather than jumping in the car, when possible. This will not only be great for the environment, but it is a great way for them to get their daily exercise too.

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www.principalstoday.co.nz Term 3, 2020 | 9

News | Student Welfare

There’s something i need to tell you In New Zealand, there is no law requiring a person to report any instance of child or adult abuse. But, conversely, there is no law preventing them from reporting, in good faith, any suspected or actual abuse to the appropriate authorities.

The Vulnerable Children Act 2014 requires every school or kura to develop a child protection policy (CPP) and review that policy every three years.

A school’s CPP must include processes for identifying and reporting instances of actual or suspected abuse and neglect. But not all CPPs are equal.

It takes expertise and forethought to develop a comprehensive and fit-for-purpose CPP. Consider your school’s CPP. Does it provide adequate information to support you in dealing with and reporting instances of sexual abuse or concerning sexualised behaviours? Are all staff even aware it exists?

What’s the problem?

New Zealand has a high rate of sexual violence among young people, with 15- to 24-year-olds most at risk.

Sexual violence can have a profound

Think about Is your CPP comprehensive enough to help you deal with students’ disclosures of concerning sexual behaviour?

Does it provide the necessary framework to enable your school to set up a safe learning environment for students who have experienced sexual abuse?

Does it offer support for dealing with a person (student or adult) who is sexually harming others in the school or the wider school community?

Does your school have contact with local specialised services (including programmes like Mates & Dates) that can provide support in responding to incidents of sexual violence or concerning sexual behaviours?

impact on young people’s health, wellbeing and ability to engage in a learning environment.

It’s important for both students and the adults who support them to know how to identify and deal with abuse and harmful situations.

This includes students understanding and feeling comfortable asking for help if they or someone they know experience sexual abuse and teachers and school leaders having confidence they know the appropriate steps to take once someone discloses such an experience.

Why young people don’t disclose experiences of sexual violence More than half the young people who experience sexual abuse never tell anyone. Those who do are more likely to tell a peer than an adult.

There are some common reasons for the reluctance to disclose.

Not being believed: Most commonly, young people don’t disclose because they fear they won’t be believed Taboo topics: Young people are quick to sense when adults are uncomfortable talking about sex and sexual violence and will avoid discussing the difficult topics with them Loss of control: Young people suspect that adults will take control to do what they believe is best, disregarding the young person’s wishes Shame and guilt: Victim blaming is widespread in New Zealand society, and feelings of shame and guilt create a barrier to getting help.

Trust If a young person discloses to you, it is a sign they trust you. Maintaining that trust is critical to ensuring a young person continues to get the help they need. There are some steps you can take to improve the trust and safeguard the wellbeing of your students.

10 | Term 3, 2020 www.principalstoday.co.nz

Be observant: pay attention to any changes in your students’ behaviour, unusual questions they might ask or concerns they might raise.

Encourage them to talk: make it clear that you are listening, you believe them, and you take disclosures seriously – don’t trivialise or dismiss what they tell you.

Let them lead/control the disclosure process. Remain open minded by avoiding asking questions or making comments that could be considered judgemental.

Don’t ask for details – leave that for the trained professionals. Instead, ask the student what they’d like to do next and how you can support them.

Sexual abuse is an experience of loss of control, so it’s really important to help a victim feel they can at least control how they seek help.

Suggest options, including helping them seek specialist support. If you’re not sure what the options are, be honest, but make it clear that you can find out more.

Reassure them by acknowledging the seriousness of their experience and how difficult it must have been for them to share that with you. Assure them that anything you discuss will remain confidential.

However, if they are in immediate danger (for example, if the abuser is at their school or is someone they have to spend time with), let them know that you may need to talk to other people to keep them safe.

Help from Mates & Dates ACC’s Mates & Dates programme can be an avenue for young people to disclose and access help. All Mates & Dates facilitators are trained to deal with disclosures and can work with you to link young people to appropriate services.

The Mates & Dates facilitators can also help your school develop an appropriate CPP to meet your current needs.

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News | Education in Aotearoa

Lessons from the lockdown

Five key areas which signal a sea change for education The impact of COVID-19 on New Zealand schools has been substantial. Not only have the challenges of transitioning to remote learning been unprecedented, but the experience has emphasised some of the greatest issues currently facing our education system.

Now as schools across the country welcome students back into the classroom, leading educators and academics are urging the sector to consider whether and how lessons learned from lockdown can become a catalyst for reform.

In mid-May Education Hub founder Dr Nina Hood launched a new research project aimed at capturing reflections on the lockdown from New Zealand’s principals, teachers, students and parents.

She believes these insights could play a crucial role in reshaping our education sector and ensuring a brighter future for all New Zealanders.

“The physical closure of schools has shone a spotlight on some of the persistent and systemic challenges facing our education system, providing an invaluable opportunity to refocus our attention and efforts on them,” she says.

“It further has created a space for asking big questions about education; do we want to return to the status quo and business as usual when schools

reopen? Might the lockdown period act as a catalyst for education reforms that many have been seeking? And if so, what should we be looking to change?”

Dr Hood says there are five key areas which have emerged strongly from lockdown, and believes they offer valuable insights for positive change.

1. Equity, schools and society “This period of home learning has made readily apparent the profound disparities in children’s access to support and opportunities. This perhaps has been most manifest in some students’ [lack of] access to a digital device and Wi-Fi connection at home.

“However, this is just one aspect of the huge variation in resources available at home to support students’ learning, which also includes a suitable place to engage in learning, parents’ capacity to support learning, and access to books and other materials.

“Added to this are the capacity and readiness of individual students to learn, and the requisite foundation, including knowledge, learning skills and social and emotional competencies, required to enable them to do this effectively.”

2. The role of teachers “There is an opportunity to think deeply about what it means to be a teacher and how we conceptualise the role of the teacher within schools and schooling.

“While some fear that the shift to online and distance learning will prompt an

12 | Term 3, 2020 www.principalstoday.co.nz

irreversible move towards reducing the role of the human teacher in place of technology, I hope that the opposite is true.

“While increasingly we are seeing the erosion of boundaries between the digital and the non-digital, between human and the machine, it is possible to leverage the pervasive power of technology to elevate the human in teaching.

“There is an opportunity to reinforce a humanist approach to education, emphasising teaching and learning as a social and relational enterprise.”

3. Learning priorities, the curriculum and teaching resources “A consistent piece of advice to teachers over the past few weeks has been to reduce the amount of content you are trying to cover and to identify key learning priorities.

“In time, it will be valuable to reflect on what these priorities were, what they mean for teaching and learning moving forward, and whether they represent a new model for approaching the curriculum.

“The current situation also provides an opportunity to re-engage with and elevate some of the curriculum conversations that have emerged in recent years, including consideration of the role and production of teaching materials and resources.”

4. Pedagogy and effective teaching “There has been no shortage of advice around how to approach distance teaching and learning. What is

fascinating is that much of it seems to be based on well-established principles effective [in-person] teaching.

“There is an opportunity to consider how some of the pedagogical approaches and learning mindsets being advocated for and incorporated into teaching and learning at present might also be meaningfully [re]integrated into face-to-face classrooms.”

5. The importance of systems, structures and school culture “It has become clear over the lockdown period that those schools that developed clear systems and processes to underpin their move to distance learning and had a strong school culture within which to situate and embed these new approaches, tended to fare better.

“As schools shift their focus towards considering what life will be like when they reopen fully, there is an opportunity to think about the systems, structures and culture that should be underpinning their core work.”

These insights will underpin Dr Hood’s research project, with the distribution of surveys to all schools nationwide, the launch of a competition to encourage student feedback, and a series of webinars which explore lockdown from a variety of perspectives.

To find out more go to: www. theeducationhub.org.nz/schoolsurvey-lessons-from-lockdown.

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No child w ill be left un attended a t any time. www.principalstoday.co.nz Term 3, 2020 | 13

News| Learning

Nurturing a culture of learner agency What is the first thing that springs to mind when you hear ‘learner agency’?

Is it the ability of students to have choice in their learning?

The amount of ‘voice’ they have? Something related to things that your teachers do, a combination of the two, or something else?

Even though there’s a wide variety of definitions and examples of what learner agency is and how to develop it, one thing is clear: people that have a higher level of agency invariably explore new ideas more readily and progress faster.

A critical issue of practice Learner agency is fundamentally important in developing a truly locally-focussed curriculum that is responsive to the needs of students and their community.

The degree to which young people have agency in their learning impacts every area of our practice however, students can only have high levels of agency when teachers have high levels of agency.

Both must have an ability to take action, learn new skills and behaviours, and apply knowledge to improve their own practice and outcomes.

Therefore, it’s important to develop a shared understanding of what this concept means for your school.

How well does your school support learner agency?

• Has your team defined the practices that develop learner agency?

• Are you just brushing over the surface of what ‘learner agency’ is, or going deeper into the behaviours, mindsets and strategies that inhibit or enable it?

• Have you made clear the links between student agency, teacher agency and leadership actions that support it?’

How to develop learner agency One way to create and strengthen a shared sense of learner agency is to define it in a way that fits your context.

Applying the principles of the NZC and considering how the term ‘learner agency’ fits each principle is a great place to start with this.

Rob Clarke CEO of Learning Architects

For example, how might learner agency support the principle of high expectations? If you ask your team to identify how this looks for your school, they will have a direct connection to the curriculum which in turn gives them clarity. Clarity stimulates confidence to explore new ways of doing things.

Another approach when developing your local curriculum is to explore the elements of the NZC’s vision (or your school vision) through the lens of learner agency.

The confidence to share power and control One of the key tasks of a leader is to identify, minimise or eliminate barriers to learning for teachers and learners.

Possibly the greatest determinant that affects learner agency is the manner in which teachers share power and exercise control over the learning situation. This is evident in many ways in a classroom. For example, are students encouraged to drive and push their own boundaries for their learning?

Certainly practices such as projectbased learning, inquiry, genius time and other approaches lend themselves naturally to this.

When undertaking professional learning, do teachers show signs of needing to know how to tackle a new skill before they can allow students to have a go?

Although quite normal for any new learning, have you delved into what might be underneath this?

Could it be that the teacher lacks confidence to learn alongside the students? If so, the net result here is that learning opportunities are effectively ‘shut down’ because the teacher has ‘closed the pathway of opportunity’. In this situation who is in control of the learning?

Also, are you as a leader prepared to be vulnerable to share the power with your staff?

Indicators of teacher agency Some indicators to look for: 1. Everyone knows your school’s vision and goes deeper into what it means in their practice. This is more than just being able to state the actual words of the vision; it is about identifying the behaviours, values and practices to move everybody toward that vision.

14 | Term 3, 2020 www.principalstoday.co.nz

2. Staff have a shared view of what curriculum is, which can be clearly articulated. It is one thing to think of curriculum as the content, skills and competencies that students learn; it is another to consider it as ‘everything that happens in this environment that can be learned’.

One is much broader and has implications for how we create a culture of learning.

3. Teachers continually pass problems to learners, expecting them to approach these problems with curiosity and to apply skills in context. This is also a sign that the principle of High Expectations is alive and well in your school, because teachers expect learners to solve their problems, and leaders expect teachers to solve their own problems.

4. Dialogue that challenges the status quo and generates improvement is evident. Leaders may often talk less, and when they do this is often to prompt staff (or learners) to reflect and take action in some way.

5. Teachers see themselves as developers of curriculum as opposed to merely transmitters of curriculum. This means they are actively trying to improve the way that curriculum is designed, implemented and evaluated for students, and are prepared to put the work in to try new things as a result. When teachers are identifying problems of practice, formulating strategies to test out with learners and then reflecting and improving, they are inquiring into what works

and what doesn’t, they are effectively developing curriculum.

6. Staff are able to determine and take on responsibility for improvement initiatives so that they have ownership for how the change is implemented. Teachers are trusted to do this by leaders.

7. Students have an increasingly strong voice in terms of what, how, and when they learn. This comes in many shapes and forms.

One example might be of a teacher who is taking an ongoing survey from students asking how much they enjoyed the learning from the week and other valued aspects, then adapting the programme based on student feedback.

Another might be the teacher that helps students plan out their week and operates more of a workshop type of approach where students opt in to learn skills or knowledge they know they need.

And of course, thinking back to the initial comments about the wide variety of approaches and definitions, there will be other effective examples of how to develop a strong culture of learner agency.

If you could only focus on just one aspect though, ask yourself this question, “what one step can I take at the start of Term 3 to strengthen our school’s culture of learner agency?” or better still… ask your staff and your students.

Rob Clarke is the CEO of Learning Architects: www.learningarchitects.com.

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www.principalstoday.co.nz Term 3, 2020 | 17

Learning Space | Network for Learning

Keeping students safe online Introducing N4L’s new safety filter for student learning devices Keeping students safe online is an ongoing concern for schools and parents.

community that, “It’s not about whether you trust your kids or not, it’s about stopping that world that’s out there which is trying to get on your devices and steal information and do things which are inappropriate.”

And rightly so.

On a typical school day, New Zealand schools are targeted with millions of cyber security threats, which are blocked by Network for Learning (N4L), the company providing safe and secure internet to 825,000 students and teachers nationwide.

At school, N4L also blocks around 2.5 million cyber threats and another 1.8 million inappropriate websites every day.

But what happens when students are at home?

Children can be exposed to a myriad of scams, adult content, and malicious software that can infect their device or steal information.

In response, N4L has built a new “Switch on Safety” filter to keep children safe online beyond the school gate.

It’s free for schools and parents to use. Just follow the instructions at switchonsafety.co.nz to apply it to a child’s learning device.

Russell School principal Sose Annandale agrees, saying, “It’s really important the kids have the N4L filter on their kids’ devices to help protect them from unsavoury websites, and stop them going to places where bad apps are lurking and can cause harm.

Online safety at home is paramount.”

Russell School principal Sose Annandale.

Back at school N4L protects students using a combined firewall and content filtering service that can be customised for every school in line with their internet use policies. An additional layer of threat protection is Instructions on how to set up the filter are found at switchonsafety.co.nz also applied, and it’s this technology that’s been used to build the Switch on Safety filter.

Once activated, children won’t be able to get to unsafe websites such as those with scams, bad software, and content unsuitable for young eyes.

User numbers are continuing to rise as schools and parents look for solutions that protect children beyond the school gates.

The filter was introduced at the start of Term Two, when remote learning was in place, addressing an online safety concern held by many parents and teachers, who were often juggling work with their children’s e-learning.

Principals support use of filter for home learning

Within its first month, more than 17,000 households were using it, blocking more than 333,000 online threats and 1.5 million unsafe websites.

Netsafe and the Ministry of Education are supporting the filter, as are many principals who’ve actively encouraged its use.

Bream Bay College principal Wayne Buckland advised his parent

The company is continuing to improve the service, taking on board feedback from schools and its technology partners on how to make it easier to manage and set up.

N4L would love readers to help spread the word about the filter, to make learning safer at home.

In this rapidly changing world, keeping young New Zealanders safe online has never been more important We’ve long been early adopters of technology. These days our tamariki are introduced to the online space – for learning and play – at an increasingly early age.

Netsafe Schools is here to help.

There are endless opportunities online, but there are also risks when things don’t quite go to plan. While parents begin online safety education at home, schools also have an important role.

The free Netsafe Schools programme enables schools and kura to support staff, students and communities with online safety and digital citizenship - critical for encouraging informed choices.

Becoming a Netsafe School is easy. Simply register your school or kura, create an account and use the “Review Tool” to understand your current online safety practices and approaches, identifying strengths and priority areas. As a Netsafe School you will benefit from the tools and resources you need to ensure you have online safety covered.

Our friendly education team is available to present customised sessions for school leaders, staff and parents, either face-to-face or virtually.

We can also help you implement Netsafe’s popular Youth Action Squad within your school, capturing students’ voices in online safety discussions, and giving them a role to play in supporting their peers.

Whatever your questions are, talk to the Netsafe team. We are here to provide support whenever you need it.

18 | Term 3, 2020 www.principalstoday.co.nz

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Learning Space | Network for Learning What type of sites are blocked by the new safety filter?

Blocked websites include those offering pornographic, gambling, cyberbullying, plagiarism, self-harm and drug and alcohol content.

Also blocked are sites associated with viruses, malware and scams, anonymiser services that can be used to defeat filters, and other malicious software designed to infect your device and steal your information. You can find the full list of blocked categories at switchonsafety.co.nz.

How foolproof is it? Is it the same protection we get at school?

No technology is a silver bullet and should be combined with ongoing education around responsible online stewardship provided by parents, schools and organisations like Netsafe.

The new safety filter is a valuable layer that helps keep kids safer online. It’s been set up to match the policies already in place at schools. N4L’s school-based firewall and filtering service provides a more granular level of filtering across the school network which accommodates the needs of the individual school.

Can schools or parents add blocked sites to the new safety filter?

Unlike the filtering at school, users are unable to add sites they want to block; however N4L’s filtering technology continues to add new unsafe websites automatically as they arise. And the company can also independently block

No technology is a silver bullet and should be combined with ongoing education around responsible online stewardship provided by parents, schools and organisations like Netsafe. a bad site quickly that comes to its attention, for example, in consultation with feedback received from schools.

If parents use anti-virus software, do they need the new safety filter at home?

N4L recommends you use both. The Switch on Safety filtering service gives children an extra layer of protection.

When you switch it on, not only are you filtering web content, you’re also applying Google SafeSearch browsing.

How do I switch on the safety filter to a child’s device?

Simple instructions for your specific learning device are on the switchonsafety.co.nz website.

How concerned should schools be about cyber attacks?

Reports by government cyber security agency CERT NZ and global security

vendors show that education is among the top 3-5 targeted industries. Schools are not immune to cyber threats, and neither are home internet users.

is continuing to improve the service, taking on board school feedback on how to improve the service, and make it simpler to set up.

What’s next for the home safety filter? Can others use it?

The home safety filter was launched at pace during lockdown to solve an immediate online safety concern for schools and parents. And today it’s being used to keep students safer online beyond the school gates. N4L

Does the filter block gaming sites or social media?

N4L can block these and other games at school if requested by the school, but they are not blocked outside the school gates. N4L can block a new, bad site, quickly, if needed.

Technology -based outcomes At the beginning of the recent Covid-19 lockdown the Secretary of Education commented that the issue of equity and the provision of access to devices and home internet access has long been a problem faced in many communities.

This health problem just highlighted the issue.

It was Cyclone’s pleasure to partner with the Ministry to assist with the procurement and then work to deploy all of the devices (not the modems) that were provided to your nominated students throughout New Zealand.

Both the Chromebooks and the Windows devices were each enrolled individually into a central mobile device management console (MDM) and provided with unique log-ins.

This enabled the student to receive the device and seamlessly engage in their Learning from Home experience provided by your teachers.

At the same time, the management of the device formed part of the Ministry’s central console.

Currently, this management control and ownership is being passed directly back to your school. For schools without capability of MDM management, you may need to talk with your service provider as to how this is managed for your context.

With over 20,000 devices involved, mostly home delivered, this task was

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significant. However, the use of the existing Ministry school licensing agreements enabled the deployment scripts applied, to provide an efficient process for such a mass deployment.

From your school’s perspective, this “touchless deployment” took away the need to provide local IT staff resources and let your staff focus on content provision and the remote teaching and learning that resulted. True partnership.

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www.principalstoday.co.nz Term 3, 2020 | 19

Learning Space | Network for Learning

N4L making school Wi-Fi safer and more reliable Schools will get a safer and more seamless internet experience thanks to a nationwide upgrade of school network equipment led by Network for Learning (N4L) involving the nextgeneration of wireless technology (Wi-Fi 6).

More student devices will be able to connect to a school’s wireless network and stream content simultaneously using the new equipment, without impacting speed or reliability.

And N4L will be able to troubleshoot performance issues remotely, freeing up time and resources for busy teaching staff to focus on students.

Two panels of highly-skilled technology companies have been appointed to

help with the upgrade, which is scheduled to take place over the next four years.

Panel members will install the new equipment and support schools to get their devices connected should they need help.

Schools will hear from N4L two to three months before their current network equipment is due to expire,

with the first 50 schools to be upgraded by the end of August.

Visit N4L’s School Network page to learn more - n4l.co.nz/to-the-classroom - or call its Helpdesk on 0800 LEARNING. The upgrade is part of The Ministry of Education’s Te Mana Tūhono programme: www.education.govt.nz/ school/digital-technology/your-schoolsict-network/te-mana-tuhono.

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20 | Term 3, 2020 www.principalstoday.co.nz

Property | School Investment Package

Investing in your patch The School Investment Package announced by the Government last December provides most state schools with one-off funding to help them with property projects.

Key elements of the policy • The total value of the package is $396 million • Each eligible school will receive $693 per student, up to a maximum of $400,000

The capital injection seeks to accelerate upgrade works at schools that would otherwise be deferred due to a lack of available funds.

• Every school will receive at least $50,000 regardless of size of school roll

As the package is focussed on acceleration, schools should in the first instance select projects from their existing 10YPP that can be initiated soon and delivered by December 2021. This provides more flexibility to state school boards on where they can invest.

• Money will need to be spent within the next 24 months

Most state schools will be eligible to receive the School Investment Package funding. Schools not eligible to receive the School Investment Package funding: • New schools opened since 2015 • Schools in leased facilities • State integrated schools • Public Private Partnership (PPP) schools.

About the School Investment Package The amount each school gets has been determined by their July 2019 school roll. See the list of schools and funding allocation.

Schools will get $693 per student, to a maximum of $400,000. Each eligible school will receive a minimum of $50,000.

Special schools will receive a flat rate of $200,000, to recognise the complexity and cost of special school property despite having generally smaller rolls. Activity centres will receive a flat rate of $50,000.

When it will be available Funds will be allocated to projects once they are agreed. Start dates for individual projects will vary from

• Special schools will receive $200,000 each, regardless of roll size

school to school, and work may begin as soon as quotes are agreed.

Prioritising acceleration could mean that some schools’ planned projects may not fit, as they may take longer than 24 months to deliver. In this case, the Ministry will work with these schools to identify other project(s) that could be delivered within this timeframe, that support their school vision.

To make sure projects funded by the School Investment Package can be delivered by December 2021, the Ministry is aiming to have all projects identified and agreed by the end of May 2020.

Types of projects that could be funded This funding is for property upgrades, not property maintenance.

Maintenance projects like painting, fixing broken equipment or repairing a broken pipe should be funded through the Property Maintenance Grant.

As the School Investment Package is an opportunity for schools to bring forward their discretionary projects and enhance their facilities for students now, schools should focus on projects that can be delivered by December 2021.

• Around 2050 state schools opened before 2015 are eligible

Projects will vary from school to school, but examples of planned works may include: • Upgrading the school’s storm water drainage systems • Create more collaborative space by modifying the configuration of existing teaching spaces • Resurfacing outdoor courts and paved areas • General landscaping and signage works • Capital projects to keep existing pools fit for purpose (e.g. replacing a pool pump).

Application process Schools don’t need to apply for the funding. The funding is allocated to each eligible school, as with the process for 5YA allocations.

Our property staff will support schools to identify projects and delivery options, and the funds will be allocated once these plans are agreed.

The process is as follows: Schools will be asked to identify a project in their property plans and discuss with their property advisor.

The Ministry will review and confirm

• Integrated schools, schools built through a Public Private Partnership, or schools in leased accommodation are not eligible.

the project fits within the investment package criteria.

School undertakes compliant procurement processes to engage consultants and contractors. Refer to Procurement process for school property projects page.

Schools follow normal project management processes (including standard project forms) to deliver project in agreed timeframe.

If it makes sense for the Ministry to manage the projects, we can work with the school to develop a delivery plan.

If schools do not have a project planned already, the Ministry will work with the school board to identify upgrade works that can improve the school environment for its students, in line with the school’s vision.

Information provided by the Ministry of Education: www.education.govt.nz.

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Money and Finance | Insurance

Peace of mind School contents insurance: the breakdown Contents insurance isn’t just for your home and belongings in it – it’s there for all the belongings your school owns as well, from computers to chemistry sets, from rugby balls to textbooks.

If you choose to go into the Risk Management Scheme, levies for the scheme get taken out of your operational funding each quarter on a per student cost.

What does the Ministry’s Risk Management Scheme entail?

The Ministry’s scheme provides comprehensive contents and legal liability cover, including public liability cover.

Sure, protecting your school’s assets by insuring them is common sense, but you also have a legal obligation to do so.

One of the responsibilities of the board of trustees is to arrange contents insurance to cover your school for damage or loss of school contents.

All school assets – other than land and buildings owned by the Crown – must be insured.

The world of contents insurance, specifically for both public and private schools, can be a confusing one. Here is the breakdown of contents insurance options for your school, and what to expect from the different avenues your school can pursue.

What is contents insurance?

Contents insurance is an insurance category that pays for damage or loss of possessions, usually to an individual.

The scheme costs $10.50 per pupil per year, and schools can join it during any part of the year.

For a school, contents include things like furniture, artwork and sports equipment.

What isn’t covered by contents insurance?

Vehicles – including vans, cars, tractors and ride-on mowers – aren’t covered by contents insurance. You need to arrange separate insurance for them.

What are my school’s options for contents insurance?

Your school arranges for its own cover from a private insurer.

Your school asks to be covered by the Ministry’s Risk Management Scheme.

How does my school pay for contents insurance?

Whether you choose to arrange your own contents insurance or get coverage from the Ministry’s Risk Management Scheme, you pay for insurance premiums using your operational funding.

Automatically, new schools are made members of the scheme.

No levies are charged during the school’s establishment phase, but levies begin once the school is open and operational.

The new school’s board of trustees can opt out of the Ministry scheme and secure alternative cover once the school is open.

If you have any questions about the Ministry’s content insurance scheme, you can contact the National Ministry of Education Office at enquiries. national@education.govt.nz, or by phone at (04) 463 8000.

In a class of its own Crombie Lockwood’s school insurance programme is backed by a 27-year history, it continues to grow and support almost half of the nation’s educational institutions.

Crombie Lockwood Group Broking Manager, Jan Rodgers, is just one example of the dedicated schools’ insurance broking team and its ongoing commitment to the sector.

Based in Tauranga, Jan has been in the insurance industry for 30 years and knows the school insurance market like the back of her hand. Working alongside broker Thomas Bowater, together they service over 110 schools in the wider Bay of Plenty.

“From major events like the Christchurch earthquakes, through to vandalism attacks on classrooms, we’re there to help.”

“Like all our schools insurance brokers, I’m really passionate about our schools,” Jan says.

Jan takes a structured yet personal approach to managing them all.

“I visit every school,” she says.

“That’s a key thing and has definitely contributed to having a very solid ongoing relationship over the years.”

Every school is different. By listening to their challenges and visiting them each year, Jan’s support is ahead of the game.

Over the years some common risks have emerged for schools such as employment disputes making up most claims.

Should a restructure or performance issue result in accusations of

Jan Rodgers Crombie Lockwood Group Broking Manager

wrongdoing, any legal defence costs or damages payable would be covered under Crombie Lockwood’s liability package.

“If I can add value in any way, that makes me happy; walking away knowing I’ve done the right thing for that school, for their pupils and staff, and the community as a whole.”

The constant threat of cybercrime is also relevant for schools with an increased focus on computers in the classroom and school administration.

Jan says Crombie Lockwood delivers a personalised, ‘school needs first’ mentality.

School travel cover, especially within high schools, is particularly poignant in the wake of COVID-19, when they are losing deposits on pre-booked travel. Our schools travel policy has helped recover the costs for many cancelled trips.

22 | Term 3, 2020 www.principalstoday.co.nz

“We understand what schools need.

It’s specialised wordings and benefits like options for site improvement cover that make a difference to our offering for the education sector.

“It’s a great sector to work with helping young kiwis grow is close to

our hearts, that’s why we partnered with Kiwis for kiwi.

“Our support has made it possible to establish the Crombie Lockwood Kiwi Burrow, a dedicated kiwi incubation, hatching and brooding facility designed to reverse the population decline and save kiwi from extinction to make sure they are around for future generations.”

Crombie Lockwood’s 30+ school insurance brokers are based all over New Zealand. This gives schools peace of mind having local support from cover to claim time.

“From major events like the Christchurch earthquakes, through to vandalism attacks on classrooms, we’re there to help.”

Money & Finance | Funding

Mind the gap

By Claire Wright

The disconnect in funding to New Zealand schools greatly affects student achievement, despite increased government spending in recent years.

Research suggests a link between government spending and student achievement – that’s because effective schools require crucial resources such as trained and talented teachers, working s, and state-of-theart facilities to make the most out of student learning.

All schools, no matter where they’re located in New Zealand, need adequate resourcing.

The Department of Education in the UK found a positive and “significant relationship” between capital investment and pupil performance using quantitative data from its own schools.

Education plays a key role in improving the financial and societal wellbeing of both individuals and their countries – that’s no secret, and anybody in education can tell you that.

Yet despite this, education in New Zealand is still underfunded.

According to Education Counts, statistics and research provided by the Ministry of Education, New Zealand spends less per student than the OECD average.

However, relative to national wealth, our public expenditure on education in relation to GDP is high. For example, total expenditure on tertiary education is equal to 1.8 percent of our GDP, compared with the 1.5 percent average of OECD counties.

The average amount of per student government funding in New Zealand – inclusive of property, operational and salaries funding – was $7,666.58 for students across all years in 2018, according to Education Counts from the Ministry of Education.

Unsurprisingly, government funding is particularly important in regards to socio-economic status of the school’s community and individual students’ families.

This is due to a variety of factors, from the community unable to locally raise additional funds as effectively as wealthy communities to students not having as many personal resources as their wealthier peers.

Education plays a key role in improving the financial and societal well-being of both individuals and their countries – that’s no secret, and anybody in education can tell you that.

A lack of access to reference material and resources, as well as technologyrelated information resources – stable and easily-available internet access, up-to-date computers and phones – greatly affects students from lowerincome communities.

Couple that with extra funds private schools bring in through international student fees, it’s no wonder that it becomes a competition-based,

survival of the fittest mindset for our country’s schools.

In the end, it seems it doesn’t solely come to throwing money at the wall and seeing if it sticks – beyond adequate funding for all schools, proper allocation of resources is the other key to making sure we create an equitable education experience for New Zealand’s future.

The reasons for using and benefits of a Burgess Wetpour system are varied. This great playground surface enables your matting to be installed as a continuous installation, flowing around equipment and poles, leaving no gaps, rolling over mounds and following contoured surfaces.

Some of the key features for using this system are: • Continuous installation, flowing around equipment and poles, leaving no gaps, rolling over mounds and following contoured surfaces • Fabulous coloured options and you can join these with a pattern or design of your choice and you have your own unique playground • 100 percent recycled rubber.

Wetpour is installed onsite in a similar way to pouring concrete. The resulting surface is dry and ready to play on the following day. One sqm shockpads are laid over a compacted base and then 15mm of rubber is laid on top (In line with safety standards). The thickness of the rubber applied is dependant on the required fall heights and substates.

Unique patterns and designs can easily be incorporated into this flexible system. It is the most economic of systems for larger installations and can be contoured and moulded over existing mounds etc.

We have a choice of seven standard colours: Marigold (Auburn), Tan, Sage, Light Grey, Black, Forest Green and Terracotta Red.

Matting and surfacing products made to your specifications Impact Pads for areas where a softer landing is needed, scuff pads, DIY modular long run and tiles, deck and ramp matting are also BMS specialties. The benefits of these products include: • Make it non slip and safe • Avoid tile joins • Wetpour requires minimal maintenance – forget the days of topping up bark • Will last for many years as it’s very durable • Base preparation prior to the matting installation is of the utmost importance and can add years to your playground surface.

Burgess Matting offers a free, no obligation measure and quote. A sales representative can meet with you to discuss the matting systems which are suitable for your requirements.

Invest in BMS Wetpour Playground Matting and provide your children with a safe and enjoyable environment and give yourself the benefit of reduced maintenance.

Burgess Matting T 0800 80 85 70 E admin@burgessmatting.co.nz www.burgessmatting.co.nz

www.principalstoday.co.nz Term 3, 2020 | 23

Property | Weather Proofing

Property | Asbestos

The asbestos specialists The safe removal and management of asbestos within both residential and commercial buildings is a job that requires specialty knowledge and practices.

ATL Group specialises in asbestos management, asbestos removal solutions, demolition and contamination management and remediation.

The company, which is based in Auckland but has offices throughout the North Island and can undertake projects nationwide, has the knowledge and expertise to handle even the most complicated asbestos project.

ATL Group provides a range of asbestos services that comply with current asbestos regulations and industry best practice, including: • Asbestos removal • Asbestos consulting • Asbestos surveys • Asbestos clearances • Contaminated land • Asbestos disposal.

Commercial manager Mike Somerville says asbestos management and removal makes up about 80 percent of ATL Group’s work.

amount of asbestos that needs to be removed, as well as the location and condition of the asbestos.

However, the presence of asbestos within a building or property does not necessarily mean it will need to be removed.

ATL can help clients understand the legal requirements in line with the new Asbestos Code of Practice, along with their duties and responsibilities as a business or property owner.

Based on the level of risk and regulatory compliance requirements, the team at ATL will assess whether the removal is necessary or whether the asbestos can be safely managed by using a suitable containment solution and a comprehensive management plan.

If removal is required, there are a number of factors that will determine the correct legal approach, such as the

“It’s about tailoring the solution to suit the client’s immediate and long-term needs. Trust is critical,” Mike says.

ATL Group PO Box 64174 Botany Auckland 2163 0800 272 378 info@atlgroup.co.nz www.atlgroup.co.nz

THE SURFACE HYGIENE MANAGEMENT & DECONTAMINATION SPECIALISTS “We're passionate about creating healthy, safe and clean spaces that improve well-being.”

ENSURE THE SAFETY, HEALTH AND WELLBEING OF YOUR STAFF AND STUDENTS

LONG LASTING Formulated to last for up to 30 days.

Fogging at Auckland Grammar School

Our team of specialised fogging technicians can ensure peace of mind for your staff and students by treating all surfaces with Zoono-Z71 which kills kills 99.99% of germs and keeps critical surfaces and touch points hygienic for longer.

• Protects against 99.99% of bacteria for up to 30 days • Forms an antimicrobial coating that bonds to surfaces • No harmful chemicals and safe to use around food • Reduces transmission of disease and illness

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Biohazard Decontamination Antimicrobial Preventative Treatments Reactive Emergency Response Outbreak Response Preventative Maintenance Programmes

SAFE Effective, safe and non-toxic products.

APPROVED Independently tested and verified products.

Established in 2016*, STERICO has since developed as a specialist decontamination and antimicrobial treatment provider. *As a biohazard remediation division of ATL Group.

“We're passionate about what we do because a healthy population benefits all of us.”

0800 119 687 | info@sterico.co.nz To learn more about how to protect your school please give us a call or visit us at www.sterico.co.nz

24 | Term 3, 2020 www.principalstoday.co.nz

Remediation of the multi-storey apartment building. Familiar white plastic shrinkwrap covers and water filled plastic barrels to hold everything down. Remediation today is about rebuilding whole parts of buildings to replace defective systems. Image courtesy of www.prendos.co.nz.

Building boggles A building or renovating project anywhere in New Zealand can be at the mercy of mother nature at any time.

Our climate means we face extreme temperature swings, and this is especially so if the project continues over an extended period.

In order to protect both the building structure and on-site materials, building wraps (also known as shrink wraps), offer an ideal solution.

For the structure itself, building wraps offer efficiency and ease of use regarding providing temporary weather protection. Wraps also provide continuous membrane protection, which covers all types of cracks and gaps between exterior sheathings.

Once a building is wrapped, interior work can get under way before the completion of final external cladding. While the benefits of waterproofing the structure seem, and are, obvious, this also helps address the problem of potential project overruns – which means wrapping a building under construction bears serious consideration.

It’s also important to protect building materials. The best thing to do is protect any raw materials on the ground from rain water.

Hessian sheets are an excellent option to cover large piles of bricks or partially finished brickwork. The material is often used by gardeners because it’s eco-friendly, and the multi-purpose cloth is really easy to just roll over any area.

The basic premise is that in areas which experience high annual rainfall and occasional flooding events, which can be anywhere in New Zealand at any time of the year, water proofing is a must.

There is an array of companies that provide shrink wrapping throughout every region in the country – and utilising their services is far from a bad idea – especially when summer’s warm glow is coming to an end.

Don’t forget about basements In terms of general weather tightness, it is important for basements and foundations to be waterproof especially in areas where the ground water table is high.

In the case of high water table, water in the soil is likely to exert hydrostatic pressure on the basement floor and walls.

This can force the water through the cracks, which can result in structural damages along with moisture-related problems such as mould, mildew and decay.

Working Space | Health & Safety

The responsibility of care They say it takes a village to raise a child, and when it comes to school health and safety, the principle of that proverb is no different.

Everyone is responsible for health and safety at a school – from the board of trustees and the principals, to parents and staff, and beyond.

Who has the primary duty of care at a school?

To put it simply, the primary duty of care is the responsibility of the board of trustees.

It’s the duty of the individual members of the board of trustees, including the principal, to practice due diligence to make sure the school is doing all that is “reasonably practicable” to ensure the health and safety of workers and others.

The principal is considered an ex-officio member of the board, which means you as a principal can be liable for failure to meet due diligence.

On the flip side, principals are not only officers but workers. As workers, principals must make sure that their actions don’t negatively affect the safety of others at the school.

There are plenty of school activities where strict health and safety practices are important, and most schools rise to meet those challenges before incidents can happen.

Is the school liable if a child is hurt on the school playground?

Managing risk responsibly and in a way that is reasonably practicable is how you meet your duty of care.

This is the case no matter the health and safety risk, not just school playgrounds. There are plenty of school activities where strict health and safety practices are important, and most schools rise to meet those challenges before incidents can happen.

The school board will not face a penalty if: the school board is aware of a risk and manages that risk so far is as reasonably practicable, even if a child is still hurt as a result of the risk.

The school board could face a penalty if: • the school board is aware of a risk and does nothing about it, especially if the child is hurt as a result of the risk

school fairs and sausage sizzles are classed as “casual volunteers” – this category applies to people volunteering for education, sports or recreational institutions.

• the school board is aware of a risk and does nothing about it, even if the child isn’t hurt as a result of the risk.

The school has a duty to volunteers, just as it does for parents and other members of the public when they are in the school.

Is the school responsible for the health and safety of parents who help out at school events or activities?

People who volunteer to support school activities such as school camps,

For more information about health and safety at schools, visit www.worksafe.co.nz.

The sleep

- mental health connection The quality of our mental health and wellbeing is helped by getting enough sleep and rest.

• Regular pre sleep routine

A good night’s sleep helps us deal with the challenges of the next day, while fatigue can cause a drop in concentration, increase irritability and affect our performance and relationships.

• No heavy lifting or physical activity 2 hours before going to bed

Here are some learnings from kiwi research about getting to sleep: • Bedroom as dark as possible • Cool 17-20 degrees • Quiet – use earplugs if needed • A good quality bed • Prioritise a regular bedtime and rising time

• Get enough light exposure during day to support body clock and rhythms

• No food 2 hours before bed • Once in bed don’t use phones that use blue light as it disrupts your biological clock • Missed sleep takes two nights to catch up – first night deep sleep second night dreaming sleep.

Acknowledgement: Associate Professor Leigh Signal, Associate Director, Sleep/Wake Centre.

ARE YOU OK? MENTAL WELLBEING IS EVERYONE’S BUSINESS. IT’S OK TO ASK FOR HELP.

A Vitae counsellor is independent, objective and confidential - they’re there to help.

Speak in total confidence to a Vitae counsellor – call 0508 664 981 to make an appointment or book online @ www.vitae.co.nz

www.principalstoday.co.nz Term 3, 2020 | 25

Sports | Participation

School Grounds | Sports Turf Management

Agrichemical rules for schools

Helping more kids into sports Cadbury has joined forces with the New Zealand Olympic Committee, Paralympics New Zealand and KidsCan to launch a nationwide community initiative that helps to combat exclusion in sports amongst young Kiwi kids.

Supported by athletes Tom Abercrombie and Tupou Neiufi, the ‘Donate Your Kit’ campaign was launched in response to research from Sport New Zealand, which found that one in eight kids feel excluded from sport because they don’t have the appropriate equipment.

The finding was drawn from data collected in 2017 and 2018 from 60,000 young people aged between five and 17.

Igniting the generosity of New Zealanders nationwide, the initiative invites communities to donate preloved sport kit in good condition via purple lockers, distributed across New Zealand. KidsCan then helps get the kit to those who need it most.

Lending his support to the cause is New Zealand Breakers captain and Commonwealth Games bronze medallist, Tom Abercrombie, who understands the benefits of sports participation, which extend far beyond the physical. His own journey has seen him rise to great success, which wouldn’t have been possible without the appropriate gear and opportunities.

“Access to sporting equipment is a privilege that many young kids can never enjoy. Kiwis helping out Kiwis, doing some good in their local communities and giving young children in need pre-loved sporting kit is a great way to show our collective generosity,” he says.

“I know how tough it can be for a young hooper trying to source some shoes or basketballs. With that in mind, I’ll be donating some of my best kit and encourage those able to do the same!”

Paralympian Tupou Neiufi, who won a silver medal at the 2019 World Para Swimming Championships, has overcome huge obstacles to climb world rankings and achieve what she has on a global stage.

Speaking about the campaign, she said, “Just like children living with disabilities, those who do not have access to sporting gear are so greatly disadvantaged and the opportunities are not immediately available to them.

These Kiwi kids have to work twice as hard to achieve their goals.

KidsCan CEO and Founder, Julie Chapman, says the initiative marks the first stage in a longer-term partnership with Cadbury.

“Providing sports kit to children in New Zealand who would not have otherwise had the opportunity to participate is a good first step towards breaking down barriers making sure all Kiwi kids can participate in sports. However, there are many other obstacles experienced by families and children.

For more information and to find out how to apply to have a locker placed in your local sports club, office or community centre please visit: CadburyDonateYourKit.co.nz or search ‘Donate Your Kit’.

The pressure to produce and maintain high quality school sports fields is constantly on the increase with the growing professionalism in all sporting sectors and the success of our national teams.

In addition to sports fields, there is also a need to provide attractive and functional outdoor spaces for student recreation in the form of lawn and garden areas.

However, in order to produce the quality required to support these areas often requires significant chemical inputs in the form of fertilisers and products for pest, weed and disease control.

Use of these chemicals can however be harmful to people, animals and the environment. Hence, there are strict rules around the purchase, storage, use and disposal of these chemicals.

The rules are particularly relevant to school grounds where there are large numbers of people present with potentially sensitive neighbouring properties.

In the context of this article, we are going to refer to the chemicals used on sports fields and school

• Security Audits and Risk Reviews • Specification Preparation • Contract and System Audit • Project Management • Independent Inspections • Condition Reports Prepared Email: bill@grovesconsultants.com Phone: (09) 482 2378

www.grovesconsultants.com 26 | Term 3, 2020 www.principalstoday.co.nz

So, what are the legalities with agrichemical use?

In December, 2017 significant changes regarding agrichemical use came into effect as part of a wider health and safety regulatory reform, which saw the management of agrichemicals (and other hazardous substances) toxic to humans, coming under the enforcement of Worksafe NZ. As with any piece of NZ legislation the intricacies of compliance are many and varied.

Most importantly, compliance with the legislation requires an intimate understanding of the hazard classifications of the agrichemicals that are being used.

If you are complying with the current legislation and regulations, then you may not need to modify much, but it’s important for all schools to review their processes and update their compliance.

After all, it’s all about keeping people students, teachers and visitors to the school safe around agrichemicals.

For more information visit the New Zealand Sports Turf Institute: www.nzsti.org.nz.

Caring for your school grounds In recent years sand carpet sports fields have moved from stadia, to council fields and now appear in increasing numbers at schools at all levels, from primary to high school.

This is partly driven by rising player and parent expectations of high-quality surfaces, and by the increased use on the limited areas available within urban areas for sports fields.

The increased popularity in utilising sand carpet sports fields in schools raises some important issues: • Is the school planning and budgeting for appropriate maintenance of the field?

• Does the facilities manager at the school know the consequences of under-investment in maintenance?

Independent Security Consultants

gardens as agrichemicals – which simply put, is “any chemical used for horticultural use”.

• Do the grounds staff understand the maintenance inputs required and have the skills to effectively manage a sand carpet sports field?

In many instances organisations install sand carpet fields and then little attention is paid to the on-going maintenance.

The sand carpet rapidly declines in performance and is no longer considered an asset to the organisation.

This is astounding when you consider the investment in an installation can range from $150,000 to $300,000.

What other assets do organisations invest in to this level and then leave without a clear management plan until replacement is required?

It is important to realise sand carpet sports fields are dynamic living systems that undergo significant changes from the day the construction is completed, throughout the asset lifespan to eventual renewal.

Factors affecting sand carpet performance and lifespan include: • Site • Materials and construction • Amount of use • Pest activity • Rainfall/irrigation • Renovation • Turfgrass species • Maintenance.

www.principalstoday.co.nz Term 3, 2020 | 27

EOTC | Learning Opportunities

Creating bold and collaborative leaders Why, despite the extra costs of Education Outside of the Classroom activities and initiatives, schools should make the effort to provide novel experiences outside of the traditional school environment for their students.

Novelty and learning Novel experiences can cement learning in our memory. When we as human beings experience new things, dopamine rushes through our brains. Not only that, but our brain is programmed to pay special attention to experiences that are novel or unusual. Part of the reason scientists think this is so we can easily adapt and survive during strange or unfamiliar situations.

Out-of-classroom experiences are some of the defining memories of a child’s school years – activities and programming beyond the classroom can make a lasting impact, allowing children to immerse themselves in new places, whether focussed on the past, present or future.

Because of that dopamine hit, humans learn to seek out novel experiences, and it can be critical to us learning and staying engrossed with life.

Education Outside the Classroom initiatives use places other than school for teaching and learning, providing students with different and challenging activities, often in different locations.

An EOTC experience can be anywhere – from fifteen minutes on the school grounds, or a half day visiting a local museum or river. It can also be a school camping experience away or dancing at a children’s art festival.

These experiences can be invaluable in creating more confident and

independent children, which can even make them better students.

A study done in 2016 by the Council for Learning Outside the Classroom in the United Kingdom found that 60 percent of teachers noticed an increase in students’ confidence, resilience and wellbeing after participating in a school trip – on top of that, 61 percent of students achieved higher than their predicted grade.

A different study done by University of Victoria in Canada found that field trips and museum visits improve learning and attitudes towards learning.

It found that students achieved “significantly greater cognitive learning” when they participated in a

more structured tour like a museum docent – however, it also found “significantly more positive attitudes” in students when they participated in the less structured tour, like when guided by their teacher.

Beyond improved achievements in the classroom, Education Outside the Classroom experiences allow children to try out other soft skills that aren’t always focussed on with conventional teaching – teamwork, compromise and leadership. While rote memorisation is a tool that is beneficial for new knowledge and foundational material, ultimately, students do best when they can engage with their environment hands on.

In various studies, humans have shown that exposure to novelty before a “learning phase” improves subsequent memory.

One of the biggest examples of this is presentation of novel images or music before a word learning task enhanced “free recall and recollectionbased memory”, done separately in experiments conducted by the Department of Neurology at Otto-vonGuericke University in Germany and the Department of Cognitive Psychology at VU University Amsterdam, in 2008 and 2014, respectively.

There has been no correlation shown between learning and exposure to novelty after the fact.

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.

facts and figures, as well as thousands of historic archives to guide students to excellence.

HandsONHistory uses the entire town to provide an authentic experience for students from Year 1 right through to NCEA level 3.

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.

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.

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.

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.

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.

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.

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!

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.

Please use our website for pre and post-visit resources to reinforce learning around your museum trip: http: www.handsonhistory.co.nz.

Programmes come with follow-up resources to consolidate learning.

Our NCEA history and geography programmes provide the most current 28 | Term 3, 2020 www.principalstoday.co.nz

History will never be the same again

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.

EOTC | Learning Opportunities

Barriers to access Some obvious barriers to access for Education Outside the Classroom opportunities are cost and logistics.

For away trips, cost is a barrier, especially if it is for the students’ enjoyment and isn’t solely curriculumbased. All students are entitled by law to participate in curriculum-based activities, but this leaves some children from lower-income children left out.

For example, an analysis of opportunities at decile 1 and decile 10 schools conducted by the NZ Herald shows a substantial gap. At decile 1, only a quarter of children’s families can afford a school camp, while on the other side of the spectrum, sizable groups of children took overseas trips.

Even if the Education Outside the Classroom experience itself is free of cost, it still costs money to transport each student if off of school campus.

For lower income schools, this can make the difference in whether a school has the ability to go on a trip or not.

Another barrier to access of EOTC opportunities is if a child is ablebodied or living with a disability.

A child might be able to embark on a school trip but can face both visible and invisible difficulties.

Along with hindering their educational experiences, a child might experience feelings of inferiority and frustration in comparison to their peers.

Creating an equitable experience for all children so all students can experience the benefits of Education Outside the Classroom opportunities should be a mission critical to educators.

Learning outside the classroom has a number of benefits – from increasing skills like teamwork and leadership, which are critical in adulthood, to improving in-classroom performance.

Whether you want to be busy and active, or quiet and relaxed, we can help you make great memories here at CYC! Give the kids some fun after lockdown.

Let them be kids again and also rebuild that team spirit amongst the children and the staff.

Ensuring your school and students can have as many of these outside the classroom educational opportunities can make the difference to creating a generation of conscientious leaders.

2020 2020

BRIAN | 027 573 6766 | TUIRIDGEPARK.CO.NZ | SALES@TUIRIDGEPARK.CO.NZ www.principalstoday.co.nz Term 3, 2020 | 29

EOTC | Destinations

Camp Raglan

Kokako Lodge Kokako Lodge welcomes back our schools, clubs, families and team building groups. It is our core purpose to work with you to support, build and stay connected with your communities as we navigate this new world.

Camp Raglan is packed full of adventure for seven to 14 year-old boys and girls; there’s always so much to do.

Our aim is that your child comes away with lasting memories of what they have experienced, explored and enjoyed at our camp.

What can you do at camp?

Air rifles, archery, BMX track, sports field, flying fox, indoor climbing wall, bush and stream walking, beach and rock pools, giant hammock, swimming pool, confidence course, low ropes, team building activities, playground area and two trampolines. Plus, our brand new waterslides where you can race your mates or your teacher down our twin water slides A wonderful spot The beautiful 14-acre Camp Raglan campsite is pleasantly situated on the slopes of Mt Karioi overlooking the panoramic view of Raglan and the Tasman Sea. Camp Raglan offers a fully catered camp for a total of 150 children and adults in dormitory style accommodation which is particularly suited to primary and intermediate school children.

All the main facilities are under one roof.

The resident chef cook’s excellent meals and special dietary needs can be

catered for. Camp Raglan is known for its good food and excellent hospitality.

Our team will offer you a very warm welcome and we happy to discuss your individual needs.

Bethel House is an independent building available for hire separately from the main camp buildings. It has five twin share rooms and one double room as well as a kitchen, lounge room and two separate showers and toilets.

It overlooks the breath-taking view of the Tasman Sea.

Kokako Lodge is an 82-bed bunk style residential facility where you can self-cater and utilise the locality of the Hunua Ranges Regional Park on your doorstep; or you can codesign with us an adventurous activity programme that adds depth and quality to your objectives.

When planning your programme, consider what can be done at your school and local community and then to what depth of experience can be accessed at Kokako Lodge and Hunua Regional Park to contextualise their learning.

At Kokako Lodge, we have a range of climbing courses with other land and water-based activities and challenges.

On-site is a multi-element high ropes climbing course with a separate climbing and abseil tower. You can even try the natural rock 9m abseil hidden along our private glow worm trail between our low ropes course and private stream and waterfall.

While Kokako Lodge traditionally excels in leadership, personal development, skill-based programmes and your well-known kiwi school camp experiences, we are excited and motivated to deepen our work with teachers and educational advisors to revision school camps.

At Kokako, you can incorporate cross curricular learning with projects derived from multiple learning areas; Think water, bush, engineering, town planning, health, cultural, civic, sound, visual, risk, patterns, relationships, nature, biodiversity, protection and more.

Our charitable status focus is to work with a variety of groups and customers so we can maintain low cost for school curriculum programmes and therefore build on equity and access for all to outdoor educational experiences and opportunities.

An information pack to help you with your planning is available from the camp and gives full details of facilities, accommodation and what you need to know to make your booking.

The gymnasium has equipment for basketball, volleyball, badminton, and hockey and is a great space to use for many activities if the weather is not at its best. There is also a sound system available in the gym The main hall has a stage area, with two large TV monitors and a large screen at the back which is excellent for showing movies etc. in an evening. The Hall has a sound system for your use.

Camp Raglan, 578 Wainui Road Raglan, T (07) 825 8068, campraglan@cbm.org. nz, www.campraglan.org.nz.

RECONNECT AND COME BACK STRONGER WITH KOKAKO LODGE OUTDOOR EDUCATION FACILITY. Kokako Lodge Trust is an 82-bed residential camp accommodation venue situated at the foothills of the Hunua Ranges Regional Park. Kokako Lodge Trust has a range of activities on offer including High Ropes, Rock climbing, Abseiling, Archery, Low ropes, Team building games, Kayaking and Raft building.

We tailor make programmes to suit your needs.

P: (09) 292 4349 / E: office@kokakolodge.org.nz / www.kokakolodge.org.nz #kokakolodge @kokakolodge Follow us:

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. plus our brand new water slides.

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.

Ph: (07) 825 8068 Email: campraglan@cbm.org.nz Website: www.cbm.org.nz

30 | Term 3, 2020 www.principalstoday.co.nz

Sport and Recreation | Water Safety

Repaint with EPOTEC NT EPOXY

School pools in peril Due to funding issues and ongoing costs, some of New Zealand’s school pools have been forced to shut their gates. The problem is that it affects one of the groups that need pools most – Kiwi kids that need to learn how to swim.

When you think of New Zealand, one of the first things that comes to mind is our stunning oceans and clear rivers.

With the tenth longest coastline in the world, spanning around 14,000 kilometres, it’s no wonder that the quintessential Kiwi summer is of kids running around in togs and jumping off the local wharf, the sweltering heat beckoning them to the water.

Approximately two thirds of New Zealanders live within five kilometres of the coast, according to the census. This figure is growing over time, with more people moving towards the coast.

But did you know that our school pools are under threat, where most children first dip their toes and learn the fundamentals that keep them safe in the water?

The biggest barriers for an aquatic education are transportation, cost and access to facilities.

According to Water Safety New Zealand, only 55 percent of all primary schools have pools, around 1,100 schools. Schools that don’t have pools use community or council swimming pools, but rural children are often left behind.

Kiwi kids are losing their ability to swim, one of the direct effects of school pool closures – a study of eight Dunedin schools done in 2017 by University of Otago found that two thirds of kids are unable to swim 100 metres.

Swimming is not currently compulsory in the school curriculum, yet it is such a fundamental life skill, especially as most Kiwis live in near proximity to the water.

Last year, 82 preventable drowning deaths occurred in New Zealand. New Zealand also has one of the highest fatal drowning rates in the OECD.

A readily available and accessible aquatic education, targeted at young children to give them the water skills needed for the rest of their lives, is essential in combating preventable deaths in the water.

School pools provide valuable access to an aquatic education for New Zealand children, but the cost of running them is too high for a lot of schools. Not only are pools expensive to build, but the costs to maintain them can pile up.

Schools have to make sure there are proper safety arrangements, such as developing rules and procedures, installing and maintain fencing and gates, and ensuring the water quality is up to scratch so it’s safe to swim in.

On top of that, there’s other ongoing remedial work like changing room upgrades, painting and other ongoing upgrades.

The costs become insurmountable for many schools, specifically for those in lower income or rural areas.

For schools that can’t afford their own lessons, the responsibility is passed back onto the parents – unfortunately, it’s a reality that many lower income families can’t afford the extra expense, so a lot of children miss out.

Swimming is not currently compulsory in the school curriculum, yet it is such a fundamental life skill, especially as most Kiwis live in near proximity to the water.

Advise on preparation and repair

Water safety has been acknowledged in the 2020 budget by the Government.

Latest Epoxy and Acrylic technologies to suit your needs

$60.5 million has been allocated over the next four years to frontline rescue services, carried out by Surf Life Saving New Zealand (SLSNZ) and Coastguard New Zealand (CGNZ).

Supply of the most appropriate paint system

Water Safety New Zealand has also been allocated $2.1 million to support the wider water safety sector.

Keeping our school pools open until we have a viable alternative option is vital so that all New Zealand children can learn the swimming and water safety skills that can literally save their lives. The water isn’t going anywhere – and neither should our school pools. www.principalstoday.co.nz Term 3, 2020 | 31

Outdoors | Sun Smart Schools

It always pays to be sun safe Even with the onset of winter, it’s never a bad time for principals and teachers to review their school’s sun protection policy.

Schools play an important part in sun protection for kids, as New Zealand has one of the highest rates of skin cancer in the world and excessive exposure to UV radiation in childhood and adolescence increases the risk of skin cancer.

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

In the ‘Slip, slop, slap, wrap’ message it is suggested you ‘slip’ into shade as much as possible to protect from high summer ultraviolet radiation (UVR) levels. This is especially important when the ultraviolet index (UVI) is ‘very high’ at eight or above.

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

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

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

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

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

While outdoors, we receive direct UVR from sunshine and diffuse UVR which is reflected from the atmosphere (the open sky). In an open field approximately 50 percent of UVR would come from each source.

High protective shade must use an excellent UVR barrier shading material

and be placed to shade the users as the sun-path moves across the sky.

The view of the open sky should also be restricted. This can be done by keeping the edges low. Adjacent landscape, buildings, fences, trees and planting can be used to further reduce this ‘sky view’.

Design shade for its expected use It is important to consider the duration of expected use and also whether users are likely to be wearing hats

and sunscreen. As sun smart students will be wearing hats and sunscreen for lunch-time play, shade over play equipment is providing extra protection and therefore a lower protection factor may be acceptable.

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

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

All Weather Protection

Have fun outside whether it’s hot or raining With clear drop down sides you can create a sheltered outdoor room that has many uses.

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

32 | Term 3, 2020 www.principalstoday.co.nz

• 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

Outdoors | Sun Smart Schools

Why NZ is a special case when it comes to being SunSmart Yes, winter has only just arrived and at present we’re generally more concerned about keeping warm than we about getting sun burnt.

‘Going for the burn’ was Jane Fonda’s catch phrase back then, but it was also highly prized amongst teenage backyard sunbathers. Now we know that it is this very sunburn received as children and adolescents that has increased our risk of melanoma as adults.

But time has a funny way of flying by and it won’t be long before daylight hours are increasing and our thoughts turn to warm and sunny days.

We can’t turn the clock back, but we can start to protect our skins now.

And it’s not too late for our children.

By making an effort to protect them from sunburn, we can greatly reduce their risk of developing melanoma in later life.

As warmer weather, leading to long hot days, becomes more of a certainty, the automatic response of many New Zealanders will be to take off most of their clothes and head outside to work on their tan.

However, New Zealanders have more reason than most to make sure we enjoy the sun safely.

The dangers of ultraviolet radiation (UVR) are well documented, but do we Kiwis take those dangers seriously enough?

Wearing not much and migrating en masse to the beach, pool or favourite picnic spot to lap up the sun is a risky activity anywhere in the world.

But in New Zealand the consequences can be particularly serious.

Around 300 Kiwis die from skin cancer every year. Melanoma is the most serious type of skin cancer and

melanoma rates in New Zealand are worryingly high – four times that of Canada, the US and the UK. New Zealanders are more susceptible to skin cancer for several reasons.

We have higher UVR levels than countries in the Northern Hemisphere because in the Southern Hemisphere summer, UV rays have a shorter distance to travel to earth than they do in the Northern Hemisphere summer.

Atmospheric protection over New Zealand also starts to decline in early

These factors, combined with a mostly fair skinned population, mean Kiwis have to be extremely vigilant to keep the risks of skin cancer at bay.

Everyone knows the drill – between the months of September to March, especially within the hours of 11am to 4pm when UV radiation is most fierce, slip into protective clothing like shirts with collars and longer sleeves; slap on a broad-brimmed hat or cap with flaps; slop on a broad spectrum SPF 30+ sunscreen; wrap on a pair of close fitting sunglasses that reduce at least 90 percent of the sun’s UV radiation.

And in the middle of the day, try and slip into some shade.

Add into the mix our history of questionable tanning activities. Those a little longer in the tooth may recall drawn-out summer days frying in the sun with baby oil, while using tinfoil to intensify the sun’s rays.

The vast majority of skin cancer deaths are preventable if we are SunSmart. We can enjoy New Zealand’s natural beauty during summertime, and stay safe from sunburn.

summer as the ozone hole breaks up and drifts our way, letting through UVR. And our unpolluted skies give the rays a clear passage through to Earth.

www.principalstoday.co.nz Term 3, 2020 | 33

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PB Tech Education supports more than 1,400 schools in New Zealand.

Setting both educators and learners up for success with the right technology

Why PB Tech Education

100% New Zealandowned

Largest education I.T. supplier in NZ

Dedicated education team

Over $100M worth of stock in our Auckland and Christchurch warehouses

Education Portal

Device-as-a-Service for Education

Keep track of your school’s I.T. and tech purchases with our education portal.

Device-as-a-Service (DaaS) is an innovative new way for education providers to revolutionise your device management.

You’ll be able to track your school’s budget with monthly and yearly finance summaries; book and keep track of the service jobs; view all web orders and invoices; create and view saved order lists; and more.

Equip educators with up-to-date devices and rest assured that aging assets are either disposed of responsibly or given a second life. And if there’s still life in your devices, you can put the value of your existing hardware towards new devices with PB Tech’s hardware buyback programme.

Contact us for education pricing, BYOD programmes and more P +64 9 571 8339

E education@pbtech.co.nz

W www.pbtech.co.nz/education

Auckland | Hamilton | Tauranga | New Plymouth | Wellington | Christchurch 36 | Term 3, 2020 www.principalstoday.co.nz