Issue 130 Term 2 | 2021
Speaking out
Enabling students to exercise their rights
Managing screen time How to best support parents in the digital age
The rainbow connection
Respecting different perspectives on sex and sexuality
HACKERS’ PARADISE
SCAN TO CONTINUE READING ONLINE!
Steep rise in online school threats
Government rolls out free period products ISSN 1170-4071 HAVE THE FOLLOWING PEOPLE SEEN THIS?
On the Shelf School libraries denied guaranteed funding
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CONTENTS IDEAS 8 THE POWER OF SELF-MASTERY
Pigeon Mountain Primary School principal Ian Dickinson on how Whakahautanga (self-mastery) has helped his staff cope with challenges in and out of the classroom
12 SPEAKING OUT
Enabling students to exercise their rights
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6 MINDSET, CLARITY… ACTION!
Inspiring commitment to change
10 TEACHER WELLBEING – WHOSE
RESPONSIBILITY IS IT?
How to best support parents in the digital age
16 ONLINE LEARNING POST-COVID
Is it feasible for everyone?
18 HACKERS’ PARADISE
Steep rise in online threats targeting schools
20 CONFRONTING HEALTH’S
HIGH PRICE
Government to roll out free period products from mid-year
22 On the Shelf
School libraries denied guaranteed funding as NZ’s literacy levels plummet
24 TOOLING UP
Boost in apprenticeship numbers
24 SIMPLIFYING THE NEXT STEP
New Zealand Careers Expo launches a host of new developments
26 THE RAINBOW CONNECTION
Moving away from finger pointing and focusing on collaboration
Respecting different perspectives on sex and sexuality
WORKING & LEARNING 32 KEEPING UP WITH TECHNOLOGY
Lockdowns highlight schools’ role in providing access to different tech
34 CONTENTS INSURANCE
What’s covered by the Ministry of Education and where to go elsewhere
38 MAKING SOCIAL MEDIA PAY
Using connectivity to drive fundraising
42 LEARNING EXPERIENCES BEYOND
Why providing novel experiences outside the classroom works wonders
60 SUPPORTING THE
HEARING IMPAIRED
How to include students who are Deaf or hard of hearing
62 WHO HAS THE PRIMARY DUTY
OF CARE AT A SCHOOL?
Everyone is responsible for health and safety at a school
68 BEING SHOCK SAFE
Safe use and testing of electrical equipment
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www.principalstoday.co.nz Term 2, 2021 | 5
News | Viewpoints
Mindset, clarity… action! Inspiring commitment to change Rob Clarke
CEO of Learning Architects
Have you ever wondered why you sometimes get such varied results when implementing changes and trying something new in your school? While on the surface, the reasons might seem self-evident – for example, right off the bat some might appear stressed or others ask lots of questions about the proposed initiative – but whatever the response, usually the answer will have something to do with the capability and/or capacity of your team. For instance, staff may be feeling overwhelmed by their existing workload and therefore view any new initiative as additional work they can do without. Or they may be unprepared and lack skills for the change. Sometimes people get too comfortable and lack openness to take on new ideas. There can be a variety of reasons why change and improvement can be difficult to implement. But whatever the cause, you need to get to the heart of the matter so that you can help your team get better results and move your school forward.
Mindset is the prerequisite for the success of any new change process If you saw my previous article on ways to bring your strategy to life (Issue 129, Term 1) you may recall that I shared some tools and techniques that are useful for this, one of which – the CBAM model – is particularly helpful in diagnosing where different members of your team are at in terms of mindset. However, while having tools and techniques in your kete to address change is useful, you are also likely to need to overcome two issues that often cause change to falter: mindset and clarity. By clarity, I mean each staff member understanding what is expected of them, and by mindset I mean their motivation to commit to supporting the desired change. You’ll probably know only too well when you have someone on the team who doesn’t really believe in a topic or issue being discussed; you can see it in their body language and perhaps hear it in their comments. In short, they don’t necessarily see what you see, or understand what you understand about the benefits of the proposed change.
Tips to help you gain buy-in and commitment So how can you help people to firstly become more aware when they don’t believe in something, secondly become open to new possibilities, and finally, prepare them to actually commit to the proposed changes?
Here are some tips: • As a leader, you will be acutely aware that all school improvement takes time and energy. Are there tasks you can relieve people of when asking them to implement a new initiative or change? For example, can you decrease expectations for assessment and reporting? What about looking for processes that can be simplified so they save people time and energy? • Work on mindset. It enables teams to become better at reflecting on proposed changes and take a more positive perspective. This in turn builds their ability to flex and be more open to learning and doing things differently. Improving mindset also strengthens resilience. There are lots of ideas relating to a Growth Mindset that can help with this – do a Google search!
“As a leader, you will be acutely aware that all school improvement takes time and energy. Are there tasks you can relieve people of when asking them to implement a new initiative or change? “ • Always link any desired change to your annual and strategic goals. This is critical because people need to know why they should firstly buy into a new initiative or project, before they will commit to taking action toward it. And some people will never commit to new initiatives without first understanding how it links to the big picture! • Use tools or frameworks that help people build self awareness and create possibilities for them to better manage themselves when faced with uncertainty. If staff understand their motivations and what they are naturally good at, this can be helpful when they are faced with new initiatives to implement.
6 | Term 2, 2021 www.principalstoday.co.nz
There are many options available and, while some are better than others, ultimately it doesn’t matter which tool or framework you use; it just matters that you use something that builds the team’s self-awareness and ability to be responsive and open to change.
effective leaders use to influence the quality of learning in schools. Can you identify which of these your middle school leaders are good at, and which can they grow in?
• Ensure that leaders are aware of and take action, on mindset issues as they arise.
In my experience, it is the second strategy, monitoring, that often gets missed. Could this be because people are reluctant to hold others to account for their results?
The worst thing a middle or senior leader can do is ignore any examples of negative mindset amongst your staff.
Here are some tips to use the strategies of modelling, monitoring and dialogue to create clarity for everyone:
One way to support this is to build a culture of coaching amongst your leaders. And key to this is developing the capability of your leadership team to ask the right sorts of questions at the right time.
• At the end of meetings, have an item on the agenda called ‘What we will commit to?’ and ask people to explain what they think they need to do next. It’s also helpful to ask people to explain how their action/s links to the big picture
This should be an ongoing process of self-improvement for leaders in your school, because it can become a powerful strategy to help people take increased responsibility for their feelings, motivations, skills, and results Here’s the interesting thing, mindset is really just a prerequisite for anyone embarking on some kind of change initiative – being clear about what is expected is the next step.
Clarity is the foundation for taking action When it comes down to it, does each and every staff member in your school, including you, really know what is expected of them? It would be amazing if so, because based on findings from global research company Gallup, only about half of all employees worldwide understand what is expected of them! This staggering statistic is important to note because being clear about what is expected sets the foundation for success and creates the platform for a climate where people can perform to a high level. This will enable you to better implement change and get the outcomes you seek for your school.
Ways to support your leaders through change Your middle leaders are key to ensuring the success of any initiative, so make sure they are clear on what their role is in supporting it. Professor Geoff Southworth from the UK National College of School Leadership talks about leadership only being one of three practices: 1. Modelling. 2. Monitoring. 3. Dialogue. Each of these learning-centred strategies is what Southworth believes
• Create a sense of accountability by asking people ‘How would you like to be held accountable for your results?’ If you want to ramp this up, treat accountability as a sharing opportunity • Because different roles will have slightly different expectations, make sure you differentiate different expectations for different roles. For instance, what a DP is expected to do might differ from what a class teacher is expected to do • Break the project into manageable chunks to ensure all goals have clear steps, and create achievable deadlines within the ebb and flow of pressures of the term.
Create a culture of sharing practices The question ‘what we will commit to?’ invites people to take ownership of their actions, while the second ‘how would you like to be held accountable?’ establishes clarity that the results will be checked. And while I’m not suggesting that you create a literal checklist to record who has done something or not, I would say that unless you take appropriate steps to hold people accountable for their results, then you are part of the problem! A great way to establish what I call ‘natural accountability’ is to create a culture of sharing. When people commit to taking action and understand they will be expected to share the results among their team or the wider staff, then you are more likely to get better results. Plus, more often than not, you’ll also create possibilities for innovative and creative ideas. So, go ahead – create that culture of sharing practices – it’s one of the most powerful forms of professional learning there is.
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Ideas | Principal Q&A
Principal Q&A
The power of self-mastery
By Georgina Oldfield
Navigating life in a pandemic has impacted many people, and teachers are no exception. A year since New Zealand went into lockdown, schools all over the world are still teaching from home and having to adjust to this new normal. While New Zealand has been very fortunate in many ways, teachers continue to face challenges, both personally and professionally. Principals Today talks with Pigeon Mountain Primary School principal Ian Dickinson about how Whakahautanga (self-mastery) has helped his staff cope with various challenges both in and out of the classroom, and how Dwayne Woolliams, the co-founder of Breaking Down Barriers Foundation, helped stand them in good stead against the stresses of the pandemic. Dwayne provides programmes for underprivileged, at-risk children in schools during curriculum time to help children with coping skills that may have difficulty with mental health, wellbeing and/or bullying.
1: What is Whakahautanga (selfmastery) and why did you decide to implement these methods for your staff? We initially became aware of Dwayne’s work through a colleague in 2018. I was aware of what he does because he is a good friend of one of our old teachers. He is a very impressive man, and has faced a number of challenges in his own life which have shaped his mindset. We survey our staff on an annual basis to ‘test the temperature’ of the working culture. Teaching is a complex job, ever changing, and the demands of the role go far beyond simply teaching children. It has become increasingly apparent over the first six years of principalship that our teachers are facing a growing range of evermore complex challenges and expectations. I have always been a believer in focusing on the self-evaluative capacity of teachers as a key driver in school improvement.
From experience, I’ve seen that investing time and effort into growing a group of very reflective teachers can overcome massive challenges and bring about schoolwide change far more effectively than investing in expensive resources/ systems buildings. As a result, we started informal conversations with Dwayne who at this stage was working on a PhD focusing on positive psychology in groups. We could certainly see some parallels between what he was doing, and what we were striving to do with our teachers in terms of equipping them with some skills and capacity to maintain their levels of hope/efficacy/ resilience/optimism. Our goal started to shape into one which was about unpacking our selfawareness, and we began planning a programme which we titled ‘Whakahautanga’ (self-mastery). We were able to tailor this programme around our own school whakatauki/ vision of ‘Matauranga ō te Ngakau - Education with A Heart’ and our four values of responsibility, respect, resilience, excellence.
2: What are some of the methods that you have implemented and what were the results from this? We started the programme with a number of sessions exploring our personal visions/purpose- not only for our role as educators, but in general life. Some of the sessions were quite confronting for a number of our team – Dwayne’s mode of delivery is really engaging and practical – the sessions are mentally quite taxing and participants need to maintain focus.
We’ve continued working with Dwayne – focusing on some of the peripheral elements of the work (Difficult/Honest Conversation Relational Trust) as well as revisiting the HERO elements. As a principal, this work has undoubtedly strengthened our school staff culture and proved very beneficial to how we handled and emerged through challenging, pandemicaffected times.
3: What are some of the main challenges that the students and staff of Pigeon Mountain Primary School have faced during COVID? Staff and students were/are challenged with “what good looks like” during COVID. Not having experienced anything like this and being naturally wired to a negative bias, people tend to feel anxious during times of uncertainty.
During the initial phase of the programme, all staff participated in PsyCap testing, gaining some baseline information into each person’s levels of Hope, Efficacy, Resilience, and Optimism (HERO).
This is one reason we feel that Psycap and HERO has been so useful with the staff, as we have had honest and supportive conversations regarding how we feel during the pandemic and discussed their strengths and weaknesses associated with feeling hopeful, efficacious, resilient and optimistic.
The results were so pleasing – there were great shifts in the PsyCap tests, but as well as this, we saw leaps in things like relational trust in the Culture Survey.
Our staff have worked hard on these aspects, and each has a plan and a supportive network to overcome any shortfalls and bolster their strengths associated with the HERO concept. These processes are now part and parcel of business-as-usual conversations and this has led to some significant learnings and personal development opportunities that have positively affected our staff.
4: What is your hope for education in the future? Our staff are at the heart of education, their personal health and wellbeing are vital for our tamariki’s development, not only to survive but thrive during uncertainty. We are hopeful that whether it be the COVID-19 pandemic or other events 8 | Term 2, 2021 www.principalstoday.co.nz
the student has difficulties with, that our staff are in a position to guide and nurture the students, knowing that hope, efficacy, resilience and optimism are important aspects of being the best version of ourselves. Building better people is what we do, the staff need the same opportunity. To grow and develop; therefore, we are excited about the future and where our staff’s personal development opportunities will take them. We recognise the importance of teachers and the value of relationships in education. I think post-Covid we’ve all had an epiphany in relation to this, and I hope we’re able to see this as an opportunity to build from.
5: What would you change if you were the Minister of Education? I would prioritise professional learning and development (PLD) budgets to incorporate more health and well-being initiatives, like positive psychology aspects for teachers and support staff, and (this one is a long shot!), incentivise schools that demonstrate they prioritise these types of initiatives. Certainly the removal of National Standards in recent years has opened up much needed space in the sector for other ‘valued outcomes’ and measures of ‘achievement’ beyond the traditional academic pass-rates and numbers above or below expectations. I think we have a great opportunity to become more learner-centric and responsive to means of growing wellbeing and HERO-like aspects for the wellbeing of the country’s subsequent generations. When we look at what New Zealand has become synonymous with and the notable characteristics of great Kiwis, it’s apparent that many (if not all of them) are recognized for a number of the qualities we’ve grown through our work with Dwayne. Oh, and a pay rise for principals!
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www.principalstoday.co.nz Term 2, 2021 | 9
News | Life in the Classroom
Teacher wellbeing – whose responsibility is it? By Alex Burke CEO of Education Perfect
When you fly somewhere (remember doing that?), you’re always shown a safety demonstration, if not by the cabin crew themselves, then on a video screen. One of the key features of these demonstrations is the use of an oxygen mask, where you should attach your own mask before fitting a mask to a child.
understanding of wellbeing. While acknowledging that there is no globally-shared definition of the word, a simple definition of wellbeing is: “feeling good, and functioning well”.
This got me thinking; the same example needs to be applied to teachers, when it comes to teacher wellbeing. A teacher’s first priority – and by virtue of the fact, ours – should be to increase their own levels of wellbeing so they have the resilience and strength to help their students.
“Feeling good is about positive emotion in the present, while functioning well is more about the long term, and sustainable practices around meaning, purpose and life satisfaction,” she said.
Researcher and teacher Suskya Goodall recently spoke on the EPisodes podcast with Jimmy Bowens, where she discussed the value of wellbeing among teachers being the foundation of better education outcomes for students. She reflected on the lessons she has learnt about teachers and leaders and the importance of them finding balance in their lives. As part of her educational doctorate, Suskya has helped clarify our
She went on to speak supportively of Sir Mason Durie’s model:‘Te Whare Tapa Whā. It’s based on the idea of a house with four walls, each representing a dimension of wellbeing: physical, mental and emotional, social, and spiritual. “The idea is that it’s these four dimensions that hold up the roof,” she said. “All of the walls are necessary, and in balance.” A similar point was raised by Sue Roffey, in her research paper, where she pointed out how professional development is often focused on academic curriculum targets rather than the equally important pillars of learning to be, and learning to live together. “For the sake of our children and society in the future we need to keep the conversation about wellbeing top of the agenda,” Roffey explains.
So, whose responsibility is teacher wellbeing, anyway? As a society, our focus needs to be on providing the best possible outcomes in education for students and our teachers form the bedrock of this. It’s encouraging to see the NZ government making a sizable financial commitment to the issue, with $9 million devoted to counselling support services, online support and Māori education. In June, the Ministry of Education announced a $32 million programme to establish 40 new curriculum leads to work with schools, acknowledging the need for more of a focus in the education system on wellbeing. Every year, I speak with hundreds of teachers about their work and it is clear that they want to be part of developing wellbeing programmes. There is less likelihood of success, no matter what the content, if programmes are imposed on participants. Teacher wellbeing programmes that are co-designed by education leaders will be far more effective and produce better outcomes for students. Teacher wellbeing programmes are not about ticking a box – there needs to be long-term buy-in. 10 | Term 2, 2021 www.principalstoday.co.nz
With regards to ‘whose responsibility is it?’, we need to move away from ‘finger pointing’, to focusing on how stakeholders can collaborate for maximum effectiveness. We’ll need to get educators and education leaders together so they can co-design wellbeing programmes that are appropriate and personalised. To do this, stakeholders should come together regularly and develop deeper relationships. In Te Whāriki, the New Zealand early childhood curriculum, they have a concept that the wellbeing of each child is interdependent with the wellbeing of their kaiako, parents and whānau (extended family or community). Wellbeing as a concept is something that forms part of the foundation of a child’s development – something that is crucial for their enrichment and a fundamental aspect of upbringing in Māori communities. Teachers who have a solid sense of wellbeing are far better equipped to encourage it in their students. If they’re guided by their own experiences, and wellbeing programmes are informed by teacher feedback and needs, they will be better able to lead by example. We, as a community, should be championing this. It’s up to all of us in the community to reinforce the ideas and encourage wellbeing among teachers. If we do that as much as we impress the importance of the wellbeing of students, a greater result will be achieved.
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www.principalstoday.co.nz Term 2, 2021 | 11
News | Youth Rights
Speaking out
Enabling students to exercise their rights By Polly Nichols
Educators are officially tasked with the responsibility of teaching their students. However, educators are also positioned to prepare students for life after school. RNZ’s investigation into the practice of racial profiling Māori youth amongst Wairarapa Police begs the question: how do we prepare our students for the injustices they face beyond school doors? Recently, RNZ broke the story about Wairarapa Police and their practice of taking photos of minors without parental consent. RNZ’s continued reporting then spurred the Office of the Privacy Commissioner and the Independent Police Conduct Authority (IPCA) to conduct a joint inquiry into the practice. Issues framing the reported incidents include the lack of clarity around surveillance laws, the misuse of the Oranga Tamariki Act, the coercion of minors, police approaching minors without a parent or adult caregiver present, racial profiling and cultural differences and incompetency. Already aware of the conscious and unconscious biases that exist amongst New Zealand Police, Waitematā Law Centre CEO, Tom Harris participates in his local police’s advisory group and is also a trustee member of the Hoani Waititi Marae. “[Police] understand that when they’re dealing with Māori youth, the scales of justice are weighted more towards the process than the rights of the Māori youth,” says Tom.
In addition to biases, Tom says there is also a power imbalance that unfolds when the police interact with youth, especially Māori youth. According to Tom, Māori youth are taught to be submissive in the presence of adults and people of power. For that reason, Māori youth might not express how they feel at the time of interaction. “The thing that [Māori youth have] been told, and the thing that works within their culture is now working against them.”
Youth rights The legality around police taking photos of minors hinges on whether the minor’s parent or caregiver is present. According to Tom, any transaction between a minor and an adult like that which occurring in Wairarapa is null, void and illegal if the minor’s parent or caregiver is not present. However, provided the police’s role in society and authority, it’s no wonder minors feel compelled to give consent – even when minors are not in the position to give consent. Taking into account that police coercion is illegal, it is up to the trusted adults in their lives to enable minors to exercise their rights. When approached by police for any reason, Tom says that the two rights minors need to be aware of include their right not to give a statement and their right to request the presence of an adult.
12 | Term 2, 2021 www.principalstoday.co.nz
Supporting students
Nevertheless, that’s why it’s confusing for students when police take advantage of them by ignoring their rights.
According to the Department of Corrections, in the time period of 1996-2005, Māori made up about 15 percent of New Zealand’s population. Even so, in that same time period Māori made up 40 percent of police apprehension.
When an incident occurs between a student and the police, and an adult caregiver is not present, the student is left vulnerable. Sometimes minors can only get a hold of a trusted adult after the fact.
In comparison, Europeans made up 70 percent of the population yet Europeans accounted for 45-50 percent of apprehensions.
Students often have a general idea of what police do and have a positive attitude towards police. For the most part, we can depend on police to protect the general public, follow and enforce law.
That’s why when a student confides in an educator about a negative interaction with police then there should be a notification made by the educator to both the parents and to their senior management of the school. Afterwards, the student and their parents should decide if they ought to notify the police and start the complaints process. If the student and their parents decide to follow through with the complaints process, they will go to the police precinct that the police officer belonged to. Typically, the complaints process involves speaking with the highest ranked person at the station but complaints can also be made on the New Zealand Police website. As another option, Tom says that any of the 24 community law centres throughout New Zealand can support families with their enquiries.
If the student and their parents are unsatisfied with the initial complaints process at the police station, the student and their parents can go through the IPCA to continue the complaints process. The other way we can support our students, especially those of ethnic minorities, is to take the time to understand their cultural upbringing and unique perspectives. Tom says that although New Zealand Police has come a long way in regard to cultural competency training, there is still a long way to go. In the meantime, we need to fill the gap to ensure all of our students are fairly represented.
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News | Online Learning
Managing screen time How to best support parents in the digital learning age Sam Edwards
Cyber security expert at NortonLifeLock
If there’s one thing we’ve learned last year, it’s that digital devices are key to ensuring learning continues in spite of lockdowns and disruptions. However, they also pose challenges. NortonLifeLock’s poll showed a majority of parents said their kids’ screen time has skyrocketed during the COVID-19 pandemic. Also, many Kiwi parents are worried about not being able to supervise and help with schoolwork due to their own work commitments. Leaving children to their own devices (literally) is far from ideal, and being online may open a Pandora’s box of uncontrolled exposure to the internet jungle. When kids surf the internet there is a risk; they can be exposed to X-rated or violent content, misinformation, or even online scammers and predators. Then there’s the more run-of-themill issue of schoolchildren getting distracted by social media content, alerts and popups, and simply not getting their homework done. All this while the internet should be a door to a world of wonder, education and delight. Online learning will undeniably take on a growing role in the future of education. As educators, here is some advice to share with parents and teachers to help them support kids’ digital learning and digital lives.
Key indicators of excessive screen time Here are some key behaviours that indicate a child is spending too much time online, or even starting to develop a screen addiction: • They become agitated or anxious when they cannot get online • They are aggressive or agitated when they come offline • Their sleep is being adversely impacted by their online use
potential signs that a distressing experience online, such as being bullied, has occurred.
children’s log-in information and passwords, and discussing appropriate online behaviours.
Better ways to manage schoolchildren’s screen time
Technology can help manage the screen addiction issue
Encourage teachers and parents to work with a child to understand exactly how much time they spend on screens – they might be shocked! Most smartphones have a weekly screen time report.
The good news is apps and other software can help make life easier for teachers and parents to support kids’ distance learning.
While less of an issue on school issued devices, to help children avoid the need to pick up the smartphone, tablet, or Chromebook constantly, turn off push notifications, especially those from social apps such as TikTok, Instagram, and Messenger. Invite parents to teach children to not feel obliged to respond straight away to every message or alert. Encourage parents to model healthy screen use by reviewing their own media habits and plan time for alternative play and activities. Suggest they implement daily “screenfree” times and set rules around when children are not allowed to use devices – for example, at the dinner table, during family time, when visitors come, while getting ready for school, and when going to bed.
Stop screen time addiction issues before they happen As educators you can help prevent screen time addictions by developing your own plan for digital literacy and screen use at school. Teachers and parents can model these plans in the classroom and at home by creating a media plan with individualised time and content limits, and learning about parental controls and privacy settings. Other good practices include co-viewing and talking about content with children, discouraging the use of multiple devices at once, managing
• Their schoolwork is suffering • They cannot stop using their device, even when it’s inappropriate such as when talking to people, or at the dinner table • They start to neglect things they have previously loved, such as reading, craft, or sport. At the extreme end, changes in their behaviour and happiness are 14 | Term 2, 2021 www.principalstoday.co.nz
You just need to find the right program for you. A pause button for the internet has its advantages, but that method might not work when students need access for virtual learning. On the other hand, School Time is a feature of the Norton 360 parental control that lets parents greenlight the sites their kids need to attend classes and do schoolwork without allowing access to the rest of the web. It also lets teachers or parents set up specific timeframes when their child can access certain categories of sites and create a blocked list of sites to prevent access to their child’s biggest distractions. Parents and teachers play a strong role in guiding the media use of their children. Ensuring they are supported in fostering healthy screen habits, where online learning isn’t interrupted by prolonged distractions, helps develop healthy behaviours now and in the future. Digital devices are wonderful resources for learning; kids just need some direction on how to take full advantage of the learning possibilities and avoid the addictive pitfalls.
Key stats from NortonLifeLock poll • Nearly two in three parents have indicated that they have lowered their standards for appropriate screen time because of the pandemic • More than half of parents said that they were worried that they were not setting a good example because they spend too much time on their own devices • 61 percent of parents are concerned about their child being exposed to cyberbullying, especially those of intermediate school aged 11-13 years old (69 percent) • Parents are also concerned about other aspects of their child’s online safety including: online predators (67 percent); location tracking (66 percent); online accounts being hacked (60 percent); and family’s devices being infected by viruses (50 percent).
Save time, save money, reduce risk – why wouldn’t Principals have a huge workload and a wide range of responsibilities – so why wouldn’t you take every opportunity to save some time, save some money, and reduce the risk of fraud and misappropriation? Peter McBreen, the managing director of Education Services Limited (ESL), shares his Education Services completes the Financial Administration for over 700 schools - the largest such provider in New Zealand. ESL has been around since the advent of Tomorrow’s Schools. There isn’t much Peter and his team haven’t seen with regard 29 years. Peter has also worked auditing schools for three years (“working on the dark side” as he refers to it) so is well placed to comment on the various types of service and reporting that are available to schools. “For the life of me I just don’t know why a busy principal
would want to have all their costly – and risky,” he says. “Ninety percent of all school fraud happens when accounting and creditor payments are handled in-house. “Often, when we do a marketing presentation to a school we get the response that ‘yes that looks great, but we get very good reports etc from our in-house person who has been doing it if things change, or someone leaves, we will contact you’. “And perhaps a year or two down the track they do contact us because someone has left or something changes and we pick
“But as a principal how could you tell for sure? You trust the reports put in front of you. You trust that the amount shown on the report is the bank balance as shown, you trust that all transactions are included, you assume that the correct accounting treatment has been used so there are no nasty surprises at year-end. Unless you are both a principal and accountant and also have
the extra time it takes to check everything thoroughly, it can be very hard to tell. “I do acknowledge there are some very, very capable and skilled EOs working in schools. Not all prepare poor reports by any means, but the point is that often the principal will not be able to tell if there’s a problem with the reporting until it is too late. “There are many good school accounting service providers. They specialise in school accounting – day in and day out that is all they do. Their knowledge, experience and skill are a wonderful asset to schools. “And there is also the fallacy that hiring an EO to facilitate cheaper than outsourcing.” Peter acknowledges it can be cost on doing the job in-house, and therefore when confronted with the cost of outsourcing it can appear expensive detailed comparison is done the in-house option is more expensive.
to using a service provider are: 1.
decreased
2. Service providers perform all year-end accounting functions, meaning the school does not need to employ someone with accounting skills to work in 3.
fraud and misappropriation.
4. Access to school 5. Timeliness - have statements, board reports, GST returns) done on time, every time, without having to worry. 6. Accounting software and data backup costs are included in the service provider’s fees. 7. Using a service provider can result in a reduced audit fee.
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Xero certified. You have the choice to use xero or our own school specific software www.principalstoday.co.nz Term 2, 2021 | 15
News | Online Learning
Online learning post-Covid Is it feasible for everyone? By Polly Nichols
Schools in other parts of the world have facilitated online learning for quite some time now, some to the point where educational professionals are considering adopting online learning and integrating it into curriculum even after the pandemic. However, is this feasible for everyone in New Zealand? Those of us living in New Zealand enjoyed liberties and freedoms others around the world haven’t been able to enjoy for over a year, including inperson learning. Auckland might be New Zealand’s only exception considering the city has experienced numerous lockdowns since the initial, nationwide lockdown. Many students within Auckland’s boundaries would have their education disrupted and implemented through online learning. Of course, each school has had its own set of needs to address during
the various lockdowns. Nonetheless, mainstream schools don’t have to make the same considerations as specialist schools. According to the Education Review Office, the Ministry of Education provides specialist support to about 35,000 learners with special education needs including Ongoing Research Scheme (ORS) funding, School High Health Needs, Early Intervention Services, behavior services and other services. Oaklynn Specialist School principal Louise Doyle says, “Just to put some context in on our situation: Oaklynn is a specialist school, which means that all of our students are ORS funded students. They sit in the top one percent of special education need of the student population. “And our students are aged between five and 21 years. We’ve got quite a wide range of learners and they also have a range of complex diagnoses.” On top of that, Oaklynn Specialist School serves its 180 students through
its base school, satellite campuses and another 40 students in its specialist teacher outreach service. Considering the many intricacies, Oaklynn teachers still opt to take a personalised approach to each learner’s circumstances.
“For some of our guys, they actually need to see their classmates or their teacher, so they did meet them through Zoom. Or, for some where that is too overwhelming and too confusing, they might have just done a one-on-one FaceTime.”
“We learned that rather than a teacher printing off worksheets for every child and delivering them, actually, our first response is to have a phone conversation with each family and say ‘what is it that you would like?’”
Depending on the learner’s needs, some lessons were able to continue through electronic platforms. But for others, the lockdowns were so disruptive that families and teachers determined it was best for learners to use the time for recreational activities or a break from learning in general, an attitude other specialist schools in Auckland took up as well.
To call the learning that occurred during Auckland’s different lockdowns ‘online learning’ just doesn’t ring true for Louise and her school. Although Oaklynn teachers might have met certain needs electronically, Louise says online learning isn’t quite what they implemented during lockdowns. “Distance learning for us looks like sending stuff home or delivering one of the Ministry of Education’s sensory packs or young learner packs that they developed in time for the second lockdown.
While some mainstream schools might consider ways to integrate online learning into their day-to-day activities in the future, Louise says online learning just doesn’t suit her learners’ need for a kanohi kit e kanohi (faceto-face) approach so she doesn’t see a future for it in her school.
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www.principalstoday.co.nz Term 2, 2021 | 17
News | Technology
Hackers’ paradise Steep rise in online threats targeting schools
When students returned to school following the nationwide COVID-19 Alert Level 4 lockdown, their schools were targeted by more than 2,000 online threats per minute, according to a report released by Crown company Network for Learning (N4L). N4L’s first “data and insights” report reviewed online safety and student use of its school-based internet services from April 15 to July 3, 2020 (Term 2). During this time, which includes 22 days of remote learning away from the “managed network”, the company blocked more than 120 million cyber security threats and 90 unsafe websites featuring harmful digital content.
Many organisations within New Zealand and around the world have reported a rise in the volume and severity of online threats since the global pandemic changed the ways we work and learn, with cyber criminals quick to exploit vulnerabilities in computer systems and people’s anxieties around COVID-19. The report also shows that school internet use continues to climb, with
174 terabytes of data consumed via N4L’s network during Term 2, the equivalent of 58,000 hours or 6.5 years of streaming Netflix-quality video. Spread this consumption across 800,000 New Zealand students, the average weekly data use is 1 gigabyte per student. N4L CEO Larrie Moore says schools are the largest consumers of daytime internet in the country and are not immune to online threats. “Schools are increasingly reliant on safe internet for teaching and learning and we are doing more to keep them safe and secure while at school and beyond. “It is a massive task involving many organisations and our role is expanding. Technology is an important part of the online safety solution but it is never bulletproof. Ongoing vigilance and education is paramount. “This year we are building our security operations capabilities, providing greater cyber security support to schools and continuing a four-year Ministry of Education programme to upgrade the wireless networks inside schools.”
What’s in the report? The report’s three sections review data generated by the technology N4L uses to connect, protect and support school-based online learning. Further insights into how students used N4L services beyond the school gate are also included.
Online safety and security threats • Phishing scams, malware and unauthorised attempts to access the school network are the most common cyber security threats blocked by N4L’s “Managed Network” service • Schools are using N4L’s service to keep students focused on learning by blocking websites featuring file sharing and storage, games, free software downloads and social networking sites. Together these sites represent more than two thirds of all blocked web content • A spike in Distributed Denial of Service (DDoS) attacks was noted the week of May 24th, when students had returned to school
e: info@morganplumbing.co.nz 18 | Term 2, 2021 www.principalstoday.co.nz
• Pornography represents 1.4 percent of all content blocked using N4L’s filtering, whereas social networking represents 12 percent and gaming is 20.4 percent
• Data from N4L’s Switch on Safety filter, a free, optional tool parents can apply to their child’s devices to support remote learning shows a high number of unsafe websites (3 million) and online threats (500,000) were blocked for the 25,000 remote learners who had downloaded it onto their devices.
Student data use patterns • Secondary school students use twice as much data as primary school students, with data consumption changing depending on the size and location of their school • Data use across 16 regions was reviewed, with students attending schools in the West Coast and Manawatu-Whanganui consuming the most data, whereas students attending Marlborough and Northland schools consumed the least • N4L also trialled a new way to connect students learning from home using portable hotspot devices and the 4G network, where the average student monthly consumption ranged from 12-20GB • The websites schools spent the most time on are owned by the big three tech companies: Google, Microsoft and Apple • Streaming media accounts for 25 percent of all data consumed on N4L’s network. However, neither Netflix nor YouTube are named on the report’s lists of Top 10 websites indicating where students are spending the most time. Spotswood College principal and chair of the Teaching Council of Aotearoa New Zealand, Nicola Ngarewa says its important schools have access to the tools provided by N4L. “The best learning will happen in an environment that is protected from the worst of the web and free from content that is inappropriate and distracting to learning. “Schools choose which books they stock in their libraries and which online content they allow their children to access for learning.”
Waimakariri District Council The Waimakariri District Council offers waste minimisation and water management education programmes to schools, preschools and other early education providers throughout our District, facilitated by Enviroschools Canterbury and Eco Educate Ltd. Some schools and preschools have chosen to join the Enviroschools programme, which is delivered in partnership with Environment Canterbury, and which takes the school - and the wider school community - on a journey to being more sustainable. They develop a vision of where they want to be, and plan a range of programmes and initiatives to get there. These can include doing waste audits then setting up waste diversion systems, introducing waste-free lunchboxes, and so on; creating compost and using it on their gardens, where they can grow food for the school and even the wider community; installing rain-water capture systems to store water to irrigate their gardens; look at journey planning and seeing if they can cut down on use of cars to get to
and from school; planting more native and flowering plants on the school grounds to provide food and shelter for birds, bees, butterflies, and so much more.
old clothes, or repurposing soft toys), and persuasive writing (e.g. to ask companies to change their packaging type from an unmarked plastic to a recyclable material).
All schools and preschools can call on the sustainability education contractor (Eco Educate) as needed to deliver tailored classroom sessions to their pupils, to facilitate a site tour to the Southbrook transfer station and resource recovery park, or to tour one or more of the Council’s wastewater plants, water supply sites or the Northbrook stormwater management area. The messaging of these sessions can be around the waste hierarchy (reduce, reuse, repurpose, recycle, recover and residual waste), water conservation, and what not to flush or pour into sewer or stormwater pipes or systems, or a combination of these.
Eco Educate also provide help to design waste diversion and water capture systems in schools and preschools, and can also assist with finding materials for pupils to repurpose, up-cycle and reuse to build those systems. As an example, recycling crates or baths can be adapted for use as worm-farms, a desk can be turned into a community ‘seed swap station’, and plastic 200 litre drums and PVC piping can be used for rainwater capture and storage systems.
The classroom sessions are tailored to fit the school’s curriculum needs, for example they can cover mathematics (waste audits help with counting, measurement and calculation of ratios), textiles (creating bags out of t-shirts or rag rugs from
from their rubbish bins, under the Assisted Recycling Programme for Schools. Application forms are available on request to the Council’s Solid Waste team at solid.waste@wmk.govt.nz
Lesley Ottey from Eco Educate sorting out the waste
Information about these school education programmes, and advice about reducing waste in schools, can be found on the Council’s website at https://www. waimakariri.govt.nz/services/ recycling-rubbish-and-organics/ reducing-your-waste The Council also provides additional recycling bins to schools that are located inside our kerbside collection areas, to help divert recyclable materials
Worm farm made from a bath on a wooden frame
www.principalstoday.co.nz Term 2, 2021 | 19
News | Student Wellbeing
Confronting health’s high price Government to roll out free period products from mid-year By Georgina Oldfield
The New Zealand Government has announced that from June this year, all primary, intermediate, secondary school and kura students will have access to free period products - in an attempt to eliminate period poverty. The announcement follows a successful Access to Period products pilot programme, which has been running since Term 3 last year in 15 schools and kura in the Waikato region. As stated on www.beehive.govt. nz, speaking at Fairfield College in Hamilton, which took part in the pilot, Prime Minister Jacinda Ardern said feedback from the students was that period products should be made available for all who need them, when they need them. “The positive response from schools and students to the pilot has encouraged us to expand the initiative to all New Zealand schools and kura,” she said. Around 3,200 young people were provided with period products during the pilot. New Zealand isn’t the first country in the world to make period products free. Scotland announced in November last year that anyone could access free products and other countries have followed suit. France announced in February that they would start providing free period products for university students and England is now offering a free period product scheme in all primary and secondary schools.
Other countries such as Australia, Canada and India have also lowered or scrapped taxes on sanitary products. Co-founder of The Period Place, Danika Revell, says the move will have a lasting impact on all New Zealand schools and kura. “We know that tens of thousands of kids aren’t going to school at the moment because they can’t access period products and it’s a pretty good guesstimate that if they’re missing out on school, it’s likely family members are missing out on work as well,” Danika says “So, the move will mean kids who are in situations where their whānau can’t afford period products will be able to go to school, and there will be less disruption in class as well – they won’t have to leave class and change out rags or home-made pads, there will be safe, clean, proper products for them.” Another big misconception is that period products are a single mum issue or a South Auckland issue, but it is a problem in every household to some degree, Danika says. “At The Period Place, we use the term period inequity – period poverty to a lot of people is the inability to afford period products, but we believe it is so much more complex than that. “People might be able to afford period products, but they haven’t had access to the education they need to learn about menstrual cycles and all the period products that are out there for them to choose from. “Period inequity is a term that covers the stigma people have internalised that we need to shatter the lack of education they have received and the lack of access to period products to
20 | Term 2, 2021 www.principalstoday.co.nz
manage their periods properly in the way they want to. “Period inequity doesn’t discriminate - you might have a kid that goes to a $30,000 a year private school, but they don’t have access to proper period education and they don’t understand how to unwrap a tampon and insert it themselves properly, so they too are suffering from period inequity.” The Period Place estimates that there are currently 70,000 people living in extreme period inequity (period poverty) every month in Aotearoa and who have no choice or access to period education or period products. The charity’s focus, together with their industry partners, for the next two years is to make sure those 70,000 are provided with at least basic period products and basic period education, lifting them out of extreme period poverty as they enter into 2023. Dignity NZ co-founder Jacinta Gulasekharam, who has been advocating for free period products since 2016 alongside co-founder Miranda Hitchings, says the move will help reduce the stigma associated with period poverty. Jacinta says both her and Miranda realised that period poverty was a huge problem back in November when they heard that girls were missing out on school because the cost of menstruation products was too high and they could clearly see that this wasn’t just a problem overseas, it was happening in our own backyard as well. “We also found that teachers and nurses at schools were having to pay for the products themselves.”
Some of the other key findings Dignity NZ found that were the implications of period poverty, included: • Social embarrassment, stress and reduced self-esteem • Making-shifting items out of ineffectual products such as toilet paper - increasing the risk of accidents and public bleeding • Exacerbating Intergenerational poverty, and other social and gender issues • Missing out on education, school sports and social activities during days when students have their period • Increased workload from missing school and dealing with the stress associated to ‘catching up’. New Zealand taking action alongside other countries is starting a growing phenomenon and is opening up a conversation, Jacinta says. “It normalises that having your period is a part of everyday life.” Here is the link where schools can sign up for free period products: www.education.govt.nz/ourwork/overall-strategies-andpolicies/wellbeing-in-education/ access-to-free-period-products/ information-for-schoolsand-kura.
Welcome to the
YMCA Education We do lots of stuff ranging from before and after school care (OSCAR), early childhood education, health and fitness programmes, outdoor education and accommodation. The essence of the Y is youth development. We firmly believe education is integral to how young people grow and develop into adulthood. Research shows that for some in our community, main-stream education is not a natural fit. This why the YMCANZ is committed to education and offers Foundation and Vocational Education programmes leading to NZQA qualifications and Awards.
Y Skills Youth Guarantee programmes YMCA provides education programmes for 16 to 19 year olds with low or no academic achievements – this is our speciality. Funded by the TEC and fees free, our Youth Guarantee programmes offer A whanau whānui environment Small class sizes Qualified staff Specialist support with literacy and numeracy learning High levels of pastoral care Project based learning Excellent learning outcomes.
The Y skills suite of programmes include Te Papa Ako Toi – Skills for you (NZ Certificate in Foundation Skills level 1 & NCEA 1) Kia rite o to mahi – Ready2 Work (NZ Certificate in Foundation Skills level 2, & NCEA 2) Y Skills Outdoors (NCEA 2, Service Industries Vocational Pathways Award) Y Skills Farming (NCEA 2, Primary Industries Vocational Pathways Award) Y Skills Social and Community (NCEA 2, Social and Community Vocational Pathways Award). It’s not just about young people. The Y also works with people of those 16 and over to develop literacy and numeracy capabilities with our programmes in Intensive Literacy and Numeracy Workplace Literacy and Numeracy Adult and Community Education programmes.
Interested? Check us out on
https://ymca.org.nz/
www.principalstoday.co.nz Term 2, 2021 | 21
News | School Libraries
ON THE SHELF
School libraries denied guaranteed funding as NZ’s literacy levels plummet By Claire Wright
In an effort to keep school libraries out from under the axe, the School Library Association New Zealand Aotearoa (SLANZA), lobbied the government late last year to guarantee funding for school libraries and statutory protections for school librarians. This came to a head due to a survey conducted by National Library in conjunction with SLANZA where it found one in five schools cut funding for their library in 2019 – this effect has only been exacerbated by Covid.
Because school libraries are funded through the operations grant, they’re often slashed for other expenses schools have.
speaking countries to 32nd out of 50 countries. New Zealand was also found to have the lowest reading scores among eight OECD nations surveyed.
“Each school gets a certain amount of money and then they determine how that money is going to be spent. We are not funded directly from the government.
A silver lining came from SLANZA’s talks with the Ministry of Education, though – the ministry is properly researching the transformative power of school libraries in New Zealand. Most of the current data around school libraries and student success comes from the United States, the United Kingdom and Australia.
“We’re not ring fenced; we’re completely at the mercy of a board or a principal of how much they’re going to fund or not fund their library, so we’re working with the ministry [to fix the problem].”
Unfortunately, the effort fell on deaf ears, with the Ministry of Education denying the association’s request for ring-fenced funding.
The denial of statutory protections and funding for school libraries flew right in the face of New Zealand’s disappointing child literacy rates. In late November 2020, two Ministry of Education reports based on international research shows lower than average literacy levels in New Zealand students.
“Definitely libraries are being taken away from schools, and that’s because of the funding model and ever-increasing school rolls,” SLANZA president, Glenys Bichan says.
The reports address the outcomes of The Progress in International Reading Literacy Study (PIRLS), which found the reading levels of New Zealand’s Year 5 students dropped below all other English-
“For the first time ever, we’ve been able to work with the ministry to talk about school libraries. Research is under way to gather good data about our school libraries and for the first time they are hearing our story directly from us, which is great as it’s never happened before,” Glenys says.
SLANZA states the three main concerns from its members are: • Staff cuts for school libraries • Budget cuts for purchasing books • Classroom relocations into the school library space.
All three of these concerns stem from the fact that boards are in charge of their own funds – if a principal doesn’t believe in school libraries, the school library itself is at risk of being shuttered. “How can there be vibrant libraries where students want to come to if we don’t have the resources to support it?” Glenys asks. “Some people say, why don’t you use the public library? The scenario we use is like a public swimming pool. This is so dependent on the availability of the caregiver to ensure a child gets to access those places, and we know that many children’s access to a library is only at their school as caregivers simply do not have the time, interest or belief in ensuring their children read for pleasure or learning and access those resources from a public library. “One thing we’re really big on is equitable access – every student in New Zealand should be able to access their school library.” To support SLANZA’s School Libraries Transform campaign, check out: www.schoollibrariestransform.org.nz.
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News | Careers
Tooling up By Georgina Oldfield
More than 100,000 people have accessed free trades training since the Government announced the initiative in July last year. The latest enrolment data shows 106,600 people have taken advantage of free trades training since they introduced TTAF (The Targeted Training and Apprenticeship Fund) in July 2020, including more than 58,000 apprentices, Education Minister Chris Hipkins said on www.beehive.govt.nz. “Across the board, apprenticeships are becoming much more popular, which is great news. Over 15,000 apprentices commenced in the second half of 2020 compared to nearly 7,000 in the second half of 2019, an increase of 125 percent,” Chris Hipkins said. Dan Dowding, who took on a carpentry apprenticeship at Fitzgerald Construction in Nelson over a year ago, says he hasn’t looked back. “I’d recommend it to anyone whose contemplating it or thinking about it. It’s great for people who wants to be hands
on and you learn a lot of problem-solving skills too, which is something I didn’t realise until I was doing it.” It also means you are paid to learn and you are pushed into a career from the start. Dan says from his apprentice he hopes to not only earn a qualification, but gain a good knowledge of the trade to hopefully set up enough of a foundation to work for himself one day. Fitzgerald Construction project manager, Cameron Polglase, says the free apprenticeship scheme has been invaluable to the company. “Financially the scheme is great because it gives the company flexibility to take on more apprentices and put them through their time without any financial burden, but it’s also great for the building industry.”
Fitzgerald Construction currently employ seven apprentices, Cameron says.
valuable vocational skills that will accelerate our economic recovery from COVID-19.
The Government has since extended the Apprenticeship Boost by four months, it announced in a statement on www.beehive.govt.nz in a bid to further support trades and the economic recovery.
“Extending Apprenticeship Boost to run until August 2022 means employers can keep getting the subsidy for apprentices who are in their first two years of training.
“Extending Apprenticeship Boost helps employers keep apprentices on when times are tough. This decision keeps more people employed and learning
“It also means employers who have apprentices starting over those extra four months can get some Apprenticeship Boost support as well, which could see more than 5,000 new apprentices able to benefit.”
Simplifying the next step
New Zealand Careers Expo launches a host of new developments In its landmark 30th year the New Zealand Careers Expo is pleased to announce a series of exciting developments that now present exhibitors with a multitude of ways to connect with school leavers across the country.
“We’ve built on the strong foundation for connecting with young people that the expo has developed over the past three decades.”
The leading careers expo is extending its existing offering with a new expo location, new website and new online digital expo. New Zealand Careers Expo director, Mark Gillard says, “I’m delighted to reveal a new-look New Zealand Careers Expo this year. “We’ve built on the strong foundation for connecting with young people that the expo has developed over the past three decades. “What the New Zealand Careers Expo now offers is a multi-platform experience which combines the physical events with a superb online presence, adding more rich layers and opportunities for engagement with school leavers. “This extended offering is an evolution to what the country’s top careers expo needs to be now and into the future. It offers multiple touchpoints for businesses and organisations to showcase their jobs and training opportunities to more school leavers.” In addition to the four existing expo locations, 2021 will see a new event
- New Zealand Careers Expo director, Mark Gillard
take place in Dunedin, and the careers expo website has been given a fresh new look and feel. Modern design, a new logo and enhanced functionality provide a user-friendly, contemporary experience for people visiting the site.
Online digital expo A key element of the New Zealand Careers Expo is an online digital expo, created to support the physical expos by providing an always-on presence for exhibitors. This will act as an online information hub for schools and young people seeking information about careers and training opportunities. All exhibitors taking part in the physical expos will be given a basic listing in the NZ Careers Expo online digital expo.
24 | Term 2, 2021 www.principalstoday.co.nz
They will also have the opportunity to sign-up for a professional listing which enables them to present more information and share news with schools and students via the NZ Careers Expo website, newsletters and social media pages.
CareerWise partnership The New Zealand Careers Expo has partnered with CareerWise, which gives careers advisors the tools to easily add and share up-to-date careers information to their school’s website. This partnership will see both platforms share content online, further expanding the reach of the New Zealand Careers Expo online audience and providing a flow of informative and educational careers content that will appear on the New Zealand Careers Expo website.
2021 New Zealand Careers Expo schedule: Christchurch –13-15 May, Christchurch Arena. Auckland – 20-22 May, ASB Showgrounds. Dunedin – 9 June, Dunedin Town Hall, Glenroy Room. Hamilton – 13-14 June, Claudelands Event Centre. Wellington – 25-26 June, TSB Arena, Queens Wharf. For more information on New Zealand Careers Expo, please visit: www.careersexpo.org.nz.
Spreading The Message Through The Love Of Hip Hop Music Hunter Wilson, is a musician and motivational speaker widely known as King Cass, and his presentation, The Awakening. Through a powerful combination of storytelling, drama, music and humour, Hunter takes the audience on his own personal journey of living with ADHD, a distressing event in his childhood, overcoming drug induced psychosis, working through mental health issues, and how music saved his life. The Awakening is roughly eighty minutes in length and includes a question-and-answer component. It addresses topics that are in the forefront of community concern today: bullying, mental illness, and suicide awareness and prevention. It is suited to gatherings of any size and is delivered professionally, yet with a strong personal emphasis that makes it relatable to people of all ages and cultures. Hunter is now several years into his own personal journey and has become a qualified youth worker. His motivation to present The Awakening is driven by a genuine passion to make a positive impact within our communities. For further information re bookings, motivational speaking and tailor made packages contact kingcassmovement@gmail.com
The KING CASS MOVEMENT in Christchurch New Zealand brings the message of hope, love and unity while promoting suicide awareness prevention through the power of music. “I believe the message will be heard through the music and want to spread the hope among our people” “I believe and have seen that the music is healing and the message is something we all need to talk
about as it saves lives”
KING CASS has been spreading the message over in the last several years. He has been speaking at events all around New Zealand and other communities. In collaboration with like minded individuals who believe in making change. King Cass’s future goal is to reach a global audience.
kingcass.co.nz www.principalstoday.co.nz Term 2, 2021 | 25
News | Student Wellbeing
The rainbow connection By Bronwen Wall
They say you can’t have a rainbow without rain, but for some young people, developing and growing into their personalities as members of the Rainbow community can be a pretty stormy process.
It also includes people who prefer not to be labelled as a specific identity.
Gay, lesbian, bisexual, takatāpui, queer, genderqueer... pansexual, asexual, transsexual, transgender ... whakawāhine, tangata ira tāne, ia, fa’afafine, fa’afatama, mahu, vakasalewalewa, palopa, fa’afafine, fakaleiti, leiti, akava’ine, fakafifine, vakasalewa ... FtM, MtF, non-binary. These are all members of the Rainbow community.
A further four percent were unsure or attracted to neither sex. About one percent of students identified as transgender, and 2.5 percent were not sure of their gender.
‘Rainbow’ is the umbrella term chosen by the community to describe the people it represents. It encompasses those who do not identify as heterosexual, whose gender identity is different from the sex they were assigned at birth, who do not fit typical gender norms and/or whose bodies do not match the common biological definition for male or female.
As at 2018, the Rainbow community comprised between six and 15 percent of New Zealand’s population. In the Youth’12 project of 2012, interviewing secondary school students from across New Zealand, four percent of students reported being attracted to either the same sex or both sexes.
As Sandra Dickson, project manager for Hohou te Rongo Kahukura – Outing Violence, explained in her 2016 report of the same name: “Overwhelmingly, sexuality education [that] is more widely available (eg, in schools) does not include sex, sexuality and gender diverse people. “This makes it difficult for Rainbow people to establish healthy norms around relationships and negotiating consent and contributes to a wider culture of ignorance and lack of respect towards Rainbow relationships.” Southland YMCA Youth and Education Services operations manager, Stacy Hughes. Southland YMCA Youth and Education Services operations manager, Stacy Hughes, says “Rainbow young people have disclosed to us that they feel marginalised within their environments”. Stacy is a provider for ACC’s Mates & Dates healthy relationships programme in the Southland region. “Some of them feel there is a lack of support within their schools and their local community, and they experience ongoing struggles with bullying from peers,” he says. Menzies College in Wyndham, Southland, is one of the secondary schools Stacy and the Mates & Dates team work with. As HOD of Physical Education & Health, Mark Kerslake is fully aware of the issues faced by young people grappling with their sexual and gender identity. “We’ve had a Rainbow Committee running at school for a couple of years now,” he explains. “It was set up by a Year 13 student and is supported by the teachers. But as a school, the question must be, how do we build these students’ confidence to lead and discuss and bring to the fore in our school their issues with sexuality? “We are now starting to have students who want to speak up, but what do we provide them with next to support them in developing their ‘toolkit’ further and how do we know we are giving them the right supports? “The Mates & Dates programmed covers content that is not always in the
26 | Term 2, 2021 www.principalstoday.co.nz
stock-standard sexuality units. It brings another aspect to sexuality education, and the facilitators are great at teasing out the students’ thoughts and ideas.” Stacy says “We all have unconscious biases – it’s our natural tendency to organise people into groups. But such learned stereotypes and assumptions can be harmful, particularly for Rainbow young people. “School staff need to reflect on what potential biases they might hold and consider whether their behaviours are inclusive of all the different young people they will be working with in the school situation. “They need to actively avoid making assumptions about gender identity, sex, sexuality and young people’s experiences of relationship building. “We need to create an environment where all our students feel safe to explore their feelings and seek support around any problems they might be experiencing in their relationships. “The Mates & Dates programme promotes respect for diverse identities and people’s different perspectives on sex and sexuality,” Stacy says. “Our facilitators role-model safe, consensual, healthy relationships, and we provide our programme in a safe, supportive environment that empowers all students – and that includes Rainbow. “I’d like to think we can help Rainbow students find the path that will lead to their own pots of gold.”
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Boiler work is their specialty, servicing, repairs and maintenance because it’s Grant’s passion. They have a green ethos, which is why he loves to fix things where safely possible instead of dumping and buying new. The environmental impact of Gas is getting a bad wrap at the moment, but it is not as bad as what is currently being portrayed in the media presently. However, Complete Gas Services offer energy-efficient options and gas is still a viable option, so don’t hesitate to get in touch with their team to discuss all options. Complete Gas Services is a family-friendly bunch who just love people and are contactable 24/7 for after-hours emergencies and breakdowns. Along with experience, dedication, and passion, they are extremely professional and highly-skilled, making them a team you can trust.
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If you’re looking for local water-based activities for your school, or day trip and school camp options, the Whakatāne District Aquatic and Fitness Centre should be on your radar. The Centre boasts a 25-metre indoor pool, 33-metre enclosed outdoor pool (open year-round) and a learners pool with beach area. The Centre also offers the ‘thrill’ option of the hydroslide, or the ‘relax’ option of two large spa pools and our large inflatable is always a hit with the kids. Whakatāne is within one hour’s drive of Rotorua and Tauranga and offers a host of activities, points of interest and proximity to some of New Zealand’s best beaches, lakes, parks and forests. To find out more, visit whakatane.govt.nz/aquatic, email AquaticCentre@whakatane.govt.nz or phone 07 308 4192.
Whakatāne Aquatic & Fitness Centre - Short Street, Whakatāne P. 07 308 4192 www.principalstoday.co.nz OPEN 7 DAYS: Monday - Friday 6am - 8pm I Saturday and Sunday 7am-6pm
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Working Space | Office Equipment
Keeping up with technology As technology continues to advance, it embeds itself deeper into our dayto-day lives and students’ future careers. Unlike our predecessors, today’s educators and schools are given the heavy responsibility of preparing students for the digital world they’ll be navigating through after school. According to the International Telecommunication Union, 95 percent of the world’s population lives in an area that is covered by a mobilecellular network. Despite the wide reach of technology, COVID-19 revealed the technological disadvantages some students experience at home during the nationwide lockdown. The pandemic demonstrated the important role schools play in providing students access to different technologies. Furthermore, how often do you hear of employers looking for job candidates with the right computer skills for the role they’re trying to fill? Although students might have exposure to computers and handheld devices, simple exposure is not enough to land
find themselves playing catch up when it comes to giving students access to the right equipment and the latest in tech. Thankfully, on 4 February this year, the Ministry of Education announced that Blue Star and the Education Gazette are celebrating the Gazette’s 100th birthday by offering a grant to support DT|HM in schools.
students the jobs they need to support themselves.
Digital Technologies and Hangarau Matihiko grant opportunity
The job search website Indeed lists some of the most important computer skills job seekers should have including familiarity with different operating systems, office suites like Microsoft Office, presentation software, spreadsheets, communication and collaboration tools like Zoom, and more.
In 2017, the Government announced Digital Technologies & Hangarau Matihiko (DT|HM) a new curriculum that would be implemented in 2020 so that students can learn key computer science principles that they can take throughout their schooling and beyond.
Nonetheless, educators don’t only provide access to technologies, but are positioned to teach students how different technologies worked in the past, work presently and how technology can be used in the future.
As many already know, each school and kura has the opportunity to develop the curriculum so that it is in line with the school’s values and core beliefs. However, provided the ever-changing nature of technology and each school’s unique identity, school officials can still
The $10,000 fund is made up of four awards of $2500. Two of the awards will go towards supporting hangarau matihiko in te reo Māori medium education and the other two will support digital technology teaching in English medium education. The awards are to be spent on technology by the school or kura to complement their existing programme. To enter, teachers, schools and kura simply submit email photos and/or a video, and a short write-up (maximum 500 words) of an example of the DT|HM learning happening at their school or kura. Information on the Education Gazette | Blue Star technology fund kindly provided by the Ministry of Education. More information on the grant can be found at www.education.govt.nz.
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Working Space | Insurance
What’s covered by the Ministry of Education and where to go elsewhere The Ministry of Education can provide contents insurance for schools across New Zealand – what it does and doesn’t cover is a surprise to some educational institutions, and if your school isn’t covered, you can be left out in the lurch. With the ministry’s Risk Management scheme, contents insurance for your school covers items such as textbooks and rugby balls, but it doesn’t extend to things such as vehicles – including vans, cars, tractors and ride-on mowers – and you need to arrange separate insurance for them. It’s a legal obligation for your school’s board of trustees to arrange contents insurance to cover your school for damage or loss of contents. Essentially, all school assets other than the land and buildings owned by the Crown must be covered. Automatically when new schools are established, they are made members of the new scheme. If you’re an existing school, you can join at any time of the year. (Note: if you’re a new school and in the establishing phase, no levies are charged – they begin incurring once the school is open and operational).
For everything else not covered by the Ministry of Education, you want to ensure your school’s assets are in safe hands. Marsh has provided a school insurance programme exclusively designed for school assets and property not covered by the Ministry of Education. During this time, the company has learnt a lot about Ministry of Education (MoE) schools and their unique risk issues.
The Marsh Ancillary School insurance programme provides insurance for:
• Travel (overseas cover for pupils and staff on educational or study trips)
identified and addressed and the total cost of risk has been minimised.
• Domestic dwellings cover for houses that are the responsibility of the school to insure
Marsh’s global education practice represents more than 15,000 institutions, which equates to the placement of more than 4,000 education polices which form the basis of the company’s education sector and benchmarking analysis.
• Studentsafe International Pathway (travel and health insurance policy available exclusively for school and college students travelling to New Zealand to study) • Cover for alterations to existing buildings or construction of new buildings not insured by the MoE.
• Motor vehicles like school vans and cards
Marsh provides protection focused on dealing with exposure to physical, consequential, legal, management, financial, and reputational risk – drawing on a bespoke portfolio of innovative insurance solutions and risk management services that meet the specific requirements of your educational institution.
• Marine hulls like rowing skiffs, sailboats and kayaks
The result: Boards and governors can rest assured that critical risks have been
• Overcode, board of trustees and community owned buildings • Property assets, which are used for school and community purposes, but not insured by the MoE
Marsh’s global education practice represents more than 15,000 institutions, which equates to the placement of more than 4,000 education polices which form the basis of the company’s education sector and benchmarking analysis.
School vehicles, such as vans, cars and ride-on mowers, are not covered by the Ministry’s Risk Management Scheme.
Marsh has developed a suite of risk and insurance services that addresses challenges that modern schools encounter today. It represents a large number of schools and colleges in both Australia and New Zealand, including schools affiliated with churches.
What are my school’s options for contents insurance? 1. Your school arranges for its own cover from a private insurer. 2. 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. 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. For more information about the Ministry of Education’s Risk Management Scheme, visit www.education.govt.nz or contact National Ministry of Education Office at enquiries. national@education.govt.nz or by phone at (04) 463 8000. For more information about Marsh’s Ancillary School insurance programme, visit www.marsh.com/nz or call 0800 627 744.
Appointed insurance broker to the Ministry of Education From Contents and Liability to Overcode Property and Vehicle, we have a team of professional brokers who are equipped to provide you with risk solutions fit for your business needs. To find out more or for a quote, call us today 0800 29 30 31 Copyright © 2021 Marsh Limited. All rights reserved. S21-0435
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REGISTER YOUR SCHOOL FOR FREE ACCESS TO NZ HERALD PREMIUM. The NZ Herald is giving all registered primary, intermediate and secondary schools in New Zealand free access to NZ Herald Premium. While on-site and connected to the school’s internet, students and teachers will have full access to all content at nzherald.co.nz, including Premium articles. So far, nearly 330 schools across New Zealand have taken up the free access including Cashmere High School in Christchurch. Cashmere’s Physical Education and Health teacher Pete Smith says NZ Herald Premium content is being accessed across all departments. “In Social Sciences it’s being used by students investigating and reflecting on current global and international issues, in technology for articles on food and hospitality tech, food sustainability and innovation.
“In Year 13 Health we’re using NZ Herald Premium constantly for all topics. In one assessment the Year 13s are looking at the impact poverty has on children and their health and well-being. NZ Herald has a large number of articles that relate to these issues,” said Smith. While the majority of the news content created by Herald journalists is freely accessible at nzherald.co.nz, NZ Herald Premium houses unique and exclusive local journalism with investigative reporting and critical analysis of New Zealand’s political, business and economic landscapes. “Giving young New Zealanders access to more quality journalism delivered by local and trusted reporters hopefully helps teachers foster curiosity, critical thinking and will help combat the scourge of fake news. I also hope it will encourage more young Kiwis to consider a career in journalism,” says NZ Herald Head of Premium, Miriyana Alexander.
Register your school now for free NZ Herald Premium content access at nzherald.co.nz/schoolaccess
“
“
Giving young New Zealanders access to more quality journalism delivered by local and trusted reporters hopefully helps teachers foster curiosity, critical thinking and will help combat the scourge of fake news. Miriyana Alexander, NZ Herald Head of Premium
NZ Herald Premium includes: Trustworthy, in-depth and award-winning journalism. Investigative opinion and insightful articles about New Zealand. A selection of first-class content from global publishers. Commenting on selected articles.
Voyager Media Awards 2020 NEWSPAPER OF THE YEAR WEBSITE OF THE YEAR BEST NEWS WEBSITE OR APP
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Working Space | Fundraising
Making social media pay its way There are so many benefits to fundraising – for some charities it is their best chance of increasing their engagement.
Charities need to ensure they put time into developing a plan and promoting a message that inspires people to donate.
With more than half of the world’s population on social media, it’s not surprising that it is becoming one of the best avenues for fundraising.
Polls, quizzes or posts that people can interact with are also a great way of gaining a following and monitoring engagement, as well as acknowledging donors, and using testimonials from people who have chosen to donate, as a way of keeping people engaged.
Data on the statistas website shows that around 82 percent of the New Zealand population are active social media users, with social media dominated by Facebook and YouTube. Now more than ever charities have a social platform where they can get themselves noticed and spread the word about what they’re doing. Fundraising is vital – not only for a notfor-profits survival but also for future engagement with sponsors. When it comes to social media, one of the best platforms for charities to market themselves is through Facebook. Content can be shareable, visual and is used across generations, but users are also able to create events, which allows charities to build a connection with current and potential donors.
The message needs to resonate well with their target audience and posts need to be relatable to the target audience.
advantage is posting engaging content that people actually want to interact with. Charities need to post regularly, work out their demographic and optimise social media to its full potential.
Without a social media presence, charities are missing out on reaching a wider group of people.
Charities can’t expect that followers of a Facebook page will immediately turn into donors – they need to put in the work to build trust and provide a call to action – prompting people to want to take action and help out where they can. Like Facebook , Youtube and Instagram are also great platforms to encourage people to donate. Both are great platforms for using visuals and videos, which can help with conveying a charities message. The biggest thing with using social media to an organization’s
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38 | Term 2, 2021 www.principalstoday.co.nz
Working Space | Fundraising
How to fundraise and promote school events to your community
Article kindly supplied by the Fundraise Factory: www.fundraisefactory.com.
While your school might have the best fundraising idea known to man, if your community doesn’t get behind it, the idea may not get legs at all and remain an idea, rather than a successful fundraising event or campaign. So how do you create fundraising events that are supported by your local community? The answer is by creating a solid promotions and marketing campaign that stands out from the crowd. To make your fundraising event as successful as possible and to tap into the support of individuals outside of your school and within the general community, you’re best to consider a combination of communication and marketing ideas to promote your event to the masses.
Here are a few ideas to help you promote your school fundraiser and get the word out throughout the local area.
Focus on word of mouth No one is ever going to know your school is holding a fundraiser unless you let them know, so share a flyer for the event to friends, work colleagues and family to let them know and to see if they can support.
Promote events on social media You would be surprised how much attention you can get via digital mediums especially when it comes to platforms such as Facebook and Instagram.
Post flyers or posters throughout the local area
To promote your school event, set up an event on one of your social media platforms and ask your organising committee and school community to share to their list of friends and colleagues in the local area.
In most communities, there are noticeboards outside local supermarkets and in community spaces that allow for posters or flyers to be shown promoting upcoming community events.
By sharing the event, you can drum up quite a lot of support and get an indication of interest as well as provide an opportunity for community members to ask questions and find out more about the upcoming fundraiser.
Gather a team of volunteers and find as many areas as you can to plaster posters so your local community can see what’s coming up in your school’s fundraising calendar. Be sure to only erect posters in spaces that are approved, and don’t just put up posters anywhere otherwise you could get fined by the local council.
Post details on community websites There is a swag of community websites that share information on your fundraisers. Have a quick search and you will be able to find websites such as Event Finda that list community events for free.
As well as this, your local council or region might also have a free community listing for events – so ask around and share your event info left, right and centre with your community.
Chat about it on your local radio station If there is a member of your fundraising committee that is a great public speaker? You can contact local radio stations to see if you can promote your event via a chat with the local radio announcers. Ensure your info is short, sharp and to the point, so it’s easily converted to a radio announcement.
Create a media release and send it to local media outlets Whether you want your fundraising event promoted in the print news, local parent networks or even in local parents’ magazine, you will need to present the information in a way that is easily transferable to media outlets and this means a media release. The media release is a pretty simple tool, and if done well can work to generate some invaluable free promotion for your event.
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www.principalstoday.co.nz Term 2, 2021 | 39
@ HANDS-ON LEARNING SIT HANDS-ON LEARNING @ SIT TTAF - The Targeted Training and Apprenticeship Fund allows TTAF - Thefor Targeted Training andcourses Apprenticeship Fund allows free study select sub-degree free study for select sub-degree courses Government Fees-Free - for first time tertiary students Government Fees-Free - for first time tertiary students SIT Zero Fees Scheme - study with no tuition fees SIT Zero Fees Scheme - study with no tuition fees SIT Accommodation Bursaries for Invercargill - those eligible SIT Accommodation BursariesSchemes for Invercargill - those eligible for TTAF and Govt. Fees-Free for TTAF and Govt. Fees-Free Schemes SIT2LRN Distance Learning SIT2LRN Distance Learning
www.sit.ac.nz www.sit.ac.nz 0800 4 0 FEES 0800 4 0 FEES The SIT Zero Fees Scheme (ZFS) is subject to NZ government policies The SIT Zero Fees Scheme (ZFS) is subject to NZ government policies
SIT – the Educators with ‘Can Do’ Attitude The Southern Institute of Technology (SIT) has been doing things differently for almost two decades – it seems fitting in the year the Zero Fees Scheme turns twenty, to highlight some of the elements which have shaped New Zealand’s southern-most tertiary institute into a dynamic place of learning. Innovative Thinking Savvy students save thousands of dollars by achieving their qualification through the SIT Zero Fees Scheme, setting themselves up for success after graduation, not inhibited by student debt. Students also find being less financially stretched furnishes a better standard of living during their time in Invercargill. Daisy Thor-Poet, Bachelor of Screen Arts (filmmaking) graduate said as well as Zero Fees, she enjoyed cheaper rent in Invercargill, ate quality food and enjoyed good health, and even had international holidays while she studied. “Working a job as well, enabled me to save money to go on international holidays to Bali, Malaysia, Borneo and Rarotonga, all over the course of the three years while I was a student at SIT”, she said. Cutting-edge Technology Proving it was not afraid to embrace change, alongside it’s unique Zero Fees Scheme, SIT made the decision to be industry leaders in providing cuttingedge technology to the student experience, and invested significantly in the best available equipment for training.
The standard has been applied to all faculties – nursing, screen arts, IT, construction and joinery, agriculture and more – a broad range of vocational training programmes are covered - this provision gives SIT graduates the foremost start in their careers. And students love the fact they train on some of the best gear available. Recent nursing graduate Amjith Krishnanivas described his course in one word – “fantastic”. He made special mention of the facilities, saying, “The clinical suite is excellent and the HoloLens Augmented Reality is a futuristic, amazing tool to assist in learning”. Nurturing Learning Environment Often mentioned in graduate feedback, is that entry into study at SIT isn’t intimidating. Some students have already experienced other pathways of study and made the decision it just isn’t for them – the academic learning and lack of hands-on application, as well as attending lectures with hundreds of other students and the impersonal feeling it produces. As they’ve sought out alternative study options, those who choose SIT are rewarded with a nurturing learning experience. Accessible and approachable tutors are frequently acknowledged, and lifelong friendships are forged through the easy camaraderie of smaller classes. Bachelor of Architectural Technology graduate Megan Tee said SIT’s smaller class sizes were an attraction, as classes weren’t filled with
Bachelor of Screen Arts (filmmaking) graduate, Daisy Thor-Poet
hundreds of students.“It allowed more one-on-one time with the tutor, making it easier to get work done and it made me feel comfortable from day one”. Strong Industry Links Let’s face it, given the diverse needs of Aotearoa’s current and future workforce, supplying graduates who have been taught skills within a practical handson framework, are an asset. SIT students are engaged from day one in sector-approved learning with qualifications developed in consultation with industry. Those close connections also provide in-the-field engagement with already successful, established business owners, and potential future employers. Tegan Ramage graduated with a Bachelor of Architectural Technology at the end of 2020 and she said a highlight from the course were field trips to Queenstown, which allowed an amazing opportunity to learn from experts in the field of Architecture. “The amount of expertise and knowledge was incredible. Having such opportunities as these have helped shape me and taught me to: one – persevere, two – endure, and three – succeed”, said Tegan.
Ongoing Commitment to Development A positive,‘can do’ attitude is actively cultivated at SIT, as its leadership continues to look to the future. The Invercargill campus will soon open what’s been described as the most contemporary creative suite in the country for education, housing film, animation, game design, fashion and music programmes. Hamish Small, Head of Faculty, New Media, Arts & Business (NMAB) can’t wait for the building to open, saying the massive IT structures will put technology at the forefront in the centre, which will see SIT creative students learning on some of the most specialised, high-tech computers in education, necessary tools in developing contemporary career skills and graduates can enter the workforce with confidence. Guiding students to make informed decisions on the next step in their education is a gift worth giving. For more information on SIT programmes visit www.sit.ac.nz or phone 0800 40 3337 The SIT Zero Fees Scheme (ZFS) is subject to NZ government policies.
Learning Space | EOTC
Learning experiences beyond 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. 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.
By Claire Wright
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. In a Ministry of Education study done on the effectiveness of Learning
Experiences Outside of the Classroom programmes, it found that “research evidence from these indicates students’ learning is improved when the teacher and education officers work together on pre-visit, visit and post-visit learning experiences that include both formal and informal learning”.
Book a camp during May, June or July and receive a
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07 332 3510 | TUIRIDGEPARK.CO.NZ | BOOKINGS@TUIRIDGEPARK.CO.NZ 42 | Term 2, 2021 www.principalstoday.co.nz
Learning Space | EOTC
Key findings from the case studies indicated: • Students could combine excitement during a site visit with ‘curriculumrelated content’ • Students enjoyed opportunities to talk about their comments and perceptions about learning experiences outside of the classroom • Students had improved learning outcomes when teachers, education officers, parents and students collaborated • Teachers ‘played a central role’ in planning for the visit and developing follow-up activities
• The quality of site exhibits directly correlated to student learning – hands on and real life experiences were important • Students developed positive attitudes about their EOTC experiences. 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.
While rote memorisation is a tool that is beneficial for new knowledge and foundational material, ultimately, students do their best when they can engage with their environment hands on.
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.
Novelty and learning
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.
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.
Novel experiences can cement learning in our memory. When we as human beings experience new things, dopamine rushes through our brains.
Perfect for groups of any size, we have separate areas just for you! On the waterfront in downtown Tauranga, 3 large kitchens and lounges with waterviews. 0508 926 337 | HELLO@WANDERLUSTNZ.CO.NZ | WWW.WANDERLUSTNZ.CO.NZ
@WANDERLUSTNZ
WANDERLUST.NEWZEALAND
NEW ACTIVITY FOR THE BAY OF PLENTY Since 1984 Riverbug.NZ owner Don Allardice has been entertaining and educating his guests on waterways around the globe. Don recently returned home with his family to NZ after 8 years promoting riverbugs in Europe, to bring this unique adventure to the Bay of Plenty. When asked what’s so special about riverbugs Don’s eyes light up. “It’s the connection with the ‘wai’ that sets them apart. There’s no rigid paddle to hold, your legs and arms are your paddles – you can really feel the water so paddling is instinctive. They’re safe, stable and manoeuvrable – the ideal solo craft for beginners on easy whitewater, or for splashing around and playing fun games in the moana, roto or school pool.” Riverbug.NZ are riverbug pioneers who love sharing their passion. They offer a range of fun educational riverbug activities, from half day outings through to multi-day camps, and cater for primary
school age upwards. Riverbug activities can be experienced on their own, or as part of a programme with other activities such as stand up paddle boarding and cultural hikoi supplied by partner operators. Programmes are curriculum and NZQA Unit Standard relevant and can be tailored to suit specific needs. Don (Ngāti Kahungunu) and his partner Sabine (Germany) have owned and managed tourism businesses in NZ, Venezuela, Germany and Austria, and bring a wealth of knowledge, culture and experience to their operation. Riverbug. NZ are licensed Adventure Operators who are safety audit certified by AdventureMark and registered with WorkSafe NZ, so you know your students will be in safe hands. If you’re looking for something new and different for your student camps and class outings visit www.riverbug.nz, email: info@riverbug.nz or call Don on 022 344 5002 to discuss your needs.
Looking for Something Different? • Class outings & Camps for ages 5+ • NZQA credits • Locations near Tauranga, Rotorua & Whakatāne
www.riverbug.nz www.principalstoday.co.nz Term 2, 2021 | 43
Learning Space | EOTC
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.
For away trips, cost is a barrier, especially if it is for the students’ enjoyment and isn’t solely curriculum-based.
In various studies, humans have shown that exposure to novelty before a “learning phase” improves subsequent memory.
All students are entitled by law to participate in curriculum-based activities, but this leaves some children from lower-income families left out.
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.
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, large groups of children took overseas trips.
Barriers to access
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.
Some obvious barriers to access for Education Outside the Classroom opportunities are cost and logistics.
Another barrier to access of EOTC opportunities is if a child is able-bodied or living with a disability. A child might
There has been no correlation shown between learning and exposure to novelty after the fact.
Continued on page #46 >
HAVE YOUR NEXT
ADVENTURE AT
CYC
Stewart Island Adventures Stewart Island’s remote and untouched coastlines are a thing of beauty and have long been luring adventurers and explorers alike. Dive beneath and find yourself amongst some of New Zealand’s most diverse and beautiful marine life.
Challenge and build confidence and team spirit in both staff and students. Meet your schools EOTC requirements in a safe and cost-effective way.
Ollie 022 105 8740 or Johnny 027 258 5441 stewartislandadventures@gmail.com
stewartislandadventures.co.nz
Book now to experience CYC!
An OutdoorsMark certification shows that our camp has met the highest standard of safety in the adventure activities industry.
148 Waingarao Road, Ngaruawahia p. 07 824 8495 | e. info@cyc.org.nz | cyc.org.nz 44 | Term 2, 2021 www.principalstoday.co.nz
A great place to stay Teapot Valley is situated 25 minutes south of Nelson among vineyards, lifestyle blocks and farms. When it comes to friendly staff, great food, excellent facilities and a full range of activities, you’ll find them all here. We look forward to working with you to ensure your stay is a great and meaningful experience!
03 542 3368 | admin@teapotvalley.co.nz | www.teapotvalley.co.nz
Adventure – Challenge – Future “My year at TOPEC was an amazing experience and something I’ll always remember. I enjoyed meeting new people and overcoming challenges that I had been scared of facing. The TOPEC crew helped me discover who I could be.” Looking for inspiration? Undecided about what to do this year? Do your students need a challenge, a recharge or a change of direction? Start your students on a journey with the Taranaki treasure – TSB TOPEC. For over 30 years, Taranaki Outdoor Pursuits and Education Centre – TOPEC has delivered quality outdoor experiences for youth, inspiring learning, growth and potential. With the context for education ever changing, the TOPEC Mission: To create positive relationships, community and personal change, through experiential learning, adventure and challenge, is now even more relevant. The personal development culture at TOPEC is driven by kaupapa to be active and engaged. Every education programme integrates Kaitiakitanga (guardianship and responsibility), Whanaungatanga (connectedness) and Manaakitanga (respectfulness). All students aged 9 to 19 and beyond, benefit from our philosophy and the key outcomes of serving adolescent wellbeing, developing selfconfidence, self-esteem, selfmanagement and resilience. Over 2000 young people walk through the TOPEC gate just
outside New Plymouth every year; they exit through that same gate more self-aware and determined to contribute. Scaffolded Learning Pathway The apex of the learning pathway at TOPEC is Tertiary / Transition training: • Level 4 NZ Certificate in Outdoor Leadership (60 credits) • Level 3 NZ Certificate in Outdoor Experiences (40 credits) • Leadership Training (2 or 3 day options) • Leader Facilitation Training (10 days / 12 level 3 credits) • Pest Eradication & Bush Survival (12 level 3 credits focused on skills and knowledge of pest control operations for the Towards Predator-Free Taranaki project) Each course has a focus on outdoor pursuit skill training alongside ‘soft’ skill work-ready teamwork, communication and personal development. Level 4 Outdoor Leadership is delivered full or part-time; the Level 3 Outdoor Experiences is delivered 2 days at TOPEC per week over 30 weeks, while students are still enrolled at
School level. Students learn to be RiverSafe and BushSafe (3-day Residential Camps or day visits) and learning progresses to Intermediate School waterway, bush, leadership and outdoor pursuit skills, and environmental projects.
their school. Students develop outdoor leadership skills, while being introduced to planning and preparing for outdoor activities in bushwalking, rock climbing and abseiling, high ropes, kayaking and rafting. NCEA Year 11, 12 and 13 students can also complete an invaluable NCEA Outdoor Education course with credits at Level 2 or 3. Students learn selfmanagement and skills in outdoor pursuits such as tramping, navigation and survival, rafting, kayaking, abseiling and rock climbing. Other options include personal and social development through low ropes, high ropes and ABL participation. It’s time to make Outdoor Education an essential part of your curriculum. Experiential Camps The TOPEC Scaffolded Learning Pathway actually starts at Primary
The next step on the TOPEC journey is Year 9 and 10 Secondary School Experiential Camp Weeks. Students develop confidence by participating in bush, water and ropes Adventure Based Learning (ABL) challenges. Students become more aware – they grow, and they want to give back as they find a place in the world through learning in and guarding the environment. A TSB TOPEC Prospectus is available or contact us for a chat about what best suits your school. Your students deserve a rewarding outdoors learning experience – an Adventure, a Challenge and a Future that will take them places.
Adventure Bites TSB TOPEC instructors are chomping to tempt families and groups with snippets of the Taranaki outdoor lifestyle. Adventure Bites are a taste of adventurous spirit. Half and Full-day options are available. Try one bite-sized activity or create a stimulating combination of your own choice of outdoor inspiration. TOPEC gives you an experience to sink your teeth into. Tempt yourself with an Adventure Bite. WALKING WILD Take on Tramping. Get out amongst our stunning Taranaki bush. Your choice of location; we do the guiding. CLIMBING HIGH Going Up. Experience the elevation of the Flying Kiwi, High Ropes Course, and Rock Climbing Wall (with an Abseil descent thrown in!) RIDING RAPIDS The River Run. Onsite at the TOPEC tailor-made rapid run. Try riding the rapids in a raft, a kayak or a river bug. Water options a plenty, including the beach. Just ask!
11 Hydro Road, PO Box 859, New Plymouth, Taranaki P: 06 758 0448 E: office@tsbtopec.co.nz www.tsbtopec.co.nz www.principalstoday.co.nz Term 2, 2021 | 45
Learning Space | EOTC 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. During New Zealand’s COVID-19 Level 4 lockdown last year, providers of EOTC programmes and experiences stepped up their game in regards to how they provided experiences to students. Providers delivered services in alternative ways to create unique experiences beyond the traditional classroom experiences. One of the biggest ways providers did this was by making resources available online to suit different age groups. Others encouraged students and their bubbles to try things at home. The Ministry stated it created a unique opportunity for schools and their learners to access programmes that weren’t just within their region but all across New Zealand. The implications of this online delivery of EOTC services has some positive implications for both lower income schools and children that aren’t able-bodied. If EOTC providers work on expanding their online resources, this could lead to a more equitable experience to all of New Zealand’s children regardless of their school or disability. Creating an equitable experience for all children so all students can experience
Adventure Southland are specialists in providing fun outdoor education to schools, from primary to tertiary levels. Using our experience and expertise means that educational facilities are no longer solely reliant on the skills of their staff when planning and managing outdoor education and recreation activities. Our qualified and experienced instructors can run a variety of adventure activities on your next school camp and ensure your classes have fun while developing practical skills. We also offer day programmes and can facilitate unit standards across a range of topics to suit your individual needs.
team building course, or Ultimate Archery, too? Our wide variety of team building activities are designed to challenge your group in an environment of safety and support. At the same time, they also help build confidence to promote each individual’s value and the importance of teamwork.
Whether your students are learning about navigation, bushcraft, or river safety, or keen to try caving, kayaking, or rock climbing, Adventure Southland can assist. We can take you on an adventure while catering to your group’s specific needs in a fun, safe, and supportive environment.
If you have goals for your group in mind but are unsure how to plan activities to achieve them, we can help. Adventure Southland’s experienced instructors will work with you to create a tailored programme to target key outcomes and develop unity, communication, and motivation within your group. A positive culture is an asset to any workplace, school, or organisation.
The fun doesn’t have to end there, either. Let your students – and even staff – discover their limits and challenge themselves with a day at our Challenge Ropes Course. Our Invercargill-based Ropes Course offers the perfect setting to harness your group’s full potential. Why not try our ground-based
46 | Term 2, 2021 www.principalstoday.co.nz
Get in touch today to find out more about the wide range of activities we offer for your next adventure. Adventure Southland Ltd 03 235 7191 info@adventuresouthland.co.nz adventuresouthland.co.nz
Learning Space | EOTC the benefits of Education Outside the Classroom opportunities should be 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. 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. Continued on page #50 >
Abyss Dive Nelson Try something new! Learn to Scuba Dive today. Paul & Janelle, proud owners of Abyss Dive, offer a personalised, small group experience for students learning to dive, ensuring safety is paramount. Based in Nelson, they can cater for groups of up to 5 divers at a time and provide all equipment needed.
An innovative and exciting camp experience Ph 03 541 8465 www.bridgevalley.co.nz
www.abyssdive.co.nz
GREAT CAMP IN BEAUTIFUL ARARIMU, JUST 35KMS FROM AUCKLAND CBD
• Fun Activities • Archery • 5x Zip Lines
Major upgrade well underway so come and take a look, we would love your feedback. May we send you an invite to a schools only, open day? Please email us so we can forward an invitation. Note we have schools that come from the Waikato to Northland.
• Team Building Course • Farm Animals
Phone: 09 294 8296 Email: bookings@chosenvalley.org.nz 53 Turner Rd, Ararimu, RD3 Drury, Auckland 2579
• Canoeing • Water Slide • Trolleys • Bush Sleepouts • Air Rifles • Burma Trail Confidence Course
School Camps Holiday Camps Family Camps chosenvalley.org www.principalstoday.co.nz Term 2, 2021 | 47
OUTDOOR INSTRUCTOR AND GUIDE QUALIFICATIONS EOTC is an important part of the school curriculum, offering valuable holistic outcomes and learning for tamariki and rangatahi. With tightening regulations, how do schools manage the risk, ensuring these iconic kiwi experiences can continue for generations to come? A RAMS form is all well and good, but the key question school boards/principals should be asking EOTC providers (internal and external) is “How do you know your instructors/ guides are currently competent in activities they deliver?” This is the due diligence tick you need to satisfy. A professionally qualified instructor/guide can ensure everyone gets the most out of
the experience while keeping participants safe. It gives principals and boards of trustees peace of mind their students are in safe hands and meets their due diligence obligations. Enter NZOIA! The New Zealand Outdoor Instructors Association has promoted excellence in outdoor leadership through qualifications for outdoor professionals for 34 years. With changes to the Adventure Activity Regulations and Health and Safety at Work Act, there’s been a significant increase in the demand for NZOIA qualifications from Outdoor Education departments in schools throughout NZ. There are also many EOTC providers
CHOOSE A PROFESSIONALLY QUALIFIED INSTRUCTOR
in NZ that have NZOIA qualified staff.
which goes out weekly to our 1300+ members.
NZOIA qualifications are recognised as the industry standard, regarded by employers as the benchmark for professionalism.
If you’re looking for staff training opportunities, NZOIA delivers an annual National Training Symposium, where outdoor professionals throughout the country get together to revalidate, upskill, network and share good practice and the latest developments in areas such as teaching and facilitation, managing groups/risk, rescue techniques, curriculum/syllabus content and more.
NZOIA qualification holders must retain currency by revalidating their qualifications every four years to ensure they’re operating at or above the benchmark and are up-to-date with current good practice. Generally, teachers leading camps and outdoor activities are operating at NZOIA Leader level or NZOIA 1. Our website has everything you need to know about membership, assessment and training courses. You can use the ‘Find Instructor’ tab to check a teacher’s/instructor’s qualification status or find an available contract instructor for a particular activity. If you’re looking to employ a qualified outdoor education teacher or instructor, it’s free to list on our jobs board
While schools are exempt from the Adventure Activity Regulations, we urge you as employers to show due diligence for the safety of your students by ensuring your staff, or those responsible for delivering outdoor activities to your school, are qualified and current. If your outdoor education staff are not currently holding qualifications for the disciplines they lead, contact us to see how we can help. (03) 539 0509 admin@nzoia.org.nz www.nzoia.org.nz
NZOIA is the qualification body for 10 outdoor disciplines. There are 3 levels to each qualification, which are recognised nationally as the industry standard.
OR GUIDE
NZOIA has developed outdoor instructing and guiding in New Zealand into a profession, through a commitment to training, standards, currency, and a code of ethical practice. Assessment, through formal peer review of instruction and guiding practices, has improved our way of working. We are responsible for promoting the highest standards of outdoor instruction and guiding, and striving to ensure that outdoor activity participants enjoy quality experiences.
Phone: +64 3 539 0509 | Email: admin@nzoia.org.nz
www.nzoia.org.nz 48 | Term 2, 2021 www.principalstoday.co.nz
NZOIAInstructors
Peel Forest Outdoor Centre Peel Forest Outdoor Centre (PFOC) is a registered Charitable Trust (CC23343) that runs outdoor skills training, outdoor recreation and education programmes and provides education for sustainability. Our team of qualified instructors are highly trained with NZRA and NZOIA qualifications and are dedicated to ensuring you have a quality outdoor experience, high on adventure, fun, education and truly memorable. We have many years experience and are proven leaders in our field. We
have a passion for the environment in which we work and are committed to providing outdoor environmental programmes that challenge and inspire people. Programmes are tailormade and developed in consultation with you, the client that best suit your specific learning outcomes, timeframes, group size, budget and preferred activities. We can discuss with you outcomes, activities and the length of programme. We also have a classroom with white boards, projector/screen
and facilities available at our office base. We have unique Eco-friendly accommodation in Peel Forest too. The value of outdoor activities and education is well known to the staff at Peel Forest Outdoor Centre (PFOC), with a belief that even the simplest of activities can provide students with
lifelong learning. With phrases like “Challenge by Choice” and “Personal Achievement” we aim to create a fun and safe environment where people can step out of their comfort zone, push themselves and learn about working with others through effective teamwork, communication and leadership.
Contact us at info@peelforestoutdoors.org.nz or 03-6963832 and we will work with you to put a package together. “Thank you to the whole team at PFOC for helping to create an amazing learning experience for our class” – Eve O’Brien, Community College Dunedin “I want to thank you so much for organising the awesome activities for our camp. I really appreciated the thought you put in to making our school camp so great” – Alys
Welcome to your new classroom...
School Programmes booking now, for more information:
www.peelforestoutdoors.org.nz www.principalstoday.co.nz Term 2, 2021 | 49
Learning Space | EOTC Implications for EOTC The researchers identified the following implications for EOTC practice, based on the evidence from the case studies and the literature review: • Teachers and education officers need to work closely together and share the same goals • Teachers, education officers and students need to be clear about the goals of the LEOTC programme, and pre-site visit learning activities need to be linked to visit and post-visit activities • Education officers need to build friendly, education-based relationships with teachers, students and parents • Learning in out-of-school sites is more effective when the sites are viewed as places for learning as well as for entertainment • Learning is more effective when students interact with different tools, objects and exhibits and when students link site and schoolwork experiences. Information sourced from Ministry of Education.
Rotorua Canopy Tours Take learning to new heights as you soar through the trees and experience ancient New Zealand forest like never before. Named one of South Pacific’s top 10 experiences, Rotorua Canopy Tours is a fun and educational adventure not to be missed. They have three exciting tours to choose from featuring a network of ziplines, swing bridges, cliff walks and treetop platforms, as you journey deep into 500 hectares of ancient forest. You’ll be immersed in this intact native eco-system filled with towering trees, native flora and beautiful birdsong for a truly special education outside the classroom experience. The first of their tours is the Emerging Canopy Tour for school groups looking for a more introductory experience with a tighter budget and time frame. The next is the awardwinning Original Canopy Tour, an unforgettable and enlightening 3-hour adventure. Last, but certainly not least is the 3.5 hour Ultimate Canopy Tour, higher, longer, and even more 50 | Term 2, 2021 www.principalstoday.co.nz
spectacular, it’s designed to be the best zipline experience in the world! Rotorua Canopy Tours can take groups of all sizes from 2 to 200+ and their knowledgeable kiwi guides bring fun and creativity to a story that goes back 1000 years. It’s an adventure that puts your students at the heart of the forest restoration story, with every ticket purchased contributing to conservation efforts to restore the Dansey Road Scenic Reserve. There are a number of learning opportunities within the forest and within their small business whanau. From conservation, tourism, business studies, biology, geology, team building and of course hands on experiencing… to name a few! They can add additional information and focus on specific topics to get your desired learning out comes.
With safety as their number one priority, it’s not just the kids who will have a good time, adults will love this experience too!
Learning Space | EOTC
Case studies from Ministry of Education EOTC research The case studies showed that teachers, education officers and students all believed that access to expertise, spaces, exhibits, artefacts and hands-on experiences not available at school provided stimulating, realistic learning experiences for students. Participating in an excursion outside school provided a novel component which was interesting
and motivating for students. They were learning by being involved in concrete, tangible experiences which added realism to the ideas and skills they were trying to grasp. Their interactions with exhibits helped them bring their other senses into use which provided a rich learning experience, and they readily remembered experiences which had evoked strong emotional or physical responses. The case studies provided clear indications of student achievement,
with evidence from researcher observations, discussions with students, studies of work samples, and teacher and education officer comments. Students’ behaviour at the various sites indicated they were engaged in learning, often taking responsibility for, and initiating, their own learning, and they showed high levels of engagement, curiosity and interest. Appropriate worksheets helped some students search for relevant information.
LOOKING FOR A VENUE FOR YOUR NEXT SCHOOL CAMP?
Students were able to describe details of their learning, and the sophistication of their accounts indicated they had acquired new vocabulary and an understanding of new concepts and ideas. They judged the worth of a visit by whether they could talk more about it, knew more, were not bored and that it was fun. Information sourced from Ministry of Education.
lasting memories. Camp provides a challenging but safe environment for this to take place. Activities There are a huge range of activities for school groups to get involved with at the camp.
Lakes Ranch offers a beautiful setting with all you need for a fun and active camp. The experienced hosting team will work with you to ensure your camp runs as smoothly as possible, and will be on hand during the camp to assist where ever necessary. The onsite facilities eliminate the need for travel elsewhere, with a range of activities available including kayaking, horse riding through to the simple pleasure of relaxing on our large hammock. Safety is paramount and briefings are given to all supervisors before commencing activity times. We provide our own qualified instructors for activities where specialist skills are required. Lakes Ranch aims to equip children with tools for the future and create
Sports facilities and fields are also available to kick a rugby ball on, or have a game of competitive volleyball. Tennis and badminton are also great games for kids to get involved with and sports gear is available at the camp. And don’t forget the camp is a hop, skip and jump to the local attractions Rotorua has to offer. From zorbing to luging, the options are endless. Maybe try a spot of fishing on one of the lakes, or check out the cultural sites around the region. School holiday programmes Lakes Ranch offers extensive holiday programmes. For those who love to get out into the great outdoors on horse back. From trekking to trotting, the camp offers amazing opportunities to harness your skills on horse back. And you don’t even have to know how to ride a horse. The talented team at the camp can teach you.
www.principalstoday.co.nz Term 2, 2021 | 51
Learning Space | EOTC
Getting the right help for your school trip There are many factors that must be considered when selecting an appropriate school excursion.
carry out the task is vital in ensuring a school excursion is safe and enjoyable.
Some of the more exciting and memorable trips will expose students to things they have never seen, give them the opportunity to do things they might not otherwise, or give them access to places they would normally never have a chance to go.
It is vital they are made aware their role is to support the leader and ensure the health and safety of everyone in the group.
Making sure your helpers are fully aware of their roles and responsibilities, ensuring they are comfortable with them and have the appropriate skills to
Depending on the activity, it may be necessary to hold one or two meetings with parent helpers to assess their capabilities so that appropriate-level tasks can be assigned to them.
This means they must follow the instructions of the activity leader and the person in charge and help with control and discipline. But perhaps more important is to confirm with them that they can also enhance the learning experience.
Making assistants aware that you are accessible at all times during the excursion is also important. If a parent/caregiver feels that any participant’s safety is being put at risk, they need to know that they can openly communicate with the person in charge. This may require the need to take mobile phones especially if the class is going to split up into smaller groups during the trip. To help students get the most from the visit, teachers can also inform caregivers of how they can enhance the learning experience. These include:
• Getting involved with students at the site – follow the lead of the teacher and education officer, and help focus students’ attention on the learning goals • Encouraging students to take responsibility for their own learning – work with them in small groups • Talking with the students about their learning • Making sure you know the expected site rules and help students to follow them • Be enthusiastic and participate fully.
• Talking to the teacher before the visit and find out about the curriculum topic and the learning goals
RECONNECT AND COME BACK STRONGER WITH KOKAKO LODGE OUTDOOR EDUCATION FACILITY. Offers 27 acres of gorgeous New Zealand bush and parkland, thriving with native bird life, just 45 minutes from downtown Auckland. It overlooks the stunning waters and islands of Mahurangi and accesses a secluded rocky shore and large sandy beach. It’s the perfect spot to host a group whether large or small since we have two independent facilities. Phone: 09 424 7633 • Email: office@psyv.org.nz • Web: www.psyv.org.nz
52 | Term 2, 2021 www.principalstoday.co.nz
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.
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School Grounds | Tree Maintenance
Don’t ‘leaf’ tree maintenance undone
Tāne Mahuta is the largest living kauri tree in New Zealand. However, trees don’t have to be as old or large as Tāne Mahuta to be protected. Naturally established native trees, trees with historical, cultural or botanical value might be protected.
As a school board, you must maintain trees so they don’t become a hazard to students or to neighbours. Some trees are protected and you should talk to your local council before trimming or removing them.
Content kindly provided by the Ministry of Education and adapted to fit this magazine. More information can be found at www.education.govt.nz.
Schools must maintain trees on their property so they do not become a hazard to students or staff. Some trees are protected, and will require contacting your local council before trimming or removing them. Payment for maintenance should come from your Property Maintenance Grant (PMG).
Protected trees
Maintenance
If your school has a protected tree you may need resource consent for activities near it such as excavating or digging, depositing material close to the tree, construction work, putting in pipes or power lines, and storing things under the tree.
Trees need to be regularly trimmed. If they get too big, they become costly to maintain and difficult to remove. Large trees can also be a hazard in high winds and can block light and affect neighbours. Trees can also be a health and safety hazard around a swimming pool. For that reason, be sure to remove trees close to the swimming pool to prevent leaves and branches falling in and contaminating the water, and to prevent people trying to jump from the tree into the pool.
Check if a tree is protected. Some trees are protected such as naturally established native trees, trees with historical, cultural or botanical value and trees protected on the certificate of title, which might need a resource consent to do anything to them.
Although resource consent is probably not needed for maintenance, such as trimming or removing dead branches, it is best to check first. Some councils have general rules around removing trees, so contact your local council or Heritage New Zealand to find out if any trees at the school are protected. The Ministry of Education
Do you have any protected trees on your school campus? If so, a little digging into why the tree is protected can be a fun and interactive way to teach students about native wildlife or local history.
suggests visiting the Heritage New Zealand website for more information in regard to protected trees. If a protected tree needs emergency work to deal with a hazard to people or buildings, such as a damaged branch that may fall, you can contact your local council for advice.
Pay for maintaining or removing trees PMG covers general maintenance work on trees such as trimming and removing dead branches and removal of a protected tree with council consent. However, the 5 Year Agreement (5YA) funding cannot be used for maintenance. It is only for capital improvements to buildings and other school facilities.
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Our Commercial Landscaping division specialises in planting and streetscaping for residential subdivision developments and commercial clients.
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Whakatāne Libraries The Whakatāne Libraries team want to work alongside our local schools and students to develop programmes that support the use of language, literacy and learning in children and young adults in their daily lives.
Matariki at the Library
Staff have developed a new programme R4P - Read for Plenty that is being delivered in primary schools throughout 2021. This programme offers an exciting way to build connections between students and the library. With every session the children experience unique and stimulating activities.
Building on past annual Matariki events, this year’s programme in July aims to provide learning opportunities that develop a continued celebration of the Māori New Year Matariki. Planned activities include an early morning event viewing the Matariki constellation, learning about Maramataka the Māori phases of the moon and more.
For more information contact library@whakatane.govt.nz
For more information contact library@whakatane.govt.nz
Literature Festival If secondary and intermediate schools are interested in supporting a local literature festival that includes literature quizzes, writers, illustrators, artists, slam poetry, performance art and much more; contact library@whakatane.govt.nz
Helping foster and rejuvenate the love of reading in our tamariki. ‘He poipoi, he whakahaumanu i te aroha mutunga kore ki roto i ō tātau tamariki mo te pānui’
Whakatāne Galleries Education Programme The Whakatāne Galleries education programmes team want to ensure that students develop ways of talking about art and aim to do this through incorporating literacy and thinking strategies into our programmes. We aim to provide specific knowledge about exhibitions as well as engaging practical activities into a worthwhile visit that will utilise the Gallery as a special learning environment. In each programme we will endeavour to incorporate the key competencies and values of the New Zealand Curriculum in a natural and fluid way. All programmes respond to current exhibitions and learners will get the opportunity to engage with contemporary art in a unique way. Please email arts@whakatane.govt.nz for all education programme enquiries
Upcoming exhibitions
Carolynn Tepou: Matua Fifine Tuai, Matua Fifine Fuata: 24 April – 20 June 2021
Whakatāne Embroiderers’ Guild: Art in Stiches: 17 April – 27 June 2021
Louise Pōtiki Bryant: ORO: 24 April – 19 September 2021 www.principalstoday.co.nz Term 2, 2021 | 57
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Health & Wellness | Sign Language
Health & Wellness | Staying Hydrated
Supporting the hearing impaired When students feel included, they do better in school and take that confidence outside of school as well. Sometimes it’s hard for us to include others or to feel included because of a difference in life experience or perspective. However, when we take the time to understand each other, everyone’s lives are enriched. An often misunderstood or overlooked way of life includes the lives of those who are Deaf or hard of hearing. According to the Office for Disability Issues, there are about 4,599 Deaf people in New Zealand and about 20,000 people who use New Zealand Sign Language (NZSL). Parents who use NZSL to communicate with their Deaf or children are included in the 20,000. Comparing the number of Deaf people and the five million people populating New Zealand, it’s easy to see how the Deaf can feel detached from the communities around them – even when at school.
How to include students who are Deaf or hard of hearing Inclusive Education, a Ministry of Education initiative, suggests that educators do the following to encourage inclusivity in their schools: • Ask the student what will help them succeed in their studies • Team up and regularly communicate with the learners’ family • Make assessment and monitoring a part of your teaching rhythm • Connect students with other resources that might be helpful to them. Some of the suggestions are selfexplanatory but others not so much. For example, when asking students about what will help them to succeed at school, Inclusive Education suggests creating a learner profile with the student.
The learner profile is helpful in two ways especially because it gives the student the opportunity to share their aspirations and the obstacles preventing them from reaching their educational goals. Also, for educators unfamiliar with the New Zealand Deaf community, connecting Deaf and hard of hearing students with resources outside of school can be a difficult task. A good place to start is the Deaf Aotearoa website. There you can connect students and their families to helpful resources like Deaf Aotearoa’s Hauora service which is described as a holistic approach based on the Māori concept of wellbeing.
Sign Language Week 2021 NZSL is one of New Zealand’s official languages along with English and Te Reo Māori. Another way to make learners who are Deaf or hard of hearing feel included is by celebrating the Deaf community through learning NZSL – even if it’s just basic words or greetings. This year, Sign Language Week takes place 10-16 May. Everyone can participate in Sign Language Week. Groups that have participated in the past include city libraries, Fire Emergency NZ and schools across the country. Just as there are many spoken languages, there are many different types of sign languages. In 2006, the New Zealand Government acknowledged New Zealand Sign Language (NZSL) as an official sign language alongside English and Te Reo Māori. Celebrate New Zealand’s Deaf community and be a part of this year’s Sign Language Week, taking place 10-16 May 2021. Resource materials can be found on www.nzsl.org.nz. The New Zealand Sign Language Week website has resources like posters and informational booklets which can help event participants learn things like the NZSL alphabet or gain a better understanding of what it is like to be Deaf. For more information, visit nzslweek.org.nz.
60 | Term 2, 2021 www.principalstoday.co.nz
Staying hydrated We all need to have enough fluid to be able to function at our best. In particular, children are at risk of dehydration, especially when in hot weather and when they are exercising. But here’s the thing about hydration – by the time they feel thirsty they are probably already dehydrated – so it’s up to teachers and care givers to ensure they are drinking enough. As well as being less heat tolerant than adults, young children have a higher proportion of body water than adults, making them less heat tolerant and more likely to get dehydrated, especially when being physically active and in hot climates. Encouraging children to drink fluids regularly is important as they may not remember to have a drink themselves.
Water works Water is the best choice of fluid to combat dehydration. Avoid sports drinks, fruit juices, soft drinks and flavoured mineral waters, since they all contain sugar and are acidic, which can lead to tooth decay. The recommended daily intake of water for children is: • 5 to 8 years old: 5 glasses (1 litre) • 9 to 12 years old: 7 glasses (1.5 litres) • 13 years old and over: 8 to 10 glasses (2 litres). Remember that children need even more water when they are exercising. They should drink before, during and after physical activity – even if they aren’t thirsty.
Tips to help kids stay hydrated • Make sure they always pack a water bottle • Choose water rather than sugary or fizzy drinks • Remind them to drink before a sports game • Encourage them to have a few mouthfuls of water during any breaks in the game • Make sure they have a big drink afterwards to make up for any sweat they have lost.
The warning signs of dehydration Mild dehydration can be treated by giving a child more to drink. But serious dehydratiown – for example, if they are unwell – can be very serious. It’s important to know what to look out for. If a child has a fever, diarrhoea, or vomiting, or is sweating a lot on a hot day or during intense physical activity, watch for signs of dehydration. These include: • A dry or sticky mouth • Few or no tears when crying • Eyes that look sunken • Peeing less or fewer wet diapers than usual • Dry, cool skin • Irritability • Drowsiness or dizziness.
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This is great for the environment as well as being safe due to the auto sensor, meaning no buttons are needed to be touched when refilling your own bottle.
Check out full testimonials from some very satisfied clients on our web site. www.merquip.co.nz/About+Us
Proudly supplying NZ schools with drinking water systems www.merquip.co.nz | 09 636 0www.principalstoday.co.nz 636 | info@merquip.co.nz Term 2, 2021 | 61
Health & Safety | Duty of Care
Who has the primary duty of care at a school? 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.
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 • 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.
Everyone is responsible for health and safety at a school – from the board of trustees and the principals, to parents and staff, and beyond.
Is the school responsible for the health and safety of parents who help out at school events or activities?
To put it simply, the primary duty of care is the responsibility of the board of trustees.
People who volunteer to support school activities such as school camps, school fairs and sausage sizzles are classed as “casual volunteers” – this category applies to people volunteering for education, sports or recreational institutions.
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. Is the school liable if a child is hurt on the school playground?
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.
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:
For more information about health and safety at schools, visit www.worksafe.co.nz.
• 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.
TEAM TALKS
Supporting healthy team functioning In an era when we often read in the press about overwork and diminishing resources there is plenty we can do to maintain a healthy work environment. Vitae promotes actively attending to one’s personal needs, as well as small group or team approaches, thereby reducing stress and increasing goodwill in the workplace.
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
62 | Term 2, 2021 www.principalstoday.co.nz
Peer support is an approach where we look out for and check in with colleagues regularly. We encourage people to support each other by sharing skills and utilising strengths where and when required. It is also about asking those personal questions about how others we work with are doing; honestly coming alongside. Supporting people to be away when unwell and ensuring that the workplace culture supports people making positive decisions for self-care, such as taking regular holidays, seeking mentoring, attending supervision and taking sick leave are all preventative measures that will help retain good staff.
Workplaces need to be careful that their policies are geared towards encouraging staff to taking care of themselves. Be aware that over-achievers are likely to burn out more quickly. The high impact of technology also needs to be acknowledged by addressing compulsive internet usage and out-of-hours working. Managers can be on the lookout for opportunities to value their team members; role modelling standards and practices as a means of sustaining a healthy workplace. The team are valuable in supporting each other. If you would like further information on any of these areas please speak with one of our consultants by phoning 0508 664 981 or email The Vitae Team – TheTeam@vitae.co.nz.
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Learning Space | Conferences
Health & Safety | Asbestos
Creating a conference that connects
Managing asbestos in schools
Creating effective conferences involves a combination of content, creativity, co-ordination and collaboration. So here are three key elements to help keep things simple and engaging for attendees.
Building materials containing asbestos in schools were in widespread use in New Zealand and overseas until the 1980s because of its fire-resistant properties.
Set objectives
Engage the audience
Design the conference based on the needs of participants and ensure the content is supportive of and aligned with the core message or messages. People fear repetition, but don’t ignore the value of re-enforcement.
Keep the audience active, challenged and ensure that they have to take action.
Set the scene before the event Engage the whole team when designing an event and a simple way to do this is to ask people what they want. This will help you formulate a clear picture of what needs to happen to help deliver a more effective event. If you can - build excitement! It’s easy to forget that, for many people, the conference is not seen as a bonus and for some it can be viewed as a major nuisance. So build association early; send out intriguing clues and get people talking. Where possible engage a broad number of people in the delivery of the conference. Intrigue them but don’t make it a mystery as people actually resent secrecy.
The structure of a conference is alien to the normal working pattern because, during the average working day, people move about, absorb and process information and take action. At the average conference attendees are relatively static (tricking the brain into believing that they are relaxing), are asked to process one idea at a time and are also asked to simply absorb information without taking immediate action. So ensure you take care to focus on the physical conditions (chairs, heat, cold, food etc.) to help prevent mental malaise creeping into your event. And whatever you do, keep people as active as you can. The golden rule to keep people engaged is don’t force them to sit and endure death by PowerPoint presentation.
Where asbestos is left in place and is in good condition, it does not pose a significant health and safety risk. However, if it is disturbed during refurbishment, demolition, excavation, or due to deterioration, there is a risk of asbestos fibres becoming airborne and creating a health risk.
Critical information for schools The Regulations place a requirement on a Person Conducting a Business or Undertaking (PCBU), such as schools, to ensure, so far as is reasonably practicable, that all asbestos in schools is identified and if so, any risks arising from the asbestos are managed to eliminate or minimise exposure. As the PCBU in control of the workplace (school), Boards of Trustees and School Principals have a responsibility for managing asbestos in their schools.
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You do not need to engage a surveyor to prepare your asbestos management plan. You can create your own asbestos management plan as long as you follow WorkSafe guidance. All asbestos management plans must be in writing. They can be in hard copy or electronic form, as long as the legally required information outlined above is included. If the condition of the identified or assumed asbestos changes then you need to alter the Asbestos Management Plan accordingly.
3. Recording asbestos risks in your hazard and risk register To ensure that any potential risks arising from asbestos are proactively managed, it is important that details are included in your school’s hazard and risk register and the information is maintained and updated.
1. Identify if asbestos is present Identifying asbestos or ACM in the workplace [WorkSafe] is the first step for managing asbestos exposure risk.
Ensure you monitor the area regularly and have a process in place in case unexpected asbestos is found.
How to identify asbestos:
You should provide the hazard and risk register to any contractors undertaking work within your school.
The following steps should be followed by schools on a day to day basis:
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If you identify or assume the presence of asbestos in your school, an asbestos management plan is required. An asbestos management plan sets out how the identified asbestos or ACM will be managed.
The hazard and risk register should detail whether any asbestos or ACM has been identified or assumed and if so, it should refer to an Asbestos Management Plan which will contain detailed information about the location, condition, quantity and monitoring plan for asbestos or ACM.
Day-to-day management requirements
Successful Conferences – that’s what we do!
2. Producing an Asbestos Management Plan
• If your building was built prior to 1 January 2000 it is likely to contain asbestos-containing material (ACM) and you could assume that your school building contains asbestos • You could follow the WorkSafe Approved Code of Practice Guidance to identify what is likely to contain asbestos • You could consider training your staff to better understand how to identify asbestos • Or you can employ a surveyor to assess your building. Where asbestos has been identified by a Surveyor or it is assumed to exist in a school, your school needs to have an asbestos management plan in place.
4. Communicating asbestos information Ensure asbestos information, including the Asbestos Management Plan and Hazard and Risk Register, is accessible to staff and provided to all contractors undertaking work at your school.
5. Monitoring asbestos condition You should schedule regular inspections of asbestos or ACM and record any changes to the condition in your Asbestos Management Plan. Content provided courtesy of the Ministry of Education. For more information, visit: www.education.govt.nz.
16 – 20 Kemp St, Kilbirnie, Wellington | 0508 BRENTWOOD conferences@brentwooodhotel.co.nz | www.brentwoodhotel.co.nz
64 | Term 2, 2021 www.principalstoday.co.nz
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ASBESTOS
Investigation, Lab Testing, Management & Removal Conqra Asbestos Solutions Ltd offer a highly professional asbestos removal and management service for schools. We specialise in working with schools to ensure projects do not have a negative impact on the daily operation of the school. We can complete removal works after hours or during breaks and assist with communication to staff and parents about the processes and how safety is maintained. We are asbestos removal experts working throughout Greater Auckland and beyond; we have the resources and industry knowledge to complete large or small scale school asbestos removal projects.
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KEEPING YOUR PEOPLE AND SCHOOL PROPERTY SAFE Most asbestos removal or management projects are challenging; there is the risk of asbestos contamination or inhalation, the need to adhere to current health and safety legislation, and, in the case of school premises, the need to keep the school operating while asbestos is managed or removed. Conqra Asbestos Solutions are asbestos experts. This includes a full knowledge of all legislation relating to asbestos in the workplace. We can ensure your school adheres to all regulations relating to asbestos, and we have the experience and expertise to safely complete your asbestos removal or containment project with minimal impact on your school. “I found the professionalism, helpful and supportive experience of Conqra Asbestos Solutions to be exemplary right from the beginning to the end of the process. I would highly recommend Conqra based on our very positive experience.” - Lloyd Evans, Principal, Te Atatu Intermediate School
d22, 930 Great South Road, Penrose, Auckland, New Zealand | info@conqra.co.nz | conqra-asbestos.co.nz www.principalstoday.co.nz Term 2, 2021 | 65
Workplace Safety Solutions Asia Pacific Logistics Asia Pacific Logistics Ltd is a small transport service based in Rotorua and the East Coast, that offers services along with its subsidiary companies, GDF Limited Electrical Services and Workplace Safety Solutions - a Commercial Driver Training company. We provide a small transport service consisting of bulk, heavy haulage and civil plant hire backed by its own mechanical service. We understand the importance of meeting scheduled deliveries therefore offer a timely transport service to meet customer demands as required, supply and train drivers in the environment to the expected standards required by the customer. GDF GDF Ltd provides underground and overhead power line maintenance and services to network owners and private companies. Our operations manager, Paul Douglas, has over 33 years of experience in the electricity industry, with 14 years in contracting. His experience encompasses distribution & transmission, asset condition assessment, project, and contract management. Workplace Safety Solutions Workplace Safety Solutions Ltd provides commercial driver licensing and driver training to the transport industry. We have established ourselves in the marketplace as a leading provider of structured commercial driver training services based on Australian, New Zealand and ISO International Standards.
Our friendly training provider, Beau has a wealth of experience working with industry specialists. Beau is accredited to deliver the following workplace training programs: ● MITO Workplace assessor (NZ Road Transport Industry Training, NZQA Registered) ● Competenz OSH accredited Forklift Assessor ● Land Transport NZ Registered Provider for driver license endorsements ● Heavy Vehicle Licenses and Endorsements: Classes 2,3,4,5 F-Forklift and TWR-Tracks, Wheels and Roller ● National Certificate Goods Service, Log Truck Driver, plus many more. Beau Maru – Owner Operator / Director, has many years of experience in the industry and is supported by experienced drivers and operators: ● 20 years as a NZTA, MITO approved training provider ● 7 years logistics safety and training operations consultant, off-shore mining, oil and gas exploration projects in, USA, PNG, Malaysia, Fiji, Laos and Thailand ● 23 years combined in livestock, bulk, log, general freight, transport and forest roading contracting on the East Coast, North Island. Our Health & Safety Compliance for all companies is of an extremely high standard. All employees complete a preemployment full workplace medical (this is not the LTA licensing medical) and applicants must meet a high standard of pre - post-employment
GDF Ltd, one of the vehicle fleet, and at work
66 | Term 2, 2021 www.principalstoday.co.nz
GDF Ltd, one of the vehicle fleet, and at work
inductions, medical, drug and alcohol testing, to qualify for a position, including ongoing random drug testing once employed, as part of our Health & Safety Policy. ● Management ensure that its employees are meeting all Health & Safety in line with statutory and individual company and customer’s compliance ● Our vehicles are maintained to a high standard, repairs and maintenance costs are budgeted to ensure that there is no short cutting to maintenance ● We are committed to ensuring that our transport operation is functioning to the highest level and are proud to say we have an NZTA (5) Star rating since the forming of the company
Beau Maru, Business owner
● Vehicle and driver presentation are of the utmost importance to us and our customers ● All vehicles are fitted with E road GPS monitoring Systems. Accountability of driving behavior and productivity is monitored through this. ● All our companies are intertwined and able to utilise each other’s services – thus providing a unique business concept, which we are very proud of.
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Health & Safety | Electrical Safety
Being shock safe Safe use and testing of electrical equipment The PCBU, such as the board, proprietor and principal, are required to manage the risks to health and safety of their schools – including risks relating to electrical safety. If the PCBU cannot eliminate the risk, the risk must be minimised so far as reasonably practicable. Ensuring electrical equipment is in safe working condition, by including regular testing is a crucial part of reducing risk to students, staff and potential visitors and must be managed appropriately.
Your health and safety responsibilities Making sure electrical equipment is used correctly and operating safely is part of your overall health and safety responsibilities and will help you meet the requirements of the Health and Safety at Work Act 2015 and the Electricity (Safety) Regulations There is a legal duty to ensure that electrical appliances/equipment are electrically safe and maintained in good condition.
Testing and tagging to AS/NZS 3760 by a trained and competent person is not a mandatory requirement but it is one method of demonstrating that reasonably practicable steps were taken to ensure the health and safety of people in the workplace.
Testing and tagging of electrical appliances Testing and tagging electrical appliances and cords is a useful way to check that electrical equipment is safe. The person completing the testing and tagging must be competent and must use the appropriate test equipment. They should record the tests conducted and the values/results of those tests should be retained. Testing and tagging is a good minimum, but there are other ways you can increase the level of your electrical equipment safety. For example, where possible, install earth leakage protection to all circuits supplying socket outlets this can be through RCDs installed in the switch board or by replacing socket outlets with RCD face plates. Also, where fitting of RCDs to the existing wiring installation is not currently possible, portable RCDs should be used to protect appliances.
Lastly, ensure users of electrical appliances perform regular checks of the appliances they use. Equipment checks should include looking for signs of damage and that switches and safety guards function as they should. Testing and tagging doesn’t guarantee future electrical safety, what it does is provide a snapshot of how safe the appliance is at the time of testing. The New Zealand Standard AS/NZS 3760:2010 sets out details on how to ensure safety and compliance through testing and tagging of electrical cords. You can buy a copy of the standard from Standards New Zealand.
Checking your electrical equipment is safe
• Repeatedly blows a fuse or trips a circuit breaker or RCD. Clearly label or secure the equipment so that it will not be used. Then replace it or have it repaired by a licensed electrical worker.
Indicators of unsafe equipment include: • Cracked casings • Missing or damaged guards • Outer insulation pulled back at cable entry points so that wires are exposed • Cuts and nicks along cables; tape covering cuts and nicks • Dry and brittle insulation • Burn marks or signs of overheating
Faulty or damaged equipment
• RCDs not tripping when tested.
Immediately disconnect and remove faulty or damaged equipment.
For more information, visit: www.worksafe.govt.nz.
This includes equipment that: • Has given someone a shock • Fails testing or inspection
Content kindly provided by the Ministry of Education and adapted to fit this magazine. More information can be found at www.education.govt.nz.
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Proud Ensuring all classroom appliances are electrically safe is a legal requirement and a safety obligation which we take seriously at St Joseph’s School. The Megger PAT150 makes my job easy by being simple to use and the accompanying online training course that AVO has put together gives me the confidence to test the appliances competently. - Blair Roberts, Caretaker, St Joseph’s School
St Joseph’s School is a state integrated school for girls and boys up to Year 8 offering an education with a special Catholic Character.
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Transforming Year 10 Today’s young adolescents are often seen to have little resilience, have difficulty relating to the adults around them, and can tend to avoid taking responsibility. Parents can unintentionally disempower students with ‘helicopter’ parenting and a tendency to step in for their adolescent rather than enabling them to step up. Adolescence is a unique time when students are developing physically, mentally, socially, ethically and cognitively. Combine this with the pressures of social media and technology and it is no surprise that year 10 students are struggling. The Rite Journey uses a contemporary rite of passage process to address these issues by transforming Year 10 students from dependence to responsibility. The program aims to give students a positive pathway into adulthood and is the ideal year long program to prepare them for Year 11 and beyond. Over 120 Principals in New Zealand, Australia and further afield, are making Year 10 a unique transition point - using research and best practice adolescent engagement pedagogies to empower their teachers and create a school culture of responsibility and resilience. There are several defining elements of The Rite Journey program: • An empowering and practical two day teacher training. “The best PD I have been on, without a doubt. Not only will I feel more competent as a Rite Journey teacher but I believe the things I’ve
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Kevin O’Sullivan, former Rector, Timaru Boys’ High School
• A challenge program, embedded into the learning outcomes, where teachable moments are capitalised on. Through experiencing low stakes failure, students develop resilience, awareness and self modification.
“The Rite Journey is the most stunning educational initiative I have seen in my 35 years of teaching.”
• A mentoring program, encouraging community links and helping students develop meaningful relationships with other adults, broadening their support network and learning from elders.
“St Andrew’s College has been using “The Rite Journey” programme as a framework for our year 10 Te Waka Programme. Single sex groups meet three times a week with a tutor to explore issues and challenges experienced through adolescence. The positive and empowering ceremonies are moments of celebration and over the years have created special memories. In our coeducational culture, this programme allows time and space for important messaging, reflections and long lasting relationships. A fantastic way to help our young people grow into well balanced, thoughtful, self-aware, compassionate young adults.”
• Parent/Carer education and involvement, encouraging both home and school approaches to student development are aligned. Marcus Cooper, Principal, East Otago High School “The Rite Journey programme has given our school a great platform to forge positive relationships with our students and staff. Having the flexibility to use the extensive range of resources provided as well as our own teaching tools allows us to create a programme fit for purpose in our school and community. Exploring the four themes (Who am I really? How do I get along with others? Is there something more? What do I have to give?) at our pace and with our students allows us to tailor the experience for each group uniquely. I strongly recommend this values based exploration into becoming a young adult for any school who strives to develop empathetic young people who care for others in their community.”
Christine Laughton, Rector, St Andrews College, Christchurch
Diana Patchett, Executive Principal, St Margaret’s College Christchurch “It is tempting to judge a school on its academic results or the number of trophies in the cabinet, but I would argue that the true measure of a school might better be judged on the social presence of the students, their confidence, their empathy, their positive energy. It is these character strengths that will set her up for success, whatever that looks like for her. It is these attributes that the Rite Journey programme supports for our girls, offering them the opportunity to develop a strength of character that will stay with them for a lifetime.”
For information on how you can introduce this Year 10 program to your school: andrew@theritejourney.com.au | www.theritejourney.com
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