Principals Today #132

Issue 132 Term 4 | 2021

The case for co-education Co-educational or single sex?

It’s one of the big questions parents consider

The benefits of studentcentered learning ISSN 1170-4071 HAVE THE FOLLOWING PEOPLE SEEN THIS?

Supporting students’ next steps

How Covid is changing school-based learning

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Publishers note

IDEAS

NEWS

WORKING & LEARNING

In this issue of Principal’s Today Mt Aspiring College principal Nicola Jacobsen talks about the importance of continued cultivation of literacy skills, and how student-centered learning impacts her students for the better.

7 Preserving educational jewels

6 Reflect, correct, refrain

14 Supporting students’ next steps

We look at co-education versus single sex, as it is undoubtedly one of the big questions parents consider, we discuss the teen vaping epidemic, the vital role careers advisors play, look at initiatives supporting students after the lockdowns, how Covid is changing school-based learning, the new Code of Practice for the pastoral care of international learners and how to lead when the game changes – plus much more.

As always, we thank all our columnists for their expertise, along with the views, opinions and predictions of all those who contributed, to help you manage the risks your face each and every day.

Enjoy!

Mt Aspiring College principal Nicola Jacobsen on the importance of continued cultivation of literacy skills, and the benefits of studentcentered learning

9 The case for co-education

Co-educational or single sex?

It’s one of the big questions parents consider when thinking about their child’s education

18 The great outdoors

There is a clear vision when it comes to EOTC; getting Kiwi kids out and about to gain real world experience and initiative

18

How to lead when the game changes

8 Looking after

international students

The new Code of Practice for the pastoral care of international learners

9 What students want

Mindfulness ranks as the most wanted NCEA subject for Kiwi students

10 Getting sucked in

Tackling the teen vaping epidemic

11 Supporting students after lockdown

Targeted programmes successfully support NCEA students

13 Pathway to a brighter future

Student teachers embrace new training model

Careers advisors play a vital role in supporting young people to develop a vision for their future

22 Getting the word out

How to fundraise and promote school events to your community

24 Prevention is better than cure

Reducing accidents with health and safety

26 COVID-19

Information and advice for students, whānau, and the education sector

30 Staying hydrated

We all need enough fluid to be able to function at our best

32 Short circuits

Keeping your school safe from electrical fires

34 Healthy buildings

Preventing and eliminating mould

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www.principalstoday.co.nz Term 4, 2021 | 5

News | Viewpoints

Reflect, correct, refrain or sustain?

How to lead when the game changes Rob Clarke

CEO of Learning Architects

During the past couple of years, whether it’s been teachers learning how to navigate new digital tools, your students learning to support one another or the way your community interacts with your staff, lockdowns have certainly given us the realisation that teaching - and education - is no longer in a box.

I’ve heard many of you say that managing lockdown has been a real leadership challenge. And it hasn’t just been the obvious challenges you faced as your team scrambled to take teaching online - there is also all the admin you have been dealing with behind the scenes.

To say you have had to implement rapid changes would be an understatement! There have definitely been some highs and lows, but along with any negative impact, there will have also been some positive change.

Make the most of the chaos Before you get too deep into your annual plan for 2022, make sure you take some time to reflect on what’s transpired for you and your school community throughout these very different and completely unforeseen circumstances.

As we enter Term 4, what might this mean for your school as you consider next year’s plan and how might you draw on this experience in the future?

Take time to reflect Sometimes I think there has been too much rhetoric focused on the negative effects of lockdowns and working remotely.

I think looking at the way that staff, students and their families were by and large, able to respond and adapt, is to be celebrated. And it’s important to build on the successes and wins you had along the way.

I believe that our collective lockdown experiences have led to one of the greatest opportunities in education for a very long time, which is to give students (and many teachers) real agency.

The previously untapped treasure trove for many has been the creative uses of technology, and students working with one another in ways they would not have done had they been at school.

That said, while it can be detrimental to focus on the negative, it is also important to address what needs to change.

For example, how will you help your staff to avoid kicking back into previous practices and structures that may no longer serve you as well, purely out of habit? And perhaps most importantly, what can you personally take from the last two years to enable healthier practices that result in a more sustainable approach for you when leading your school?

It starts with identifying the best of what has changed, so you can ensure this continues whether teaching online or face to face.

As we enter Term 4, what might this mean for your school as you consider next year’s plan and how might you draw on this experience in the future?

Consider what’s changed for your school As we’ve moved in and out of lockdown, what changes have your team made in the way you do things?

As they settle into the new post-covid normal, either back at school or as they get more comfortable teaching online, are they falling into old patterns? Or have they picked up new ways of doing and being?

And what about you? Have you stopped to consider your own personal practices as a leader? What might you change, what might you stop, and which practices, or habits, might you increase?

Here are some things to think about: 1. Compare and contrast Mindfully consider what worked well and what could have been better. For example, perhaps you and your team found a more efficient way to communicate those ‘admin’ things that need not be delivered face to face?

Could you adopt a smarter tool for internal staff communication like Slack, or Google Chat? Have you altered or clarified the expectations your school community has for when and how you will communicate with them?

6 | Term 4, 2021 www.principalstoday.co.nz

2. Identifying any completely new practices you and your team have created For example, one school I read about created a daily award during lockdown, and the students have now taken ownership of this process themselves. They are even starting to nominate students from other classes for their accomplishments.

3. Examining your systems to see if they are smarter than before For example, do you really need to have the ‘admin’ meeting once a week, or can this information be communicated digitally?

4. Considering what have you learned about your community For example, do you have a clearer picture of the devices they are reading messages on, or what their needs are and how can your school better address these? Perhaps you discovered ways to better support your neuro diverse or minority groups, or perhaps they taught you a thing or two?

Overall it’s clear that we need to repurpose how we teach now that we know when you have to act with urgency, anything is possible. And how can you and your staff continue to take advantage of this?

Use a framework to evaluate your practices There are a number of useful frameworks that can help you identify which aspect(s) you can improve in.

For example, Te Whare Tapu Wha is a great model for hauora and well-being that can help us reflect on what is going well in our home, our team, or our school, and importantly what we can do to make improvements.

Similarly, Stephen Covey’s book The Seven Habits of Highly Effective People, provides a handy framework for anyone wanting to become more effective. It details seven areas, or habits, that highly effective people employ on a continual basis.

Consider what’s changed about you as a leader

These models are both highly practical and easily applicable in many situations.

As we know, all change in schools is driven by individuals who put energy and effort into making things happen.

Remember to celebrate the wins This may seem obvious but it is an important ritual to create in your daily and weekly schedule. Celebrating what you’ve achieved reinforces success and helps connect us to our bigger goals in life and work. It gives you that lovely boost of endorphins that lift you up!

So do you apply this idea to yourself and the practices that support (or hinder) your leadership? If not, or you have room to improve, here are some starting points to reflect on: 1. Did you gain a bit more balance between work and school?

Many principals have had more time to exercise, read, and spend more time on who or what is important to them at home. Have you kept this up, and if not, why not?

2. Identify a tool to support you If, for example, you find yourself struggling to maintain a focus on the big picture identify a tool you can use to support your work. For example, Stephen Covey’s time management matrix for prioritising tasks is helpful.

Whatever tool you use to help prioritise important tasks is up to you - but if you find yourself stressed, it is likely due to an unbalanced workload. As cliché as it sounds, your wellness is your greatest asset.

So what will you change?

Once you have identified the systems, processes and practices that have been working for you, the challenge now is to take this information and turn it into action.

What could change in the future?

Whatever the realities have been in your school - and everyone is different - hopefully we can avoid going back to the way things were.

It is by applying the lessons learned we create practices that enable our schools to become better places to work and learn. And perhaps most importantly, applying what you can to your leadership practices to enable you to become more sustainable in your work.

Teachers are now much more skilled digitally, students are able to use technology in much more creative and innovative ways, and traditional ways of organising schools have been challenged - who wouldn’t want that!

So let’s make the most of the last two years. And as you devise your 2022 Annual Plan, ask yourself, how will you allow more learner agency for your students, better systems and practices for your staff, and ensure you are able to work more sustainably as the leader?

News | Principal Q&A

Preserving educational jewels

By Megan Dunn

The developments in the multilayered 21st century have done wonders for the elevation of knowledge and apprehension of young people in our school communities.

Whilst we see that particular areas of learning have certainly expanded; others have unfortunately been left behind.

In the 2020 report, ‘The literacy landscape in Aotearoa New Zealand’ conducted by Stuart McNaughton, chief science advisor to the Ministry of Education, it was concluded that literacy, numeracy and science levels are declining in Kiwi kids, and have been for years.

Principals Today talks with Mt Aspiring College principal Nicola Jacobsen about the importance of continued cultivation of literacy skills, and how student-centered learning impacts her students for the better.

What exactly is student centred learning? What do you think students gain from it?

Student centred learning is a great piece of educational jargon however, every time I use it, it is a great way for me to pause and check that students are at the centre of every decision the school makes.

The most important decisions I make are the ones that will have a positive impact on the learning experience that students have at the college, and the outcomes that students achieve as a result of the learning experiences that they have.

It is about our students feeling connected to their learning and having ownership of it. It is important to me that students feel a sense of ownership of their learning and that they are able to talk about what they are learning and why, and how it is relevant and meaningful to them.

The changes to life at school and learning online that COVID-19 has brought about have made me reflect on the importance of this - school is nothing without students, and learning isn’t something that a school owns.

Learning can happen anywhere, and great teachers will always find ways to connect with students.

What learning opportunities does Mount Aspiring College offer that implements student centred learning?

As a school our collective effort is to focus on students feeling they have ownership of their learning, that it is not something that is being done to them.

By offering a skills-focused approach in our junior school students are able to develop a kete of tools that they can use to approach new learning. We are developing a programme based on Michael Fullan’s New Pedagogies for Deep Learning and using this to support how students engage with the New Zealand curriculum.

We are fortunate enough to have a very strong Outdoor Pursuits programme which puts students in situations where decision making, resilience, problem solving, communication and collaboration are key to having a successful and safe experience in an outdoor environment.

Through leadership opportunities students are able to find ways to look after their local environment and share what is important to them about where we live.

Students lead conversations with their parents, whanau and their whanau teacher about their learning, their goals, their successes and what they need help with.

Why is the explicit teaching of literacy skills critical to students’ success?

Explicitly teaching literacy skills is critical for students to deeply understand key concepts and new ideas. Students need to understand 95 percent of a text in order to be able to comprehend it.

Students need to be able to read with fluency in order for there to be enough capacity in their working memory to be able to comprehend.

For a Year 9 student to access level 4 of the curriculum they need to be able to read at 220 words per minute.

When I first started teaching, I found it challenging that students could read a section of text and not remember or know what it was about.

Students lead conversations with their parents, whanau and their whanau teacher about their learning, their goals, their successes and what they need help with.

Now that I understand more about the brain, working memory and reading fluency, I understand what the reading experience must have been like for some students.

Developing oral literacy skills first, being able to discuss and explain concepts, use new vocabulary correctly and through repeated practice develop more sophisticated literacy skills.

Writing, comparing and contrasting and teaching others is crucial for students to be able to access and decode information in order to progress with their learning goals.

It’s not enough to solely focus on surface literacy skill development, as teachers we need to plan and be deliberate about how learners will use surface, deep and transfer literacy skills in order to develop their understanding of and ability to express and engage with concepts and ideas.

What’s your opinion on literacy levels declining as the use of technology and social media accelerates?

Social media uses short snippets of information to engage us in. When we scroll through our feed we feel

as though we are digesting and comprehending a lot of information, but we are really just engaging in a series of headlines or short sentences.

How many times do we click on the article and read further? How often do we consider that what we are seeing has been curated for us?

Taking the time to focus on longer text is more challenging for our brains, it takes more energy and effort. It may not feel as engaging, but there is no doubt that by engaging with longer text we are more able to absorb the ideas in order to grapple with complex issues.

I think it is our behaviours around the use of technology and social media that are contributing to a change in literacy levels. Our brains are easily rewarded as we scroll through a social media feed.

I wouldn’t want to try to replicate this feeling for trying to get students to engage in longer and more complex text, but I would empower young people with the knowledge of how social media works and for what purpose, and that it feels different when you read through your feed because it is deliberately designed to be this way.

What makes the culture at Mt Aspiring special?

Our kaupapa: toitu te whenua toitu te takata (the land is strong; the people are fulfilled).

This speaks of the environment that we live in, our connection to it, and how this affirms and supports our connection to each other.

We are a one-secondary-schoolcommunity, so knowing our parents, whanau, students, staff and helping each other is key to what feels special about this place.

www.principalstoday.co.nz Term 4, 2021 | 7

News | International Students

Looking after international students

By Natasha Parrant

A good education has always been important in New Zealand. According to Tourism New Zealand, the country has one of the best education systems worldwide.

Before COVID-19, international students studying in New Zealand brought somewhere around $1.25 billion into the economy every year as our education system aims to ensure international students get the best overseas education.

The Code of Practice 2016 states signatories (education providers) must be approved signatories to the practice to enroll international students. Education providers need to give international students the following:

• Clear and accurate information to help make education-related decisions

• Comprehensible information on legal rights such as refund policies

• Prescribed insurance cover • Safe and supportive study setting

The Ministry of Education (MoE) announced in July there’s a new Code of Practice for the pastoral care of international learners.

• Appropriate accommodation

Pastoral care is taken into account to meet student safety, wellbeing, and mental health by providing emotional and social support.

• Suitable educational instructions,

The current Education (Pastoral Care of International Students) Code of Practice 2016 came into practice in July with amendments in 2019. It’s a document identifying all the legal obligations education providers and schools in New Zealand must follow.

• Orientation programme for support and so on.

New Zealand Immigration states, “after the first few exciting and sometimes bewildering weeks, settling into New Zealand life can be a lonely, anxious time for some students. The code makes sure that international students are well informed, safe, and properly cared for.”

New Zealand’s current code will become the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 in January next year.

The code will continue providing care for international students’ wellbeing and safety, but the requirements are more detailed, consistent, and clear.

It unites both the current codes for domestic and international learners with separated sections for student accommodation, tertiary providers enrolling international learners, and schools enrolling international students (this part restates existing school requirements).

MoE reviewed the drafts of the new code where over 100 groups and individuals wrote submissions on the code, dispute resolution scheme, and legislative proposals.

MoE spokesperson Chris Hipkins explained the government wants providers to be more liable towards international students, their families, and the wider community.

The code clearly states creating a supportive, friendly, and safe environment for international

students is a shared responsibility between all groups of people.

The new code highlights the requirement for a whole-of-provider process.

According to MoE, “a whole-ofprovider approach considers the interconnectedness of different elements of the provider and emphasises the interactions between people, their behaviours, and the environment. A multi-layered approach is more likely to be successful in addressing wellbeing and learning issues.”

The code clarifies education providers need to be clear about their wellbeing structures, strategies, practices, and performances.

For example, signatories must have revised strategic goals and plans, self and peer reviews, and complaints received on their website. Providers following the requirements will benefit from this change.

There are no changes to requirements for schools in New Zealand hosting international students.

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8 | Term 4, 2021 www.principalstoday.co.nz

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News | Inside Education

The case for co-education Co-educational or single sex? It’s one of the big questions parents consider when thinking about their child’s education.

“Today girls make up around 40 percent of our roll, and female teachers make up 52 percent of our staff, and some of the children of those first girls are at the college now,”Christine says.

As Rector of St Andrew’s College, the South Island’s only independent school offering pre-school to Year 13 education for both boys and girls, Christine Leighton is firmly in the coeducational camp.

Indeed, collaboration in the co-ed classroom helps boys and girls in many ways.

“Co-education helps young people to take their place naturally in the wider community of men and women as they move into further study or work.

“I went to a co-educational school myself and believe it is the best way to prepare young people for their future in a diverse society,” Christine explains.

In 1992, female students walked through the gates at St Andrew’s College for the first time, changing the face of the traditional all-boys’ school forever.

“The introduction of girls was a momentous and positive change for St Andrew’s.

“They gain a fresh perspective from each other intellectually, develop socially, and become more confident in expressing their views around members of the opposite sex.

“Our students are introduced to both male and female role models, and learn how to develop realistic and meaningful relationships, which are skills they carry throughout their lives,” Christine says.

St Andrew’s College is also the only independent school in the South Island to offer co-educational boarding for secondary school students.

There is a strong emphasis on fostering collaboration and strengthening the relationships between the genders and all year levels in the boarding houses.

“There are immeasurable benefits from co-educational boarding.

“Students learn socialisation, interpersonal skills, organisational skills, and resourcefulness, which benefits them throughout their life”, Christine says.

One historic argument against coeducational learning, is that the single-sex model leads to improved academic performance.

However, the NCEA results achieved

by St Andrew’s students in 2020 speak for themselves.

St Andrew’s achieved a recordbreaking 271 Excellence endorsements across the three levels, with a total of 99.6 percent of students achieving Level 1, 100 percent of students achieving Level 2, and 98.0 per cent of students achieving Level 3.

St Andrew’s College recognises each student as an individual – no matter their gender, and supports their personal development and wellbeing alongside a growth mindset for learning.

“Our college values are a tangible and visible guide to how we treat

each other every day and remind us of the importance of being aware of each other’s differences and needs,” Christine says.

“We also have a full programme of well-being strategies in place, which help students to develop a broad set of character strengths, virtues and competencies – so important in this unprecedented time.

“We strive to ensure our students leave with not only a world-class education, but also the mental agility, emotional intelligence, and resilience to survive and flourish in life beyond secondary school,” Christine explains.

This results in young adults who are open minded, well-rounded, and willing to step outside of their comfort zone, and prepares school children for all settings outside the classroom.

Ultimately, co-education helps to break down gender misconceptions and provides an excellent foundation for the development of realistic, meaningful and lasting relationships in later life; and life is co-ed, after all.

What students want Mindfulness ranks as the most wanted NCEA subject for Kiwi students

Online learning platform LearnCoach earlier this year launched its inaugural LearnCoach Student Survey, which has shown key insights into nearly 2,000 NCEA students’ attitudes towards school, specifically on mindfulness and the impact of COVID-19.

The survey has revealed that more than half (51.6 percent) of highschool students wish mindfulness or psychology-based modules were offered as part of the curriculum.

Tracking just behind this is personal finance, with 45.1 percent of students wanting to learn this at high school.

Another key area of focus for the survey is the impacts and behaviour changes due to Covid, given its significant influence on the school year.

The survey showed that prior to the pandemic, 52.9 percent of students had a clear career path. Following on from this, four out of 10 students (41.7 percent) have either pivoted or completely changed their career plans as a result of the pandemic.

A positive to come out of the lockdown was that students felt that they maintained their connection with their teachers while working

from home, with more than half of them (50.5 percent) either having regular or frequent contact with them.

LearnCoach founder and CEO, Dave Cameron, says “school makes up such a large proportion of students’ dayto-day lives and we know there’s so much more to it than just grades.

“High school can be a challenging time for many of our young people, so we wanted to give them a platform to share their thoughts on how they think, thrive, and what they aspire to be.

“It’s also important for parents and teachers to gain a better understanding of their children and students - whether that be how they interpret external pressures, or their visions beyond high school.”

The LearnCoach Student Survey was born out of a desire to better understand how students think,

work, and perceive the world around them. While many insights exist into overall performance and grades, little is out there around the collective broader sentiment of students.

Key findings from the LearnCoach Student Survey include:

•

67.8% of students feel pressure from their own expectations when deciding on their subjects

•

More than half of students (50.5%) felt they had regular or frequent connection with their teachers during the 2020 lockdown

•

Nearly three quarters of students consume local news (74.7%), with 73% of them increasing their news intake since Covid-19

•

49.7% have a part-time job

•

86.2% are planning on going straight to university from high school

•

28.2% have a side hustle that is either their part-time job, or on top of working part time

•

Most popular social accounts to follow are ranked higher than following friends:

- Food 43.6% - Travel 41.7% - Health 38.8%.

This survey is the first in-depth look into the NCEA students psyche and their feelings towards schooling in New Zealand. It was conducted on a sample of nearly 2,000 NCEA level one, two, and three students across the country.

www.principalstoday.co.nz Term 4, 2021 | 9

News | Behaviour

Getting sucked in Tackling the teen vaping epidemic

By Rosie Duff

In an official statement released earlier this year, the World Health Organisation (WHO), propose that the scientific evidence supporting e-cigarettes as a cessation aid to smoking is “inconclusive,” at best.

Similarly, the Ministry of Health and the Health Promotion Agency report that the risks associated with longterm vape use remain unknown.

However, on the contrary, Health Navigator NZ maintain that vaping has helped many people quit smoking and is a legitimate way for Aotearoa to become smoke free.

Although in some cases this may ring true, does this necessarily mean that vaping should still be encouraged by regulators as a pick-your-poison type harm-reduction strategy?

We know that smoking cigarettes causes cancer, plus a host of other health conditions – so why would vaping be any different?

And while it’s true that ignorance can be bliss, what we don’t know can definitely still hurt us.

Since the vaping legislation was passed in 2020, it has been illegal to sell vapes and e-liquids to anyone under 18 years of age.

Yet, in recent years, vaping has increasingly been taken up in epidemic proportions by young Kiwis with no previous history of smoking.

Out of sight, out of mind is the predominant mentality held by most healthy teenagers, who are too preoccupied with the present to worry about an intangible future.

Unfortunately, the prospect of future respiratory, heart and digestive issues seems like the lesser of two evils when weighed against the evernagging craving for a nicotine hit.

Cashmere High School principal, Joe Eccleton, agrees that vaping is a key issue currently facing the Christchurch youth community.

“My main concern is that these companies are targeting our young people.

“These vapes are cheap, accessible and Only then, can we expect Kiwi teens infused with ‘fruity’ flavours,” he says. to follow suit.

Fortunately, in a seemingly large victory for the campaign against teenvaping, as of August 11th, general retailers throughout New Zealand are now only permitted to distribute mint, menthol and tobacco flavoured vape juice.

Consumer marketing and advertising on e-cigarettes has also been banned – with tougher regulations around packaging, displays and signage.

Nevertheless, the passing of this legislation is too little, too late for the Kiwi teens who are already hooked.

“Fundamentally we will need a community response if we are to successfully push back against this issue.

“This includes more leadership from our government regarding, research, education and regulation,” Joe says.

Indeed, the responsibility lies with regulators in New Zealand, who should first lead by example and reaffirm an abstinence-only approach to nicotine.

Ministry of Health vaping facts:

• From November 2020, the

existing prohibition on smoking at schools, early childhood education facilities and care centres is extended to include vaping

• Managers and/or boards of those facilities must take all reasonable steps to ensure that no individual is to vape on the premises at any time.

Requirement to display notices:

• From May 2021, all schools, early childhood education facilities and care centres are required to display a notice stating that vaping within the premises is forbidden at all times

• These notices must be

prominently displayed at or immediately inside every entrance to the grounds, building or enclosed area.

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News | Covid

Supporting students after lockdown Targeted programmes successfully support NCEA students A new report from the Education Review Office (ERO) has found that tailored programmes were successful in supporting Auckland NCEA students learning after lockdown last year.

How Covid is changing school-based learning

By April 2020, 90 percent of the world’s learners were no longer in classrooms.

With Covid currently disrupting NCEA students’ learning across New Zealand, this report shows how targeted support for NCEA students after lockdown can support learning.

While some children have since returned to regular schooling, many have not, and learning gaps that existed prior to Covid have now significantly increased and been exposed.

ERO’s new report examines how three targeted programmes supported Auckland NCEA students after lockdown in 2020.

This crisis has forced schools to change and embrace technology, whereas in the past they have been very slow adopters.

These programmes included pop-up sites in community venues, online learning, and summer school and were provided by Te Aho o Te Kura Pounamu.

Head of ERO’s Education Evaluation Centre, Ruth Shinoda, says “With Auckland experiencing multiple lockdowns in 2020, there was a real risk that the disruption for Auckland NCEA students would seriously impact on their education.

“Given what we are seeing with the Delta variant outbreak, NCEA students’ learning will be disrupted again this year.

“What we have learnt about the programmes put in place last year can be quickly used to support NCEA students this year.

“We found that targeted programmes can be effective in supporting learning and can reach students who are less engaged with their learning and helped them remain in education.”

For example, the report found for one of the programmes (TK400) at the end of the programme three quarters of students continued in education, one in 10 enrolled in a tertiary provider and another 10 percent found a job. Three quarters of the students identified as Māori or Pacific.

Enrolling students quickly, targeting specific schools with high-needs students, and running face-to-face meetings with students and school leaders helped support students at risk of disengaging.

“We also found that having back up options can help students’ wellbeing when there are disruptions like lockdowns,” Ruth says.

“Given that Covid-19 continues to disrupt students learning, ERO is recommending that targeted programmes are maintained so that they can be scaled up quickly when needed.”

How has COVID changed schoolbased learning?

ERO is also recommending that the Ministry of Education works closely with the schools who need the most support, so that programmes can be quickly implemented if needed.

The three Rs, which are the three basic skills taught in schools for the last two hundred years – reading, writing and arithmetic – are now joined by what I refer to as the fourth R: reimagine.

Which students will have struggled in lockdown Another report published by the Education Review Office (ERO) set out how prepared students and schools felt ahead of the Covid-19 lockdown in August and provides recommendations for how schools can support their students as they return to the classroom.

Ruth Shinoda, Head of ERO’s Education Evaluation Centre, says “Whilst schools have gone above and beyond in supporting students to learn in lockdown, our research shows that some students are likely to need additional support when they return to the classroom.

“We know that not all students were confident about being able to learn from home when we talked to them in June.

“NCEA students were least confident they could learn from home with just under two-thirds of NCEA students agreeing they would be able to learn from home, compared to around three-quarters of Year 4-8 students.

Male students were also less positive about learning in lockdown than female students.

“Students in low decile schools may also need extra help. In June around nearly one in five of low decile students we spoke to didn’t have a device at home or were unsure, compared to less than one in twenty of high decile students.

“We also found that principals in low decile schools were less confident they were prepared for another lockdown.”

The new ERO research also found that lockdown is likely to have

We know that not all students were confident about being able to learn from home when we talked to them in June.

disproportionately affected Māori and Pacific students, with 12 percent disagreeing that they would be able to learn from home during another lockdown, compared to five percent of New Zealand European students.

ERO’s report outlines practical actions schools can take for reengaging students back in the classroom and addressing any learning loss that may have occurred as a result of lockdown.

“We know that strengthening relationships with students and their whānau and giving students opportunities to make decisions about their learning can help support student reengagement.

“We also know that some students will need additional learning opportunities to help them succeed.

This is where schools can consider accelerated learning programmes, which could include tailored group and individual acceleration programmes for those learners who are at risk of not catching-up.”

You can read these two new reports Learning in a Covid-19 World: Supporting Primary and Secondary School Students as They Return to the Classroom on ERO’s website: www.ero.govt.nz.

Covid is driving a change in thinking amongst parents, students and teachers.

Schools no longer have the option; they must change and adapt to meet individual student needs.

Typically, as a result of Covid, three models have been embraced by schools: The old correspondence model Some send PDFs and word documents like the old correspondence model. Ask students to fill in forms and send them back.

A hybrid model Some have implemented a hybrid model of trying to deliver the traditional classroom online, using a mix of both online and offline models using Zoom or Teams.

A personalised learning model Some, not many, are starting to use data and learning analytics to identify individual student needs.

They have been able to break out of the production line model and deliver a truly personalised learning experience.

And importantly, school systems and governments around the world are turning to small group tutoring as the most effective way to bridge learning gaps.

By Mark Rohald, the CEO and founder of Cluey Learning.

www.principalstoday.co.nz Term 4, 2021 | 11

News | Inside Education

Remote learning a positive experience Samuel Marsden Collegiate School students at all year levels have had a positive remote learning experience, but are happy to see each other again face to face.

Our staff were exceptional, they pivoted to remote learning quickly, so that we were able to start Period 1 of the first day of lockdown.

Marsden whānau expressed their positive feedback and experience of their remote learning programme, which was seamlessly implemented.

Principal Narelle Umbers says, “We had remote learning timetables ready to go for our Year 7-13 students, and academic, and wellbeing programmes planned at all year levels in case we had to enter another lockdown at short notice.

“Our staff were exceptional, they pivoted to remote learning quickly, so that we were able to start Period 1 of the first day of lockdown.”

end of year events which have been impacted by the change to NCEA exam dates.

“Marsden senior students are integral in keeping the whole school connected when we are in lockdown,” Narelle says.

A big focus at Marsden was on finding a balance between screen-based and non-screen based learning activities, and on keeping connections and relationships thriving through form time and student-led care groups.

“Our Year 13s do a wonderful job of keeping students at all levels connected and engaged through their use of videos, challenges, social media, presenting at assemblies and Google Meets.

Teachers and students also enjoyed the new features of Google Meets which gave a lot of different possibilities for interactive and creative online lessons.

“It is not just the formally elected committee of Year 13 leaders who foster connection and belonging, it is also the wider Year 13 group and

12 | Term 4, 2021 www.principalstoday.co.nz

many Year 11s and 12s step outside their comfort zones to lead online ‘care groups’, consisting of students at different year levels.

“At Marsden there are two keys roles that student leaders play.

“They provide a voice for the students, and they connect the student body, and they play both these roles so well in the current unexpected circumstances, including being part of the discussion regarding their ideas for the school can reinvent some of our

“The ownership that they took of the problem was outstanding, as was the degree of consultation they had undertaken in coming up with their suggestions,” Narelle says.

A robust remote learning programme, including opportunities to express creativity, to problem-solve, to reflect and take care of one’s own mental and physical wellbeing, to ‘think out’ about how one can help others, and to work to a more personal timetable aligned with those in your bubble, made for a productive lockdown time at Marsden.

Nothing beats coming together again though.

News | Professional Development

Pathway to a brighter future

Student teachers embrace new training model An in-school-based model of educating secondary school teachers has been warmly embraced by its first inductees, with some even describing the initiative as pivotal to their decision to pursue further qualifications and thereby help alleviate the country’s severe teacher shortage.

of school life rather than a short-term drop in,” she says.

“One of the most important aspects of establishing quality teaching practice is about developing relationships with students, understanding their thinking, their culture and tapping into their conceptual views and voice.

It is a far more complex journey than simply delivering content.

“A year-long school experience provides for new teacher educators to establish these important longerterm relationships with students and colleagues and to experience the annual life of a school in vitro.”

Developed through the close collaboration of the University of Waikato and both independent and state schools, the innovative model commenced at the start of 2021.

It entails student teachers being fullyimmersed within schools throughout the year, during which the schools pay their fees, provide mentoring and endeavour to offer postqualification employment.

Engaged in the programme by Diocesan School for Girls, Lachlan Craig describes the initiative as a “deal breaker” to progressing further in the profession.

“I had previously avoided teacher training because of the difficulty of meeting expectations of a Graduate Diploma in Teaching while being employed full time at a school, and the uncertainty of full teacher registration via itinerant teaching and co-curricular activities,” he says.

“The flexibility from both the programme structure and Dio have made completing readings and assignments far more achievable than an onsite model. It has been nice having contact with the other [student teachers] regularly too – online learning is lonely and the sense of community helps.

“A practicum wouldn’t prepare a beginning teacher for the administrative information about how a school is managed. Being immersed in a school fulltime is a huge head start.”

Undertaking her training at St Cuthbert’s College, Briar Lawry says the programme “definitely” accelerated her journey into the academic teaching world.

“It was something I was planning on tackling in the next few years, but when the opportunity presented itself to undertake ITE [initial teacher education] in a more hands-on fashion, I felt like I had to take the plunge,” Briar says.

“I’ve been made to feel very welcome both by my faculty at school but also with everyone I’ve interacted with on staff.

“I think we’ll have a much greater understanding and appreciation for everything else going on behind the scenes in schools – as well as the different highs and lows of the school year.”

Also “delighted” to be embedded in the programme with St Cuthbert’s College, Tom Rutledge says without the initiative he would have needed to pursue a “more traditional” qualifications pathway.

“Having the chance to work alongside experienced colleagues gives so many opportunities to observe the little details of teaching (as well as the bigger things) in terms of preparation, the handling of questions or moments within a class,” he says.

“I think this will make this aspect of the training easier and is more representative of teaching in a school the entire year.”

Diocesan School for Girls principal Heather McRae says her school is “delighted” with the programme.

“It provides applicants with an alternative pathway into teaching that gives them the full cultural experience

St Cuthbert’s College principal Justine Mahon considers the initiative a “valuable addition” to her school.

“We are thrilled to have four very talented trainees at the college who all bring with them their enthusiasm, commitment and strengths.

“It has been great to see the programme attract high-quality individuals into teaching and to see how quickly the trainees are learning, as they work alongside our staff and students.”

“It’s also great to have the opportunity to work with classes over the course of the whole year and so to get a real appreciation of the rhythms.

“It has been a challenge to juggle the university programme along with all of my other commitments, but it is giving me a sense of the history and important and distinctive emphases of the profession within New Zealand.

“I’m looking forward to the workshops at the other partnership schools and to the opportunities that will give to hear a range of different, experienced voices and to get a taste of the variety of approaches and cultures within each school.”

Alex Woodall confirms the programme, for which he is embedded within Diocesan School for Girls, enticed him away from an existing fulltime tutorial role.

“So far, the in-school side of the programme has been great – especially once we started interacting with the students,” he says.

“Seeing the prior planning was also interesting as naturally it is something that I never saw when I was a student.

Getting to observe more classes will be great and then not leaving the school afterwards will be excellent to continue learning how the school works.

“Seeing how the school works through a whole year, rather than just popping in for different segments, will help me to prepare for being a fulltime teacher. I will also be able to build a rapport with the students that I will then teach later this year.

Phone 027 431 7847 paul.shamrockpaint@gmail.com Shamrock painting LTD www.principalstoday.co.nz Term 4, 2021 | 13

Learning Space | Careers Advisors

Supporting students’ next steps Careers advisors play a vital role in supporting young people to develop a vision for their future.

The role is massive and has become increasingly complex, involving many hours outside of school.

According to Careers and Transition Education Association NZ (CATE NZ), more than 50 percent of NZ secondary schools have a ratio of more than one career advisor per 1,500 students.

Schools receive a Career Information Grant, but this is not a tagged fund, so it is at the discretion of the school how this is used.

The ratio is too high and it becomes impossible to deliver high-quality career education.

CATE NZ Kaiārahi, Leigh Gray says, “Schools receive a Career Information Grant, but this is not a tagged fund, so it is at the discretion of the school how this is used.

“The Ministry of Education has mandated the need to provide career education and guidance for all students in Year 7 and above.

“However, the reality is that it looks different in every secondary school, with some providing comprehensive career education programmes and others having very little.”

Health Minister Chris Hipkins was aware of the inconsistencies and acknowledged the need for reform in his presentation at the 2019 CATE NZ conference stating, “The quality of career education a student gets should not depend on which school they attend,” (CATENZ, 2019).

Senior management support is a key component of effective career education, so support is needed to make it a key priority.

With Covid shaking up the working landscape in ways unforeseen,

careers advisors are best equipped to guide New Zealand’s young people not only on career paths, but on developing a skill set that allows them to pivot and transition into different jobs.

“Students worry about making the wrong decision and feel the pressure of getting this right,” Leigh says.

Students need to understand that this is the first step in their career journey, and it will be normal for students leaving school to change

careers several times throughout their lifetime.

Trained and knowledgeable professionals help students develop self-awareness by identifying personal attributes, strengths, and values.

Giving young people the opportunities to explore various career options helps them understand what is involved and how they can achieve these pathways.

Why Uni is not the only smart choice Now’s the time of the year when academically focussed students start planning for their future.

It’s worth remembering that university isn’t the only option.

Instead of running up a large student debt, school leavers with an interest in subjects such as maths and physics can earn while they learn as an Etco electrical apprentice.

It’s a challenging and rewarding career. Think smart homes, electrical vehicle charging stations, solar panel installations, robotics and virtual reality rooms – these all need smart electricians to bring them to life.

Etco apprentices are learning with the biggest and the best.

There are currently around 5,000 electrical apprentices in New Zealand – and Etco trains around half of them – employing more than 900 directly while providing off-thetools training for 1,600 more.

And if an aspiring apprentice doesn’t have the necessary qualifications to begin an apprenticeship, we can help them

take their first steps by studying with us for the NZ Certificate in Electrical Engineering Theory (Level 3), Electrical Foundation Course.

The course can give them the necessary skills to start their electrical career.

Some go from the course straight into an Etco apprenticeship, while others work in the electrical industry.

By the time an apprentice qualifies they will have a skill that is in high demand in New Zealand and internationally.

That means job security and a range of career options, including unlimited opportunities across the residential, industrial and commercial electrical fields.

To qualify as an Etco apprentice, applicants need to have, or be working towards achieving, eight or more NCEA Level 2 credits, in each subject in maths, English and an industry-related science, such as physics.

Applicants also need to have a minimum of a restricted manual drivers’ licence, New Zealand residency and good colour vision.

For more information, visit www.etco.co.nz, or call 0800 ask etco.

14 | Term 4, 2021 www.principalstoday.co.nz

Learning Space | Careers Advisors Having a robust careers programme results in better engagement and enables students to connect with their learning, giving school relevance and purpose.

COVID-19 has decimated the tourism and hospitality industry, and young people who had initially wanted to go into those fields find themselves filled with more uncertainty than usual.

In these challenging times, careers advisors can guide students on developing skill sets and making decisions based on the current labour market.

“Skills are transferrable, and while you might want to get into tourism or hospitality, it may be that you need to work in another sector to develop these skills, so you are ready when the industry opens up again,” Leigh says.

The career decisions students face when leaving school impact not just themselves but the wider community.

The value of effective career development has been acknowledged through individual, economic, and macroeconomic benefits. Implementing effective career development practice is essential in preparing secondary students for their transition from school.

The importance of a comprehensive careers education component From careers.govt.nz Four key points can be drawn from contemporary research and international developments:

Skills are transferrable, and while you might want to get into tourism or hospitality, it may be that you need to work in another sector to develop these skills, so you are ready when the industry opens up again.

1. Career education is important

to human capability building in the 21st century.

2. The contribution of career

education to building human capability requires more than imparting information to support job selection.

3. The emphasis in career

education must shift to developing the underlying competencies that will enable people to self-manage their careers over the long term.

4. Career education needs to be an integral part of a new education model for the 21st century, not a separate add-on activity.

With the changing world of work and uncertainty about the future, careers advisors need a sufficient time allocation to guide and support young people to map their pathway.

For more information about Careers and Transition Education Association NZ, visit www.cate.co.nz.

Competenz job matching service ends years of searching for the ‘right’ school leaver After years of searching for a new recruit for their business, Auckland engineering firm Stainless Machinings turned to Competenz’s free job matching service to find them an ideal candidate.

In the space of a few short months, school leaver Stuart Martin joined the company.

“We’d been trying to recruit a young person for a couple of years, says Stainless Machinings owner Brian Lawry.

“We’d been in touch with local high schools to arrange work experience at our precision component business and liaised with many career advisors and even advertised at Manukau Institute of Technology (MIT), but with no success.

“We then contacted industry training organisation Competenz, who advertised the position on their website jobs board.

“Shortly after that, we were advised that two potential people had been found and Competenz started the process of talking to them to assess

their suitability and then arranged interviews with us.

“From there, we chose Stuart, who we’ve since offered an apprenticeship with us.

“Competenz provided us with an excellent service and took all the hard work out of finding someone.”

In January 2021 Stuart, who was 17 at the time, started with the company and has now enrolled in a Mechanical Engineering, Fitting and Machining apprenticeship.

“I studied Level 1 engineering at school and decided to work in the industry because I like making things and solving problems,” he says.

“It was while I was at MIT doing a school course that Competenz sent me job opportunities that were tailored to what I wanted to do.

“I felt like this was a great step. It should only take me three or four years until I’m fully qualified.”

Competenz recruitment executive, Brenda James, says the job matching service takes away a lot of work for both employers and learners and ensures the right ‘fit’.

Brian says Stuart has an excellent attitude, is keen to learn, and has fitted seamlessly into the business.

“His family also has engineering experience, so he has a natural interest in it.”

And once in place, a training advisor will work with the employer and employee to find the most suitable apprenticeship or training programme for them.

In this case, it’s a win-win: Brian gets his new employee to train and Stuart gets a bright start in his engineering career.

If you are an employer looking for the right apprentice for your business, get in touch with us to make use of our job matching service at competenz.org.nz/contact-us or email recruitmentsolutions@ competenz.org.nz.

www.principalstoday.co.nz Term 4, 2021 | 15

Learning Space | Careers Advisors

NZ Forest Owners Association One great thing about forestry is the range of jobs - you can get out into the forest and do planting or harvesting.

Not all students in Aotearoa New Zealand are free to dream about their future it seems, with many limiting themselves to harmful and outdated gender and ethnicitybased stereotypes.

There’s a high demand for the skills of a machine operator – driving a log truck or operating a harvesting machine.

But other jobs include forest road engineering, logistics, sales and environment monitoring - all the workforce a modern industry needs.

Forestry is one of the few land-based industries with a guaranteed growth curve over the next few years.

The government expects an extra $2.6 billion in export earnings a year from forest products by 2030.

That may sound a long time away, but in the life cycle of forestry that’s no time at all.

These extra dollars in exports aren’t just going to come from shipping more logs, but a lot more processing wood into products such as sawn timber, fuel to replace fossil fuels, such as coal and oil, and new modern engineered construction components using laminated timber.

Students’ view of ability limiting future careers

Forestry works for the environment in many quite different ways.

Firstly, our pine and eucalypt plantations store carbon from the atmosphere at a tremendous rate.

They are our insurance policy to make sure our country meets its targets to reduce greenhouse gas emissions.

Secondly, the wood which comes from these trees continues to store that carbon for potentially longer than the life of the trees themselves.

And thirdly, concrete and steel manufacture are major carbon emitters - so using wood for construction is a much better option.

To find out more, visit: www.nzfoa.org.nz.

Findings from a study of 425 diverse 13-year-olds set off alarm bells for education researcher Dr David Pomeroy from the University of Canterbury (UC), when he looked into students’ attitudes towards Physical Education (PE) and maths.

While most male students enjoyed PE, male students who are Māori, Pasifika or lower socioeconomic status (SES) Pākeha, were much more likely to assume they would go into physical careers. This was true even for those who performed well at maths.

“To illustrate the combined effect of ethnicity and SES, high-SES Pākeha boys were about five times less likely than low-SES Māori or lowSES Pasifika boys to aspire to a trade job, and half as likely to aspire to any stereotypically ‘physical’ job, including professional sport, trades, and military careers,” Dr Pomeroy says.

The socially privileged students liked PE, which was the most popular subject across the board by far, and playing sport, but they didn’t see them as stepping stones to a job.

“The socially privileged students liked PE, which was the most popular subject across the board by far, and playing sport, but they didn’t see them as stepping stones to a job.

“They had high confidence and achievement in maths. Overall, socially privileged Pākeha students aspired to stereotypical professional jobs like lawyers and doctors.

Back to class for the teachers at School to Skies A group of 40 primary and secondary school teachers spent time earlier this year at Base Auckland for some hands-on Air Force lessons.

to experience what a career in the military can offer. We also hold regular force information evenings both online and in person around New Zealand.

The event was part of the Royal New Zealand Air Force’s School to Skies programme, which is normally held annually for Year 13 female students with the aim of increasing diversity within technical and aviation trades in the Air Force.

Alongside the Air Force’s very popular School to Skies, the Royal New Zealand Navy has an equivalent programme called School to Seas.

This is also aimed at Year 13 females interested in science, technology, engineering and maths and provides a hands on experience on-board one of our ships.

The five-day inaugural teachers’ School to Skies provided attendees with an array of theory and practical lessons to increase exposure to military operations and the functions that support these.

This included a navigation and leadership exercise involving communication and information systems; the survive, evade, resist, escape training centre; hands-on maintenance on training aircraft and avionics kits; a flight planning exercise; a simulator experience and an experiential task on a C-130 Hercules.

They also attended an industry evening with a panel of industry experts with discussion promoted around the technical and soft skills employers are expecting from those entering the workforce.

School to Seas

Defence Careers Experiences

Flying in the simulator was a huge highlight for teachers who attended the inaugural teachers’ School to Skies earlier this year.

Alongside the air force component of the programme, 21C skills lab delivered workshops for the teachers to develop, prototype and test a student learning experience. The week culminated with a Dragon’s Den event where the teachers had one minute to pitch their student learning experience to a panel.

Overall, it was a successful and rewarding week. The postprogramme survey completed by the teachers included comments

16 | Term 4, 2021 www.principalstoday.co.nz

such as “an awesome experience to discover what the air force has to offer students, and a good opportunity to develop teaching/ learning experiences”, with every participant highly recommending the programme to other educators.

Opportunities for high school students The NZ Defence Force also run a number of other initiatives each year, catering for high schoolers wanting

Our popular multi-day Defence Careers Experience (DCE) has been running for over 20 years. Many serving personnel can credit a DCE as a key influencer in their decision to join the NZDF. DCEs allow students to get a taste of military life by spending a few days on a military camp or base. They are open to year 12 and 13 students who can apply to attend through their school careers advisor.

Contact NZ Defence Careers 0800 1 FORCE www.defencecareers.mil.nz www.rnzaf.schooltoskies.co.nz www.schooltoseas.co.nz

Learning Space | Careers Advisors “I was especially worried about the doors that close for students when they don’t do well in maths – the obvious ones like accountancy, but also ones you might not expect like being a psychologist or vet.”

To redress the situation, Dr Pomeroy says we need to give students and whānau accurate information about what doors they are closing with particular subject and standard choices, before it is too late, especially under NCEA where the options are complex and confusing, but the choice of one standard over another can be crucial and permanently close off great options.

“High-SES Pākeha boys were also more than twice as likely as low-SES Māori and low-SES Pasifika boys to aspire to a ‘professional’ job.”

Female students didn’t fare such better. Female students who were Māori, Pasifika or Pākeha from low SES families had genderdependent aspirations, citing preferences for service jobs such as beautician or air hostess.

These career assumptions influenced – and limited their attitudes to school subjects, with wide-ranging implications.

“The situation is that we feel that we’ve moved on from the old days of

blatant racism, but we still often think about our lives in ways that reflect racist and sexist assumptions about who is talented at what,” Dr Pomeroy says.

achievements? Of course. But we need to be careful not to slide into the assumption that Māori and Pasifika boys won’t be interested in or have ‘ability’ in academic learning.

In many ways, the culture in Aotearoa, New Zealand provides role models for what Dr Pomeroy sees as “one process supporting intergenerational reproduction of income inequalities, which poses some difficult questions about our national hero-worship of mainly male sports stars.

“My research shows that young people’s views of themselves are in line with these harmful stereotypes, so that makes it even more important to break this cycle and change the narrative.”

“Many of our most nationally celebrated Māori and Pasifika men are known for sport. Should we be proud of and celebrate their

Dr Pomeroy’s previous work found implicit racial bias when students were streamed for maths ability. He wanted to get a better understanding of why ethnicity and socio-economic status seem to impact so strongly on school success, especially in maths.

We need to stop acting as if test results reflect future potential – they don’t. All students need to be challenged.

We need to be honest about how inaccessible and risky professional sport is as an actual job category.

Teachers need to talk about the job market and not leave this to careers advisors.

We need to examine our own biases about race and physical and intellectual talent, and think about how we might be engaging in ‘positive racism’ by encouraging Māori and Pasifika boys into sport and Pākeha boys into ‘academic’ subjects.

Tap into a watertight career

Something for every school

Apprenticeships are key to employment. Qualifying as a plumber, gasfitter and/or drainlayer is a smart move that can lead to exciting career paths, including project management, quantity surveying, plumbing design and hydraulic engineering.

Education is all about progress, which can mean constant change.

Sustainable modern buildings rely on new technology. Today’s apprentices are installing underfloor heating and will train into green gas (hydrogen or biogas) systems in the future.

Our apprentices work for established firms, and some start their own businesses. Others move off the tools and on to plumbing merchants and manufacturers. Their knowledge and experience are highly valued.

Apprentices earn while they learn, applying theory learnt at block courses to their work in the real world, and bring their work experience into the classroom.

It’s diverse work, ranging from maintaining or renovating existing plumbing to installing new systems on site from the ground up.

Major projects could involve hospitals, apartments, offices, retirement villages, factories, laboratories, hotels and restaurants.

Masterlink is New Zealand’s largest employer of plumbing, gasfitting and drainlaying apprentices. Owned by Master Plumbers, we’re passionate

about getting talented learners into our trades.

We place quality candidates with quality businesses (hosts) who provide on-job training. We supply starter tools and PPE, mentor our apprentices and boost their skills with free Masterlink Training.

Our Regional Managers provide outstanding pastoral care and guidance over the duration of the apprenticeship – from two to five years depending on the disciplines.

Send us your young people who are keen on hands-on work, problem solving and helping people, and we’ll get them into a rewarding, modern trade which is always in demand.

Visit: www.masterlink.co.nz.

percent for both Māori and nonMāori/Pacific.

One thing that remains consistent is the ability of ServiceIQ, the industry training organisation for the nation’s service sectors, to provide schools across Aotearoa with a comprehensive range of quality, school-focused products and services.

As one of the country’s largest providers of gateway programmes, many schools are already choosing the readymade or DIY options for their students.

The choice covers retail, hospitality, aviation, and tourism, with the latter’s school holiday Māori cultural camps proving perennially popular.

All ServiceIQ Gateway programmes have been carefully crafted to ensure that all students have valued NCEA learning and credits, as well as a realistic and worthwhile real-world workplace experience.

The quality of these Gateway offerings is proven in the 2020 statistics: Despite Covid, 1,879 students participated. Twenty six percent were Māori and 27 percent Pacific people.

Even better, completion rates were 76 percent of Pacific tauira, and 77

Every year, many of the employers involved with ServiceIQ’s Gateway programmes have jobs available for some of the students they have come to know.

Teaching resources is another area where the ITO excels, especially in hospitality, where the wide range of print, online and blended products allows teachers to create a classroom experience that leads to NCEA credits, plus the attainment of industry and employer recognised unit standards.

A lesser known, but increasingly popular free service, is assistance with student transition from school into the workplace.

ServiceIQ’s small but dedicated talent supply team works to match talented and passionate students ready to leave school with employers committed to helping young people into careers and vocational training, including retail, hospitality, and aviation apprenticeships.

You and your staff are invited to talk with ServiceIQ’s school and transitions experts about the possibilities. There is no cost and no obligation.

www.principalstoday.co.nz Term 4, 2021 | 17

Learning Space | EOTC

The great outdoors It’s good for our kids to learn outside

By Megan Dunn

Education outside the classroom (EOTC) enriches the knowledge of Kiwi school children in a way totally unachievable via the traditional method of classroom teaching.

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18 | Term 4, 2021 www.principalstoday.co.nz

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Learning Space | EOTC It encourages young learners to engage their practical skills, which often times lose precedence to book or memory based educational work.

EOTC brings the Ministry of Education’s New Zealand ‘ curriculum alive’.

It is a requirement that all EOTC activities link correctly into and support the teaching and values of the New Zealand curriculum, they work in partnership with each other to provide the most comprehensive teaching approach to all educational needs - whether that be inside the classroom or not.

There is a clear vision when it comes to EOTC; getting Kiwi kids out and about to gain real world experience and initiative.

Canterbury provided for the first time a complete up to date reflection of the effect EOTC is having on schools throughout the country.

Some examples of common EOTC activities enjoyed throughout schools in Aotearoa include school camp, swimming sports, visiting art galleries and museums’, experiencing local Marae’s or overseas trips and exchanges.

The author and key researcher, Dr Allen Hill, was successfully able to summarise that the beneficial value of EOTC is that it heavily contributes to curriculum enrichment and realworld learning, student engagement, building relationships and connections and helping pupils experience something new.

Some 96 percent of schools consider EOTC to be very or extremely important; this is reported in ‘Education Outside the Classroom in Aotearoa New Zealand: A Comprehensive National Study’, completed in 2020.

This pioneering report commissioned

by Ara Institute of Technology

The benefits of EOTC are varied and powerful, giving both students and teachers the unique opportunity to jump outside of the textbook and form crucial physical, personal and interpersonal skills that stick with them far beyond the school gates.

Some examples of common EOTC activities enjoyed throughout schools in Aotearoa include school camp, swimming sports, visiting art galleries and museums’, experiencing local Marae’s or overseas trips and exchanges.

By working directly in accordance with the Ministry of Education it ensures the best learning outcomes possible.

School camps are a highly anticipated staple in the school year for youngsters all across the country.

The ultimate intersection of adventure, creativity and teambuilding all in a fast-paced unfamiliar environment- New Zealand’s renowned culture of ingenuity in the face of uncertainty, embodying the very essence of these camp experiences.

The official case study of Matamata Intermediate by Education Outdoors New Zealand is based around 35 Year 7 and 8 students’ two-night camping adventure which took place at Raungaiti Marae, a short distance from the Intermediate.

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Learning Space | EOTC

“It appears that time constraints and workload, often but not always linked to health and safety procedures, are issues that can constrain EOTC.”

The case study illustrates that the key objectives were to create an experience that was equitable, affordable and meaningful with particular emphasis on the opportunity for cultural and place responsiveness.

The objectives were achieved as noted the camp was $40 per student, close to the schoolgrounds, and made various substantial connections to learning and the schools personal core values.

An innovative and exciting camp experience Ph 03 541 8465 www.bridgevalley.co.nz

The students learning and personal skills were put to the test through the daily activities at the Marae.

For example, their reading skills were needed to understand the camp checklists and other forms that needed to be completed, they had to research the important Kaimai air crash and the story of Tarore, whilst having a complete comprehension of the protocols for the Marae.

Matamata’s school value of innovation was also linked to the camp, ensuring

that ‘out of the box’ thinking was encouraged and problem solving was a common skill used, testing the students’ initiatives.

This illustrates how the camps are carefully planned with the intention to interweave core learning skills into activities to accentuate all levels of knowledge building.

These positive learning experiences definitely resonated with the students involved.

They acknowledged the beautiful experience of being on the Marae, the legacy they had created by planting a tree there, the powerful reflection period they had whilst reading aloud the names of the victims who lost their lives during the Kaimai air crash, and the mental and physical challenge they faced completing activities before the camp was over.

They expressed that they left the camp ‘exhausted but happy’.

Engagement from the students was high and they left with fond memories and new found skills and appreciation for their local region.

Furthermore, it brought the students in the class closer together and the teachers and students felt they had a greater level of understanding and respect between one another.

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

20 | Term 4, 2021 www.principalstoday.co.nz

EOTC is an integral part of New Zealand schooling life and with such relevant and extensive benefits for all who participate, it is important to be aware of and minimise any effects of the potential challenges to EOTC that were outlined in Dr. Hill’s 2020 report.

According to the report, these challenges consist of: 50 percent of schools reporting curriculum time

constraints reduces EOTC, 44 percent of schools say paperwork and teacher workload reduces EOTC and finally 44 percent say health and safety legislation reduces EOTC. A passage taken from the report reads, “There are a number of factors that impact on the quantity of EOTC in schools.

“It appears that time constraints and workload, often but not always linked to health and safety procedures, are issues that can constrain EOTC. “Other factors such as parent help, inability to charge compulsory payments, risk aversion, police vetting, and assessment pressures were issues for some schools and not for others, in almost equal proportion.”

There are multiple pressures on EOTC that can impact its effectiveness and availability in New Zealand society.

As long as these are managed on a situational basis and needs are catered with appropriate resources per school these challenges can be managed.

Providing support will enable EOTC to continue to flourish and do good in our schools and wider community.

EOTC is very much a part of the wider fabric that contributes to the making of our wonderful Kiwi kids.

The more the benefits of EOTC are familiarised and discussed- the bigger contribution it can have.

Embracing our kids getting outside, breathing in the fresh air and learning important life skills is something that should be encouraged and celebrated.

It gives multifaceted people the chance to use their varied skills in an enlightening way.

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Manufactured exclusively by Reharvest Timber Products LTD Phone: 09 299 3999 / 0275 299 399 | Email: info@reharvest.co.nz www.reharvest.co.nz | Find us on www.principalstoday.co.nz Term 4, 2021 | 21

Working Space | Fundraising

Getting the word out

How to fundraise and promote school events to your community

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.

Post flyers or posters throughout 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.

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.

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.

Chat about it on your local radio station

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.

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.

By sharing the event, you can drum up quite a lot of support and get an indication of interest and well as provide an opportunity for community members to ask questions and find out more about the upcoming fundraiser.

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.

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 done well can work to generate some invaluable free promotion for your event.

Article kindly supplied by the Fundraise Factory: www.fundraisefactory.com.

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tiptopfundraising@brandspec.co.nz or call 0800 66 0013 For more info www.tiptop.co.nz/fundraising 22 | Term 4, 2021 www.principalstoday.co.nz

So why choose Kip McGrath? And what makes our tutoring better than the rest?

We’re one of the largest providers of tutoring delivered by qualified teachers globally. We teach over one million lessons annually. For over 45 years we have tutored students using explicit instruction that works.

At our centre we teach over 150 number of students every week and every student receives a tailored learning programme.

A parent will typically come to us unsure of ‘why’ their child is struggling in class or which areas they are struggling with and so we conduct a free learning assessment with a qualified teacher. This helps us, and the parent, identify any gaps in the student’s learning as well as any strengths they may have. We then set goals with the student and tailor our curriculum to help the student catch up, and keep up in class.

Quality lessons are at the core of what we do. All of our lessons are carefully planned and delivered face to face with the same tutor each week, either in one of our centres or via our purpose-built online tutoring platform.

Unlike self-led online lessons, the benefit of live, face-to-face online lessons is that they allow our professional tutors to interact and teach in real time. Every minute of every lesson is focussed on achieving the student’s goal.

In line with our method, all of our lessons are a fun and interactive experience – whether they’re in Kindy or Year 12. During each lesson, the teacher tracks and monitors a student’s progress against their goals, adjusting the level and focus where necessary.

Unlike a standard tutoring session, our lessons run in small groups providing a highly supportive and individualised environment whilst fostering independent learning and building self-confidence. In each lesson, a student also receives one-on-one tutoring. This is made possible through our unique system of teaching, where students move from task to task in 10-minute slots. Our tutors are actively involved and a step ahead of each student at each stage.

Students are provided with on-thespot feedback, badges of achievement and rewards for recognition through their learning programme to boost their self-esteem. Parents and guardians are also updated every step of the way so they can see how their child is progressing.

We’re not homework help or test prep providers. We solely help children who are struggling in class and falling behind. Because all of our tutors are

qualified teachers, they know how to properly plan, teach and progress students. Our tutors also know how to make learning fun, so students embrace it.

Most importantly, what makes us stand out from the others is that we genuinely care about our students and the work we do. We’re committed to helping students reach their highest potential, throughout their schooling and beyond.

Wanganui • 06 348 0035 28 Somerset Road, Springvale, Wanganui kipmcgrath.co.nz/wanganui

www.principalstoday.co.nz Term 4, 2021 | 23

Health & Safety | General Care

Prevention is better than cure

Reducing accidents with health and safety

By Megan Dunn

Often times, when we hear the murmur of the word’s health and safety, our minds instantly jump to large accidents where serious life-threatening injuries incur, when in reality the practise of health and safety works to prevent accidents of all shapes and sizes, risk aversion being key.

With hundreds of young people darting around the school grounds, the health and wellbeing of students need to be monitored as soon as they cross the road and enter into the school gates.

Minimising risk is of high importance as well as having the correct measures and tools in place when accidents do occur.

Health and Safety encompasses a variety of different areas and levels, there are complex layers of procedures that schools must comply with in order to be considered a safe place for children to spend a large portion of their day.

With approximately 762,683 students in New Zealand at current there is a large responsibility that comes with keeping these students safe.

The great part is, parents and caregivers can be at ease knowing their children are well looked after day to day and in the rare case of any emergencies due to tight regulations they must adhere to.

Honestly, it can initially be unnerving to register all of the possible risks on the table in regards to the classic schoolground.

The Ministry of Education outlines some of the more common hazards in and around the school environment.

These can include hazardous substances used for maintenance such as aerosols, petrol and pool pesticides.

Cancerous UV sun rays which can lead to severe sunburn, increasing the risk of skin cancer.

There can be major hazards if schools have poor water quality and of course physical hazards which often take place near the playground such as slips, trips and falls.

It’s not only important for staff to understand the application of health and safety measures, but for the kids themselves to see the importance of understanding and minimising every day risks in order to have the best learning and social outcomes.

In more recent times there is also new health and safety issues regarding the infection and spread of COVID-19 in schools.

As stated by Work Safe, New Zealand’s chief workplace health and safety regulator, the responsibility of health and safety in schools falls upon everybody, not only the staff members at the school, but also the parents and children themselves - it’s a team effort with specific responsibilities per role.

In section 30 of the Health and Safety at Work Act 2015, the Board of Trustees, Proprietor and Principle are required to manage the risks to health and safety of their schools.

24 | Term 4, 2021 www.principalstoday.co.nz

This encompasses the management of the health, safety and general well-being of all students in their school community.

importance of understanding and minimising every day risks in order to have the best learning and social outcomes.

For example, if a student receives a minor injury whilst playing on the schools’ playground there are systems in place for dealing with such an incident.

The communication of risks serves a key role in the flow of knowledge from process based to people.

This entails ensuring the injured student is physically ok and taking steps to treat injuries on site if required, completing an accident form, contacting workplace online, investigating the incident and then implementing Work Safe’s recommendations and informing other staff members on the changes that have taken place.

No incident is left unrecognised and every risk is managed to minimise it happening again, or ultimately, happening in the first instance.

The Ministry of Education has countless resources readily available online for the use of schools to assist with any health and safety related queries, such tools include health and safety procedure checklists, example policies on risk management and much more.

It’s not only important for staff to understand the application of health and safety measures, but for the kids themselves to see the

Vulnerability to health and safety concerns in schools is extremely high-arguably more so than in the workplace.

Therefore, perceiving this importance in combination with the management of high-risk young people can be a demanding task.

This brings to the forefront how health and safety establishes a nonconfrontational approach on having healthy discussions and awareness around risks.

Risks may only seem like just that, a risk, until you or a loved one are the unfortunate person who has fallen victim to an avoidable accident.

The truth here is, we are all surrounded be risk every day, in every scenario making risk management a crucial part of life.

With the teachings and knowledge of health and safety implemented by staff at school, it equips them into being lifelong proactively aware individuals ready take on the world.

It’s illegal to drive if you’re impaired

RESEARCH SHOWS

2 OUT OF 3 DRIVERS USED MEDICATION THAT MAY IMPAIR DRIVING

ARE YOU SAFE TO DRIVE?

Health, Driving and Substance Impairment has been developed to raise awareness of how medication can impair driving.

This is a sizeable and serious problem in New Zealand, affecting drivers of all ages.

UNIT DETAILS

ACCESSING THE RESOURCE

Five credit NCEA Level 3 resource.

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

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

Background information available at www.nzta.govt.nz/medication

High quality data is provided along with resources designed using SOLO Taxonomy.

Unit supports assessment for Achievement Standard 91461: Analyse a New Zealand health issue.

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

Health & Safety | Covid

COVID-19

Information and advice for students, whānau, and the education sector The MoE website is being regularly updated with education-related content, the Ministry of Health is the Government agency leading the response to COVID-19 and should be your first port of call for health and status information.

COVID-19 – Ministry of Health www.health.govt.nz/our-work/ diseases-and-conditions/covid-19novel-coronavirus COVID-19 – Ministry of Education www.education.govt.nz/novelcoronavirus-2019-ncov-3 Unite against COVID-19 – covid19.govt.nz www.covid19.govt.nz You should have a pandemic plan Every school and early learning service should have a Pandemic Plan in place to support the health and safety of children, students and staff. Pandemic Plans should be consistent with public health planning requirements.

Pandemic Planning Guide The Pandemic planning guide helps with developing your pandemic plan. It contains strategies for preventing or minimising the spread of infection in your early learning service, school or tertiary education organsiation and describes the Government’s actions to manage any future pandemic.

The Ministry of Health is the lead The Ministry of Health can declare a pandemic event and provide advice and guidance about this. The Ministry of Health’s Medical Officers of Health are your key external contact in a pandemic event.

They work as part of the region’s response coordination team.

They will provide leadership, direction and guidance on whether to remain open, close or reopen. You can find contact information for your local District Health Board.

Protect children, students and staff To minimise illness among children, students, staff and visitors encourage and promote good hand washing, cough and sneeze etiquette, and

follow health advice about keeping any specific individuals away.

Ensure you have adequate supplies of tissues, medical and hand hygiene products, and masks. It may be difficult to purchase such products once a pandemic begins.

If you have any concerns about the child’s or student’s health, please contact Healthline on 0800 611 116, or the GP for medical advice.

Healthline has translators and interpreters available.

Ensuring a clean environment It is important that schools and early learning services maintain a clean environment to prevent the spread of illness. All facilities should have good ventilation and regular cleaning practices which can be increased in frequency following an outbreak.

Influenza viruses are inactivated by alcohol and by chlorine. Cleaning the surface with a neutral detergent followed by a disinfectant solution is recommended. Surfaces that are frequently touched with hands should be cleaned often, preferably daily.

Plan for staff absences Consider what activities need to remain functional and what activities can be suspended. Refer to your Business Continuity Plan to ensure that critical functions are accounted for and less critical functions can be restored in a systematic way.

Plan for closure All education providers will need to take direction to remain open, close or reopen by local Medical Officers of Health or their designees, the Ministry of Health or police. Boards and service managers may make their own choices based on staffing and supervision concerns due to staff absences.

Plan for return Plan to facilitate and encourage the return of children, students and staff once they are better or at the end of their stay away period. All individuals who are no longer ill or potentially ill should be welcomed back and supported with their return to education.

Information sourced from the Ministry of Education: www.education.govt.nz.

Maintaining Personal Resilience How do you maintain your professional and personal wellbeing at a times when you are driven by events that appear to be beyond your control?

Pressures have increased, nerves are frayed, and emotional reactions may be heightened. There may be an increase in the number of ‘bad’ days you are experiencing. Your resilience may be lower than usual.

While our bodies are programmed to reach homeostasis (normality) after stressful and traumatic events and situations, it is harder to make sure these systems do not become overwhelmed when we are under ongoing pressure.

Use relaxation: This response

produces measurable decreases in heart rate, breathing, metabolism, blood pressure, electrical skin conductance AND releases oxytocin, serotonin and dopamine. Dr Herbert Benson (CIMA conference 2013).

Be aware: Look out for each other,

see things from different perspectives, focus on listening to others, offer support and encouragement, take care of yourself and remember to practise relaxation response

“Take care of yourself and remember to practise relaxation response.”

Manage your emotions: Avoid

the “amygdala hijack” – a flood of damaging emotion that can be triggered by events that create an immediate reaction of strong emotion followed by feelings of regret and remorse. Practice real time relaxation; respond calmly, but firmly and remain calm.

Stay focussed in the here and now: Thinking about the past may leave you feeling upset.

To increase your will power to stay focussed Dr Hansen recommends: • Good night’s sleep • Good breakfast and regular snacks • Sitting up straight • Exercise daily • Reduce distraction • Mindfulness / Meditation

26 | Term 4, 2021 www.principalstoday.co.nz

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

TO BLEACH OR

NOT TO BLEACH? Do you know what is being used to clean your school?

Using harsh chemicals to clean your school has the potential to impact the health and well being of your staff, our franchisees, your students, as well as the environment.

The safe use and storage of these chemicals is also an issue that cannot be ignored.

At Jani-King We Have a Safe Alternative.

The answer is simple, WE USE PROBIOTICS.

Benefits of Probiotic Cleaning vs Chemical Cleaning “The sanitiser used to clean my classroom triggered my asthma before our school switched to Jani-King, who only use probiotic cleaning products” - Auckland Teacher “I used to suffer with eczema from chemical cleaning products. As soon as I started using probiotics to clean, my eczema disappeared” - Larry, Franchisee

0800 526 454 reception@janiking.co.nz www.janiking.co.nz

•

Probiotics are air and surface purifiers, controlling the growth of bad microorganisms.

•

Chemical cleaning kills all bacteria, this increases the bacteria’s resistance to chemicals and produces super bugs.

•

Probiotics eliminate bad bacteria and remains active for 72 hours, consuming the food resources the bacteria need to survive and multiply.

•

Chemicals only mask nasty smells, while probiotics consume the odour which is an excellent solution for school restrooms.

•

Probiotics are 100% safe, sustainable, chemical-free and biodegradable, causing no harmful effects on our staff, your staff or your students.

So, Which is Safer..

Sodium Hypochlorite, Sodium Hydroxide, Lauryl Dimethylamine Oxide, Hydrogen Peroxide, Ammonium Hydroxide, Ethylene Glycol Monobutyl Acetate, Trisodium Phosphate, Acetone, Calcium Hypochlorite

or Mother Nature?

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Hydration Specialists TapWaterWells – offer an extensive range of Drinking Fountains and made to order/bespoke products to aid in delivering water for the Hydration of your Students and Staff. Good for the environment, good for you. Refilling drink bottles, also minimises single use plastic ending up in the landfill.

With the alert levels of Delta Covid-19 outbreak coming back down, and education facilities reopening, TapWaterWells had already researched and designed these new pedal operated drinking and bottle refill stations- that are Contactless -ready for the market.

Ian McCormick, Managing Director, TapWaterWells, says “In addition to our existing Drinking Fountain range, we developed a Contactless Foot Pedal Operated Drinking Fountain - Cup/Bottle Refill Station. These meet the highest standard in water fountain guidelines as set down by the Ministries of Health & of Education for Schools and Early Learning Centres. These new models, since the Covid-19 Pandemic outbreak, now make up more than 80% of our sales”.

The following is an interview with Stephen Johnston, Principal of Pakuranga Intermediate School. In April of this year, he installed some of TapWaterWells Contactless Foot Pedal Operated Drinking Fountains and Bottle Fillers.

Question: What made you decided to change your old water fountains to the New Contactless Drinking Fountains with Filtered Water?

Answer: “It was part of our plan to reduce sugar drinks, upgrade the old galvanised fountains that didn’t taste very nice, promote the drinking of water and healthy eating. I love the hygienic, hands-free operation and robust design that I can see will stand the test of time while adding visual impact to our school.”

How does TapWaterWells do it?

“Our fountain design minimises mouth contact with the bubbler and/or bottle contact with the refilling water station outlet, keeping everything hygienic and safe.

Providing healthy, quality filtered drinking water for students & staff,” Ian said.

“We specially designed our new Contactless, Foot-Pedal operated Drinking Fountains & Bottle Refill Stations in schools to give students, staff and their communities the ability of refilling their cups and bottles - while reducing the possibility of cross contamination exposure from handling buttons, knobs and spout areas during these uncertain, Delta Covid-19 times, configurations from single stand alone to octagonal units with four drinking fountain faucets and four bottle fillers”, says Ian McCormick.

“There is also an option to have specific designs laser-etched into these units at the time of manufacture.

Or they can be wrapped with high resolution murals offering a unique way to extend your school brand/values”.

Question: How Did you find the Installation Process?

Answer: “Our caretaker states they are an easy to install design, easy to clean & especially with the additional recessed hose taps. Ian was always on call to answer questions and suggest some ‘tricks of the trade’.”

Answer: “Absolutely. There are minimal sugar drinks onsite. Students don’t bring them to school, and we don’t sell them. We have never banned sugar drinks. They just disappeared when we provided an appealing alternative.

Question: What response do you have from the students?

Answer: “The response from our students has been fantastic. Initially, the novelty factor was huge. But now that the fountains are normalised, they are equally well used for filling drinking bottles and drinking directly. We have actively promoted the use of drinking bottles as part of moving to our new fountains. They love the ‘nice tasting’ freshwater.”

Testimonials “

It is my pleasure to endorse your water fountains. The response from our students has been fantastic. They love the “nice tasting” fresh flited water. I love the hygienic, hands-free operation and robust design that I can see will stand the test of time while adding visual impact and interest to our school. Our caretaker loves the additional taps, and easy to clean and easy to install design.

”

- Stephen Johnston; Principal of Pakuranga Intermediate School.

“

Tumuaki of Te Kura Kaupapa Maori o Hoani Waititi Marae, Hare Rua

Question: Have you noticed having the water fountains/ bottle fillers improve the student’s drinking habits, i.e., less consumption of sugar drinks?

Following the first Lockdown experience in 2020, our school wanted to take the opportunity to look at how we could improve the health and wellbeing of our students via items of school property our tamariki use every day. We had feedback from our staff and students that our drinking fountains throughout the school weren’t working very well and there was not much pressure at the taps which meant

Question: Has there been an increase in water consumption because of the better taste benefit/teaching and learning as well as student hydration, health and wellbeing?

Answer: There are certainly much bigger lines at the fountains, at the end of breaks. We now sell schoolbranded stainless steel drink bottles as well, and between the fountains and drink bottles, I would say we see a massive increase in water consumption.

you nearly had to put your whole mouth over the fountain to get any water. This obviously had to change, especially with the heightened importance of not spreading germs, by the Covid-19 virus.

Our research led us to looking at a “contactless” way of getting water into our tamariki via the TapWaterWells foot pedal models and drinking fountains. We were instantly interested and contacted the team from TapWaterWells in Christchurch to see if they would help a school out in Kaitaia. Ian and the team were more than happy to help us out and replaced 3 drinking fountains in our school with their foot pedal operated water-bottle fillers. Our kids love using these and they can tell us how much healthier our new fountains are compared to our old ones. Another really cool thing our kids identified was that when we fill up our water bottles we don’t waste much water at all and that is also important to our environment. Our special thanks go to the team from Waterwells for helping our school to be a healthier place in these worrying times.

”

- Brendon Morrissey; Principal of Kaitaia Primary School.

INTERESTED IN ONE OF OUR FOUNTAINS.. CALL TO DISCUSS THE BEST OPTIONS Receive a prompt detailed quote, order & expect delivery within 2-6 weeks, detailed installation info & advice

Health & Safety | Hydration

Staying hydrated dehydration. These include: We all need to have enough fluid to be able to function at • A dry or sticky mouth our best.

• Few or no tears when crying In particular, children are at risk of dehydration, especially when in hot weather and when they are exercising.

• Eyes that look sunken

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.

• Dry, cool skin

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.

• Peeing less or fewer wet diapers than usual

• Irritability • Drowsiness or dizziness.

Keeping yourself hydrated It’s been said that you are what you eat, and there is no denying that the food we eat impacts our health throughout our lives.

Part of our diet also includes what we consume in liquid form so it can also be said we are what we drink too.

Not enough fluid intake leads to dehydration, when as little as one percent to five percent of body water is lost, symptoms start to occur, including thirst, vague discomfort, lessened movement, impatience, and increased pulse rate.

Health effects of chronic, mild dehydration and poor fluid intake include increased risk of kidney stones and urinary tract cancers and some colon cancers as well as heart valve disorder and diminished physical and mental performance.

Coffee We all know the awakening benefits of a morning coffee, and as an energy hit mid-afternoon.

Caffeine is a stimulant that acts on the nervous system. Many studies confirm the role caffeine can play on exercise performance, with more positive results seen in endurance

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 dehydrated Mild dehydration can be treated by giving a child more to drink. But serious dehydration — 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 30 | Term 4, 2021 www.principalstoday.co.nz

exercise over resistance activities.

There is incoming evidence that those who don’t regularly consume caffeine experience a larger effect.

Energy drinks When seeking a quick boost of energy pre-workout, or to just get a kick to aid alertness, many people turn to energy drinks, as they are readily available and well marketed.

caffeine content, including death and heart issues.

There are also longer-term side effects related to the high sugar content and its link to dental decay, type 2 diabetes, and heart disease.

Water

However energy drinks, which are generally non-alcoholic beverages containing high levels of caffeine and often high levels of sugar, aren’t the hydration and energy solution they sometimes claim to be.

A good part of our body mass is water, and we cannot live very long without it, so it’s no surprise it benefits us when we exercise.

While our fluid intake includes other forms of fluid found in food and beverages, the best way to achieve optimal hydration is water.

Cases of negative side effects have been attributed to energy drink consumption related to its high

It’s free, readily available and the best addition to a healthy diet when it comes to hydration!

Are you on the hunt for water-based ideas for your school’s next day trip or school camp?

Then the Whakatane Aquatic and Fitness Centre should be on your radar.

The Whakatāne Aquatic and Fitness Centre is much more than just a swimming pool complex. The Aquatic and Fitness Centre is the community’s ‘one-stop shop’ for health and leisure opportunities.

The Centre itself is full of exciting facilities, including a 25-metre indoor pool, 33-metre enclosed outdoor pool (open year-round), a learner’s pool and a ‘beach’ pool for the littlies. The Centre also offers the ‘thrill’ option of the hydroslide, and our large inflatable is always a hit with the kids! While the kids are having a ball, we recommend treating yourself to a delicious coffee from our poolside café, or taking the time to ‘relax’ in one of our two large spa pools.

Our Swim School programme caters for all ages and stages from six months through to adults. Living

in a community that is surrounded by beaches, lakes and rivers, it’s important that we provide our children with the skills that could one day save a life. Our qualified instructors are committed to assisting your children on their learn-to-swim journey.

So, if you’re looking for a gym with a difference, then our fitness centre is the gym for you. Our membership offers great value, as it allows full use of the facilities including the swimming pools, spa pools, hydroslide, aqua fitness classes, fitness centre and access to a training consultant.

And you can be rest assured our friendly and experienced trainers will help you achieve your health and fitness goals. They will offer practical advice, set you up with a personalised programme, and provide nutritional advice. The Whakatāne Aquatic and Fitness Centre offers a range of lowimpact, high-intensity workouts for all ages and abilities. Increase your

fitness and flexibility while burning calories and building strength. Our welcoming Aqua WETS qualified instructors will help you get the most out of the classes.

Our friendly staff at the Whakatāne Aquatic and Fitness Centre are trained and qualified to ensure that the kids are safe at all times and that you have a wonderful experience and

memorable time. We are within one hour’s drive of Rotorua and Tauranga, and our beautiful town offers a host of activities and some of New Zealand’s best beaches, lakes, parks and forests.

See you soon!

To find out more, visit whakatane.govt.nz/aquatic, email aquaticcentre@whakatane.govt.nz or phone 07 308 4192

aquaticcentre@whakatane.govt.nz

whakataneaquaticcentre | whakatane.govt.nz/aquatic www.principalstoday.co.nz Term 4, 2021 | 31

Health & Safety | Electrical Safety

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.

Checking your electrical equipment is safe At the start of every day, check whether there is any new electrical equipment on site and whether there are any new electrical safety risks to eliminate or minimise

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

Check equipment daily Damaged or faulty equipment may be unsafe. Many electrical risks can be controlled when you carry out these simple checks every day:

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.

•

Check that all electrical equipment is RCD-protected

•

Test RCDs using the test button, including RCDs on PSOAs

•

Look at the general condition of electrical equipment (including cords and leads) before use

•

Check for visible signs of damage or faults

•

Make sure that equipment operates the way it’s supposed to (e.g. that the trigger switch on a drill responds to pressure)

•

Check that suitable personal protective equipment (PPE) is being used, along with other control measures

• •

Check equipment is protected from weather and other environmental hazards Make sure that leads and cords are arranged, used and stored safely.

Faulty or damaged equipment Immediately disconnect and remove faulty or damaged equipment.

This includes equipment that:

• • •

Has given someone a shock Fails testing or inspection 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 RCDs not tripping when tested.

For more information, visit: https://worksafe.govt.nz.

Content kindly provided by the Ministry of Education and adapted to fit this magazine. More information can be found at www.education.govt.nz.

Short circuits

Keeping your school safe from electrical fires The Ministry of Education has been communicating with all schools around steps they can take to ensure their electrical systems are operating safely and correctly.

about the operation of their electrical systems,” the Ministry says.

“We recommend multi-boxes and other electrical items/appliances are operated in accordance with the manufacturer’s instructions.

Appliances such as power boards (also known as multi-plugs, multiboards or multi-boxes) should only be plugged into an electrical outlet to ensure a good supply of electricity and limit the potential for shocks or fires.

“We encourage schools to seek specialist advice from a certified electrician if they have concerns 32 | Term 4, 2021 www.principalstoday.co.nz

Making sure your electrical equipment is 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.

Multi-boxes are not designed for appliances, such as heaters, that draw large amounts of electricity.

WorkSafe guidance on safely using power boards can be found on their website: www. worksafe.govt.nz.

More information can be found here: www.education.govt.nz/ school/property-and-transport/ health-and-safety-management/ electrical-equipment-testing.

Information provided courtesy of the Ministry of Education.

Be

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.

Proudly represented in NEW ZEALAND by

Situated in Papanui, North West Christchurch; the school opened in 1878 and is now the largest Catholic primary school in the diocese. They currently have a maximum roll of 440 students.

It is an extremely well-resourced school with the school buildings and grounds being important and wonderful assets.

0800 485 990 | www.avo.co.nz

Healthy Buildings | Mould

Preventing and eliminating

By Megan Dunn

The issue of mouldy damp spaces has been a hot topic on the forefront of Kiwis’ minds in recent years.

This is due to new studies and statistics surfacing the facts of just how many of our homes and other spaces are mould ridden.

Recently, we have also become educated on the true adverse health effects that being around mould inflicts on us.

With all of the new information and concerned effort to eliminate mould from our environments we must turn our attention to mould in school buildings.

An emerging dilemma challenging New Zealand schools is the high levels of mould making home in school buildings across the country.

The trouble with mould is that it can grow and flourish on almost any surface, this includes floors, ceilings, walls and window frames.

As a general statement, the climate during New Zealand winters and the state of many of our older buildings is a tell-tale sign of why mould is so prevalent in our communities.

We experience cold temperatures with a high level of moisture inside typically dark damp spaces. Such areas make the perfect breeding ground for mould.

According to the Ministry of Education there are more than 15,000 school buildings across the country, the government agency expressed it would cost more than $30 billion to replace the school property of all stateowned schools.

School facilities are the essential feature of the functioning of schools at optimal levels and capacity.

With majority of school buildings being constructed around the 1960s and 70s in New Zealand, this may serve as a reasonable explanation as to why they now often function poorly and struggle to adhere to new health and safety policies.

In an alarming government cabinet paper written by Minister of Education, Jon Hopkins, it was concluded that around 57 percent of school buildings are more than 40 years old and do not meet current standards for temperature, humidity, air quality, acoustics and lighting.

Schools condition matters as it needs to serve as a healthy environment for young learners.

The dangers of breathing in mouldy air can have a very serious negative toll on the health of individuals.

Mould churns out allergens which can flare up reactions like runny/blocked noses, sore eyes, skin rashes, dry cough, immune system issues and an inflamed sinus passage.

Distressingly, as reported by the National Asthma Council, exposure to indoor mould can trigger asthmatic symptoms in some people.

The fact that mould alone can trigger serious health conditions is cause for grave concern.

Furthermore, if one already suffers from a pre-existing health conditionthey are more susceptible to the impacts of mould, making the at risk even more vulnerable.

34 | Term 4, 2021 www.principalstoday.co.nz

There are specific easy warning signs to look out for to be aware of a mould problem and to stop mould in its tracks.

Firstly, mould has been described to have an earthy wet, stale odour, if you pick up on these odours frequently, this may be an indication of mould growth.

Secondly, if a building has experienced any water issues this may cause deeper mould problems.

Water issues can be anything from leaks, water-stained ceilings or walls, and moisture ridden walls.

Condensation is a key marker of moisture and ventilation issues within a building, the high level of humidity present is the ideal conditions for mould growth.

Thirdly, is visibly sighting mould growth in a building. An important thing to remember here is that mould can come in pretty much any colour form and size, so even if it’s not the classic green/blue colour, don’t just excuse it for dirt.

Lastly, and very importantly, is if any student or staff member reports any physical manifestations that are consistent with mould related symptoms, seek medical advice immediately, hopefully other warning signs have been noticed before it reaches this extreme.

Realistically speaking, prevention is the best port of call for the maintenance of mould in school buildings in this country.

It is simply unrealistic to bank on the overhaul of all the older school buildings in the foreseeable future.

In an alarming government cabinet paper written by Minister of Education, Jon Hopkins, it was concluded that around 57 percent of school buildings are more than 40 years old and do not meet current standards for temperature, humidity, air quality, acoustics and lighting.

Manageable ways in which schools can prevent the growth of mould in the meantime include, general hygiene and cleaning practises such as disinfecting and wiping down all surfaces thoroughly, check for leaks often and repairing any that do appear, and sorting out proper ventilation and airflow throughout the building.

These simple prevention methods safeguard our schools’ buildings from dangerous mould, protecting the health and wellbeing of our children from its nasty effects.

www.principalstoday.co.nz Term 4, 2021 | 35

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consultexnz.com 36 | Term 4, 2021 www.principalstoday.co.nz

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Healthy Buildings | Asbestos

Do you have an Asbestos Management Plan in place?

Are your workers protected from airborne asbestos fibres at your place of work, and how do you know?

Surveying your building or structure may lead to the discovery of asbestos. It comes in two forms:

These are the questions WorkSafe New Zealand is asking builders and contractors to consider.

• Friable asbestos can be in

powder form, or able to be crumbled, pulverised, or reduced to a powder by hand pressure when it is dry

Health and Safety (Asbestos) Regulations require all businesses where asbestos has been identified, is likely to be, or where they ought to know it is present, to develop an asbestos management plan.

There is no requirement to develop an asbestos management plan (AMP) for a business, or organisation, that is sure their workplace is free from asbestos.

However, if you know there is asbestos at your workplace then you must develop a plan.

For those who are unsure, WorkSafe NZ strongly suggest that an asbestos management survey is done by a competent person to check for the presence of asbestos. In place of a survey, it’s possible to assume that asbestos is present and develop a management plan accordingly.

While many people understand their duty to have an AMP for their

• Non-friable asbestos is usually

workplace, a workplace can be more than a building. Businesses with workers who visit different worksites and locations should ask to view the AMP for that location.

All people conducting a business or undertaking (also known as PCBUs), whether tenants or building owners have a responsibility to work together to develop a plan if asbestos is present, he says.

An asbestos management plan is your written record – it must be in writing - of where asbestos has been identified at your place of work, what you plan to do to manage it, and how

often you will revise your plan. The plan should also cover details such as what happens in an emergency if the asbestos is disturbed.

Just because asbestos is present, does not necessarily mean that it is a high risk or that it must be removed.

There are some cases where removal may not be reasonably practicable.

There is a wealth of guidance, including a document designed to help you work through the process of developing an asbestos management plan on the WorkSafe website. Visit: www. worksafe.govt.nz/asbestos.

safer than friable asbestos, because asbestos fibres are bonded into other products.

Non-friable asbestos can become friable if it is disturbed or manipulated.

Depending on what you identify, it’s best to seek specialist assistance from a competent person, such as an asbestos assessor in order to determine the best way to manage the risk to risk to you, your workers and anyone else.

You can check the WorkSafe website for ways to find a competent person near you who can provide expert advice.

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38 | Term 4, 2021 www.principalstoday.co.nz

Workplace Safety Solutions Asia Pacific Logistics

Workplace Safety Solutions

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.

Workplace Safety Solutions Ltd provides commercial driver licensing and driver training to the transport industry.

We provide a small transport service consisting of bulk, heavy haulage and civil plant hire.

We understand the importance of meeting scheduled deliveries therefore offer a timely transport service to meet customer demands as required.

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.

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 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 ● 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.

Email: admin@gdf.co.nz

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