Principals Today #133

Issue 133 Term 1 | 2022

Accelerating post-lockdown learning

The Hot Zone

Making up for missed schooling

Combating climate change within New Zealand’s education system

The power of choice The seven suggested NCEA changes to improve its quality and effectiveness

Fact or fiction?

The significance of media literacy in the information age

Digital Dilemmas

Finding your tech-life balance

We are not the same Teen brains and the pandemic

Getting serious about play Creating unique, multi-use recreational spaces

ISNS 1170 -401 7

HAVE THE FOLLOWING PEOPLE SEEN THIS?

rP l a p i c n i

| ra C eers si v d A ers

| sD O H

| m dA s i n rt n o i t ae D tp

| ra oB d f o Trustees

| rP ep o rtyeg a n M r

| u O ro d t d E e D tp

| Teaehc rs

NZ Communities face challenges from sudden events such as natural disasters, and from gradual but significant changes such as resource or climate change.

An ability to respond to both requires resilience: a mix of adaption, imagination and resourcefulness. How skilled are you at resilience?

Have you given it much thought?

Less waste, low carbon, great quality of life!

We do use fun group activities, relevant web-links and accurate science We don’t use guild or fear, confusion, or free gift junk

FUTURE LIVING SKILLS

The Sustainable Living Programme is a practical, fun way of learning future living skills to become more resilient and reduce your environmental impacts at home. On-line materials are free to residents of this district because the Waimakiri District Council subscribes to the Sustainable Living Programme: to access the learning guides and see more District-specific information, register now at sustainableliving.org.nz Also look on our website waimakariri.govt.nz for more information about sustainability, waste minimisation and civil defence preparedness.

Phone 0800 965 468 www.waimakariri.govt.nz

First Signs Deaf Aotearoa First Signs is an early intervention service that connects families who have Deaf or hard of hearing children aged 0-5years, with New Zealand Sign Language (NZSL) and the Deaf community. Firmly believing that all children benefit being bilingual/multilingual, the First Signs service is about connecting families to NZSL. Established in 2014, Deaf Aotearoa has worked with over 600 families and whānau, throughout NZ. The First Signs service: • Supports families to use NZSL in the home • Provides greater awareness of Deaf people’s experiences, abilities and potential • Makes families feel more positive and confident about their child’s future • Supports Deaf children’s self-esteem.

First Signs is available to families of Deaf or hard of hearing children throughout NZ, and consists of home visits and online sessions to promote family-centred learning, as well as regional get-togethers that promote connections between the Deaf community other families with Deaf and hard of hearing children.

“I drive up to the area and visit them over two days. This enables families to feel more confident in their use of NZSL. Families have commented that it is so much better, they feel more positive about their child’s language and their future.”

(First Signs Facilitator)

COVID-19 lockdowns presented barriers for families, especially those who were unable to access online sessions – in these situations the team posted resources out.

Seeing the impact of First Signs on Deaf babies, toddlers and children as well as their families is powerful, and it’s what keeps the team going.

“I love my work, I love meeting and connecting with whānau and building a relationship with them. Working with the Deaf child and the wider family to develop their use of NZSL helps connect them all.”

(First Signs Facilitator)

NZSL is a taonga and an official language here in Aotearoa.

Deaf Aotearoa is dedicated to ensuring families with Deaf and hard of hearing children have access to NZSL. And through NZSL Week Deaf Aotearoa strives to ensure that NZSL is brought to every Kiwi’s attention.

You can support families with Deaf and hard of hearing children by beginning to learn and use NZSL. 2022 9 15 MAY TO

NZSL is Essential

NZSL Week is the perfect time to start!

6

16

43

Publishers note

IDEAS

NEWS

In this issue of Principal’s Today Spotswood College principal Nicola Ngarewa talks about leadership, Te Tiriti O Waitangi, and the powerful combination of transformation and innovation.

6 Transformation

We look at how to make up for missed schooling via accelerating post-lockdown learning, the seven suggested NCEA changes to improve its quality and effectiveness, combating climate change within our education system, and the significance of media literacy in the information age, plus lots more.

and innovation Spotswood College principal Nicola Ngarewa on leadership, Te Tiriti O Waitangi, and the power of change

8 The power of choice The seven suggested NCEA changes to improve its quality and effectiveness

10 The hot zone Combating climate change within New Zealand’s education system

36 Keeping our schools open

7 Fact or fiction?

The significance of media literacy in the information age

12 Business as unusual

The simple effectiveness of opening windows and doors

Put your own mask on first

14 Accelerating post-lockdown learning

48 Education online School survey sheds light on lockdowns, online safety and tech support

Making up for missed schooling

15 We are not the same Teen brains and the pandemic

52 Into the wild School camps are special experiences for Kiwi youngsters

16 Teaching children resilience Helping students hula-hoop through trauma and change

WORKING & LEARNING 26 Connecting tamariki

through technology

56 Sorting pool safety A check list to help prevent drownings

58 Getting serious about play Creating unique, multi-use recreational spaces

62 Transforming learning spaces

The many benefits to using smart technology

Editor

Classroom furniture and learning outcomes

NEED A NEW website FOR YOUR SCHOOL?

MAGAZINES TODAY OVERVIEW Academy Group has grown to be one of New Zealand’s largest privately owned publishing houses, with carefully targeted publications offering in-depth analysis of current issues, exciting profiles, interesting people, and details of the latest projects and products making news.

YOUR SUCCESS IS OUR BUSINESS

Fattastic websites starting from $997+GST Simply email enquiries@fatweb.co.nz your domain / website address, and we’ll send you a comprehensive audit of your current school website.

And if you’d like to chew the fat after, we’re here to help.

AUCKLAND OFFICE

Level 6, 3-13Shortland St 38 Lowe St Auckland CBD Addington Christchurch 8011 Auckland 1010 (03) 961 5050 admin@academygroup.co.nz www.canterburytoday.co.nz

42 Clearing the air

Finding your tech-life balance

Enjoy!

HEAD OFFICE

To prevent the spread of Covid within schools, strategies need to be multi-layered

24 Digital dilemmas

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.

Phone: Email: Web:

48

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

FOR ALL ADVERTISING ENQUIRERS

Contact the sales team on (03) 961 5083 | sales@academygroup.co.nz

MAGAZINES TODAY MANAGEMENT Gary Collins MANAGING DIRECTOR Kylie Palermo GENERAL MANAGER OF OPERATIONS Monice Kruger CHRISTCHURCH SALES MANAGER Jonathon Taylor EDITOR Jarred Shakespeare ART DIRECTOR

PRINTER

ISSN 0113-8340 (Print) | ISSN 2230-6331 (Online)

This publication is provided on the basis that AMark Publishing NZ Ltd is not responsible for the results of any actions taken on the basis of information in these articles, nor for any error or omission from these articles and that the firm is not hereby engaged in rendering advice or services. AMark Publishing NZ Ltd expressly disclaim all and any liability and responsibility to any person in respect of anything and of the consequences of anything done, or omitted to be done, by any such a person in reliance, whether wholly or partially upon the whole or any part of the contents of this publication. Advertising feature articles are classified as advertising content and as such, information contained in them is subject to the Advertising Standards Authority Codes of Practice. Contents Copyright 2013 by AMark Publishing NZ Ltd. All rights reserved. No article or advertisement may be reproduced without written permission.

Conditions of entry: One entry only per person and must be sent on the official entry form or as otherwise stated. Entry is free and open to all residents of New Zealand. All entrants must be over the age of 18, proof of identity and date of birth may be requested. Employees and their immediate families of Academy Group, the promoter and agencies associated with any promotion in this publication are ineligible to enter. Winner(s) will be notified by email/phone. The judges’ decision is final, no correspondence will be entered into. No responsibility is accepted for late, lost or misdirected mail. Prizes are not transferable or redeemable for cash. Academy Group, the promoter and agencies associated with any promotion in this publication shall not be liable for any loss or damage whatsoever suffered (including but not limited to direct or consequential loss) or personal injury suffered or sustained, during the course of prize winning travel or in connection with any other prizes won. Academy Group, the promoter and agencies associated with any promotion in this publication accept no responsibility for health, luggage, insurances, travel, personal expenses and transfers other than specified.

Entries remain the property of Academy Group, the promoter and agencies associated with any promotion in this publication and cannot be returned.

Academy Group, the promoter and agencies associated with any promotion in this publication reserves the right to photograph and publish winners.

Entries may be used for further marketing purposes by Academy Group, the promoter and agencies associated with any promotion in this publication but are not made available to any third party.

4 | Term 1, 2022 www.principalstoday.co.nz

This publication is printed on papers supplied by

All wood originates from sustainably managed forests or waste sources.

All mills utilise the Chain of Custody system to verify fibre source. The end product is recyclable.

All mills are ISO 14001 certified.

Feature| Waimakariri District Council

Resilient buildings What could make a building more resilient to climate change and environmental challenges during its lifetime? There is more to this than making a structure earthquake-strong and weather-tight.

Rain on the Plains A warming climate brings greater water-carrying capacity in the atmosphere: we can expect heavier winter snow on higher ground and more frequent rain or hail than experienced last century.

Drains could be overloaded as ’50-year flood frequency’ becomes perhaps ’10-year frequency’ and detaining flood water will be needed to help roadside swales cope.

In the east of NZ, climate change may mean the year’s rain falling in uneven bursts between periods of drought: rain water storage may become a part of resilience for buildings as well as farmers.

Garden watering and toilet flushing are good uses for stored rainwater, reserving piped supplies for essential uses. Water storage is also really

useful in civil emergency, such as after quakes.

What’s the buzz?

Warmer temperatures and dwindling frost nights may allow mosquitoes to spread their habitat southwards, boosting demand for insect screens on windows.

Longer growing seasons may favour home food production, coupled with fashionable edible decorative gardens.

The resilient home needs space for raised garden beds and healthy soil left on site after construction: free from lead paint scrapings or construction debris.

Warming to the idea

Placing carpets on insulated concrete floors does not work: floors need to have attractive surfaces such as tiles, to let the energy flow in and out.

Photo-voltaic panels are most useful on building where most of the energy use is 9am to 5pm, such as schools, factories and offices; although fast developing battery technology may soon make 24-hour power storage cost effective for households.

Decentralised power production increases resilience by reducing reliance on large and distant generators, linked by the national grid.

Future Living Skills

Sunshine is the free heat that a resilient design incorporates by increasing north-facing glazing and reducing on the south, provided the structure has internal thermal mass to absorb heat by day and release it overnight, achieving temperature stability.

A more resource-efficient, less polluting future will call on a new life skills from building users as well as designers and constructors.

We may need to know something about local food production, low-carbon transport, waste and water minimisation and community resilience.

External shading from mid-summer heat is important too. Insulation needs to be extensive, and be placed outside the thermal mass of the floor or sunlit walls, for it to work.

These topics feature alongside energy and eco-design in a community education programme which is freely available in Christchurch and Waimakariri.

For details see www.sustainableliving.org.nz.

On this website, under ‘Learn’ you will find occasional tutor-led courses and workshops, if you are ready to seek contact with others sharing this interest.

There is also good advice on including sustainability awareness in new building and renovations at: www.ccc.govt.nz/environment/ sustainability/build-smarterwww. ecodesignadvisor.org.nz/ resources.

Rhys Taylor is the national co-ordinator of Sustainable Living Education Trust. He lives in Canterbury. www.sustainableliving.org.nz

www.principalstoday.co.nz Term 1, 2022 | 5

Interview | Principal Q&A

Transformation and innovation

By Megan Dunn

Nicola Ngarewa, who affiliates to the South Taranaki iwi of Ngati Ruanui and Nga Rauru, is current principal of Spotswood College and a Taranaki local, regarded as one of the best in her field.

Being appointed the head of the Teaching Council of Aotearoa New Zealand is no small feat. The body includes 13 members and represents more than 1000,000 teachers from early childhood educators right through to secondary schools.

The mission of the council being to ensure safe and high-quality leadership, teaching and learning for all children and young people.

Nicola is the perfect fit for the role, exuding passion, knowledge and dedication for the young learners of Aotearoa, a representation of a genuine role model.

Staying true to herself through her values, the results of her magic are evident. Awarded the Sir Peter Blake Leadership award for her instrumental role in the turnaround of Tamatea High School, her direction transforming the underperforming decile 3 school into a thriving environment that matches that of our top educational institutions.

Principals Today has the pleasure of talking with Spotswood College principal Nicola Ngarewa about leadership, Te Tiriti O Waitangi, and the powerful combination of transformation and innovation.

Are you able to describe your particular leadership style?

Leadership is multifaceted and not able to be put into a particular box, but in my leadership approach, I naturally lean towards being relational-based working within the values of whanau and whakawhanaungatanga.

Being authentic to my cultural background and beliefs I align strongly to the analogy of being in a waka together, with leadership within, inherent in everyone, as we work together towards goals. This is as opposed to their being a captain at the helm of a ship giving orders and directions to others.

They both serve a purpose, but are certainly different ways of operating to achieve to get to the same destination. In this respect I value a distributive leadership model, knowing that power-sharing is about enhancing the mana of others while taking nothing away from yourself.

At a practical level this translates into me not having an office, which I occupy and ultimately hold the

power over, but instead myself in the staff workspace or amongst young people, as in this way, real collaboration can happen.

It also means focusing on growing leadership potential in others without a preconception of what leadership is ‘meant’ to look like, but rather acknowledging that everyone has their own leadership potential and it is my job to create opportunities to help others on their own leadership journey.

Under your leadership you’ve transformed schools and communities, what’s your secret for this transformation?

I am very fortunate that I have had the privilege to work alongside amazing teachers and support staff who choose to proactively be a part of the journey of innovation and transformation. My experiences (both good and bad) have helped me to be able to simplify the process to a few steps that have worked within my settings.

The first and most important step is having a shared understanding of the ‘why’ we need to change. Creating space for the ‘thinking’ to happen to learn, plan and prepare. Creativity, shifts and transformation need ample headspace to think and process.

One way we’ve catered for this is by having no staff meetings after school. We’ve constructed our weekly routines that necessary meetings happen in the morning and as part of our timetable schedules. This creates headspace and family time and allows our staff to present as the best version of themselves to our young people each day.

The next step is the ‘action’ of change where the philosophical shifts are able to happen parallel to the systemic shifts. Strong support for staff and incentives are also needed for teams to grow in confidence with being out of their comfort zone.

Balancing being comfortable whilst taking well-calculated risks, knowing it’s absolutely ok to fail as that is part of the process of being creative, agile and responsive to the needs of young people.

Transformation is such an exciting journey of change and it absolutely does mean we have to be courageous and open to vulnerability at the same time, as often one goes hand in hand with the other.

What is the significance of Te Tiriti O Waitangi in leadership?

This is best captured in the wise proverb Ka mua ka muri, walking backwards into the future, or looking at our past to inform our future.

As part of our shift at Spotswood College towards being a Te Tiriti O Waitangi led school, we are

6 | Term 1, 2022 www.principalstoday.co.nz

committed to learning about our history, culture, and genuine powersharing with our iwi hapu and whanau. There have been some deep learnings in this process.

A simple example was when we unpacked words that are often thrown about like ‘partnership’ and explored what this means for iwi, hapu, and whanau. We had to be deeply reflective and honest with ourselves and embrace what can be a confronting journey. It has been incredibly beneficial to grow our understanding and shift our mindset.

What we thought was partnership was really only consultation.

Consultation was not about powersharing, and without meaning to, we had actually been investing in the opposite of a true and meaningful partnership.

Over time, we have grown so much that now we have a Te Tiriti O Waitangi lens over all of our decisionmaking and transformation. Our approach to everything is whanau centric, we have changed the frameworks and models from linear to be more reflective of Te Ao Māori, with the hopes and aspirations of our iwi driving us.

We will continue to be lifelong learners in this space and that is both humbling and exciting.

Has there been any particular innovations that have aided your students and staff through the COVID-19 maze?

I am incredibly grateful that a few years before Covid we made the shift away from being paper-based towards being digital citizens with online platforms as our norm for teaching and learning.

This shift transformed our pedagogy and delivery of teaching and

learning. It definitely helped us navigate through a number of covid complexities with a relatively easy transition.

In some parts, because our systems and structures were already well embedded, we were able to focus more on the wellbeing aspects for our young people and each other during a very difficult time. One of the opportunities that have arisen from the multitude of challenges of Covid, is how we as a country are now well-positioned to address the deepening digital divide and keep future-focused learning at the centre of who we are and where we are going.

The ongoing need to be confident in our superpower, our uniqueness is everything.

How can continued use of innovation guide New Zealand education into the future?

These uncertain times have given us some very powerful insight into how agile and responsive education must be for our young people so that we are not inadvertently disadvantaging, but instead giving them the sets of skills that they will need to be able to thrive in their modern world.

Future-focused education and innovation should be front and centre of the educational strategy, system and decisions. I need to emphasize that this should absolutely be cloaked in the gifts of Te Ao Māori.

For me, I don’t see them as being separate issues but interwoven and both integral to the hopes, dreams, and aspirations of equity and excellence in education for all our young people in Aotearoa, New Zealand.

News | Critical Thinking the company as prioritising profit over public safety – by ex-employee Frances Haugen.

or fiction?

The significance of media literacy in the information age

By Rosie Duff

The youth of today are often dubbed as digital natives.

Born into a ubiquitous media environment, they didn’t really have much of a choice.

Needless to say, their ability to embrace and adapt to new technologies is as impressive as it is inspiring.

However, just because they’ve grown up with tech, doesn’t necessarily mean they’re proficient in interpreting a large portion of the information that they stumble across on their devices. Not so dissimilar to a student who scores highly in their reading fluency yet poorly in their comprehension.

Indeed, when online, children are highly likely to share falsehoods disguised as fact, which makes them the perfect vectors for individuals looking to spread misinformation.

This is especially prevalent on social media sites such as Facebook – which according to Statista NZ, is one of the most popular social media networks in Aotearoa, with around three quarters of the population being active users.

Notorious for its’ lack of regulation, many have been calling Facebook’s problematic practices into question for years.

Fortunately, late last year saw a moment of reckoning for the big tech company, following the monumental leak of internal files – which cast

We service: WELLINGTON CITY PORIRUA KAPITI COAST HUTT VALLEY

Ph: 022 1714 471

What is more worrying though perhaps, is that within these files is an alleged strategy to increasingly recruit younger users to the app since they pose greater monetary value to the platform.

This is particularly alarming considering Facebook’s consistent failure to protect the welfare of the children using its’ services.

If er ’ouy struglin with ewhr ot star, eNtsaf NZ evha published the wingolf helpfu tionsmedacr orf eringostf media acerlity skil: 1.

Explain ot oury child twha fake snew ,is s witho’ edtacr and ywh they ned the skil erminodt s twha’ fact and s twha’ .fake

2.

each T oury child ot fachekt – xplaine estiwha ear ,ortuswyh ewhr ouy get omtinfra and who ouy chek the eliabtyr of twha ouy .se

3.

Hone their crital thinkg sk.il agethmourEnc ot ask esthmlv does this sound t?righ eIsthr another tionxplae orf this ouldtin?Crmaf this be a joke?

4.

ageourEnc oury child ot eadr ondbey a eorhadlinbf they take something ta efac aluev eorsha it with other .peol

5.

Build italdg .acerlity rCitcal thinkg skeilar emor tanelvr . wno each T enchildr ot ,becautios ,tilanvg and etivacr italdg .enscitz

Mark Zuckerberg has defended his flagship site on more than one occasion, arguing that his app is simply a platform, not the “arbiter of truth.”

Nevertheless, in an open letter addressed to Facebook CEO, The United States National Association of Attorneys General contend that the younger age group are “simply too young to navigate the complexities of what they encounter online.”

All things considered; it may feel tempting to keep your child off social media altogether. However, this is not necessarily the most effective course of action.

Rather, it’s more important that we prepare our tamariki to be adept at accessing and thinking critically about all types of media.

This involves being an active participant in their digital consumption.

Enrich your local curriculum with a range of interactive curriculum based programmes for ECE, Primary, Secondary, Tertiary, ESOL, international student groups and adult students.

Uncover science on the ice, guided by Mātauranga Māori values.

DEVELOP YOUR LOCAL CURRICULUM WITH •

Aotearoa’s unique Antarctic history from Māori and Pasifika exploration

•

Kids in Space outreach programmes

•

ECE adventures supported by te Whāriki

•

Climate Change curriculum

•

Polar, Alpine and Space exploration courses

•

Extreme Environments, Mission to Space and Antarctic Aerospace programmes

•

Marine Science programme

•

Tertiary and Tourism programmes

•

Antarctic Adventures online curriculum in partnership with the Science Alive Mātauranga

For more information visit iceberg.co.nz or email education@iceberg.co.nz

www.principalstoday.co.nz Term 1, 2022 | 7

News | NCEA

The power of choice

By Megan Dunn

The Ministry of Education is in the process of overhauling the NCEA system through a change programme, designed to improve the overall quality and effectiveness for all those who educate and are educated by NCEA. This is the first review of the qualification programme since its formation in 2002, and those in the schooling communities applaud and certainly welcome the changes that are set to heavily strengthen several elements of the system.

The changes will be rolled out over a five-year period, with all changes set to be in place by January 2025.

After correlating feedbackbased reviews from several main stakeholder groups, the following seven amendments are being made as outlined in by the Ministry of Education in the NCEA change programme.

1. Make NCEA more accessible – zero fees, fewer barriers for learners with disabilities and learning support needs.

2. Equal status for mātauranga

Māori in NCEA – develops new ways to recognise mātauranga Māori, build teacher capability, and improve resourcing and support for Māori learners and te ao Māori pathways.

The focus is on deeper engagement of learning away from assessments, when NZQA announced

She felt students were lost in assessments rather than focusing on the curriculum and real knowledge.

their review, we consulted within and outside of our school community widely and it really started our thinking of why are we doing some things? and how can we do it better?

“Level one is a basic level for many students, basically we’ve figured that they can do the content in the classes without doing the assessment to prove they’ve done the content.

3. Strengthen literacy and

numeracy requirements and assessments – ensure students with an NCEA have functional literacy and numeracy skills that will ready them to transition into tertiary education or the workplace.

4. Fewer, larger standards – new achievement standards and resources will be developed to replace existing standards and ensure the qualification achieved credentials the most significant learning in a learning area or subject.

5. Simplify NCEA›s structure – credits can no longer be carried over to the next level and resubmissions will only be allowed where they take students from a ‘Not Achieved’ grade to an ‘Achieved’ grade.

Sixty credits are required to pass each NCEA level.

6. Clearer pathways to further

education or work – develop a Vocational Entrance Award to clearly signal when a student is ready to transition into higher level vocational education and

strengthen vocational pathways through NCEA.

7. Keep NCEA Level 1 optional – ensure Level 1 provides students with the broad, foundational knowledge needed to support specialization at Levels 2 and 3.

Regarding point seven, now more than ever, schools across the country are taking the initiative to evaluate the learning value of NCEA Level 1 for their school students, if any.

Since Level 1 is not a requirement for university entrance and is viewed more often than not as more of a ‘practice round’ to the serious levels of 2 and 3, some school leaders feel it constitutes excessive levels of assessments which breeds unnecessary feelings of stress and pressure to their pupils.

Progressively offering NCEA Level 1 is an option that a small number of schools have taken up, with suspected more to follow in the coming years. Among this group is Lincoln High School, principal Kathy Paterson explains that their decision to scrap Level 1 is based around the wellbeing of their students and staff.

8 | Term 1, 2022 www.principalstoday.co.nz

“The focus is on deeper engagement of learning away from assessments, when NZQA announced their review, we consulted within and outside of our school community widely and it really started our thinking of why are we doing some things? and how can we do it better?

“We questioned the status quo and thought we could certainly change things up.

“Beginning in 2020 we took away level one and instead semesterised Year 11. This consists of two semesters with 6 courses in each.

The students are required to do two English courses and 2 math’s courses but everything else is open for choice.

“We now have a minimum of 6 additional weeks of learning, the pupils are really enjoying their extra time.

“It’s enhancing the richness of their learning; we are seeing very good behavior and attendance. They are engaged because they are doing courses they want do, flexibility is massive,” Kathy says.

“Since the changes are relatively new, we have been monitoring any drawbacks closely, by comparing data of attendance, achievement and general behavioral attitudes.”

By the looks of their stellar pass rates, it seems so far that their decision was the right fit for the school.

“For us it seems to be working well, in 2020 our NCEA Level 2 pass rate was 96 percent which showed there was no requirement or need to complete Level 1.

“I believe a lot of schools are slowly realising that they don’t need to do three years of assessments, we’ve had a number of schools come visit to hear our story, and I am advocate for two years of external exams rather than three,” she explains.

“But you have to look at your own community and what will work for your own students, it’s certainly not a one size fits all.”

There is an evolving paradigm of what is deemed necessary for the educational needs of each school community, and giving each the final say in particular approaches is a great emancipating feel for schools and ensures each school is echoing the needs of their pupils to the best of their abilities.

NZ’S 5-STAR RATED PLAYGROUND SURFACING

EXTENSIVE RESEARCH: 2 years of product development before launch RIGOROUS TESTING: 3 years testing of Cushionfall by 3 councils in 5 playgrounds before council approval ONGOING QUALITY TESTING: More than 50 tests in the last 10 years alone!

HIGHEST IMPACT TESTS: In Australasia achieved PREFERRED CHOICE: Councils, the Ministry of Education, Kindergarten Associations, Play Centre Associations and Preschool Centres

SAFETY CONFIDENT We are so devoted to ensuring supreme quality and safety that we have spent 15 years perfecting our grinder that produces our wood chip so that it removes all traces of nails, staples and hazardous metals/materials, and has no “sharp edges”. Since safety is paramount - we implement an extensive testing regime every two to three years, evaluating the impact efficiency of the wood chips being produced.

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 1, 2022 | 9

News | The Environment

The hot zone Combating climate change within New Zealand’s education system

By Natasha Parrant

New Zealand Council for Educational Research (NZCER) senior researcher Rachel Bolstad.

Talking about the impacts of climate change is more topical now than ever, as the crisis worsens every day.

Young voices around the world protest to make more people aware of the urgency. Swedish environmental activist and teenager Greta Thunberg influences many young people as she established school strikes for climate change, which thousands of New Zealanders participated in during the School Strike 4 Climate (2019).

Aotearoa’s education system plays a significant part in shaping the way young people act towards climate change.

A New Zealand research team continues to work on a project: Climate Change (Educational policy and practice for a changing climate) – focusing on how the education system can make gradual changes as a response to climate change.

The project started in 2019 and involves team leader Rachel Bolstad, Sinead Overbye, Sophie Watson, Jo MacDonald, Teresa Maguire, and Kiri Edge.

Rachel is a senior researcher for an independent, non-profit research and development organisation New Zealand Council for Educational Research (NZCER).

The team has written many reports and contributed to articles and blogs suggesting what schools can do about climate change, which can be found here: www.nzcer.org.nz/ research/climate-change.

A Christchurch special character school Ao Tawhiti.

They find the impacts of climate change will affect the younger generation more in the future, according to the Climate Change Commission (climatecommission. govt.nz).

“If climate emissions don’t reduce significantly over the next two decades, future generations will experience an even more challenging future than today’s young people,” Rachel says.

The team’s research indicates many young people are worried about climate change and how it’ll affect their futures.

Some families already face the effects of climate change, like droughts and floods, causing children to struggle, Rachel says.

The team also discovered not every school pupil has been taught about the effects of climate change, so some young individuals are more fearful of the consequences than others.

Schools teaching pupils about climate change, its effects, and solutions are important as it helps educate children on how to help build a safer climate future, Rachel says.

“Teaching young people about the causes and impacts of climate change isn’t enough… this can lead to feelings of anxiety or powerlessness.

“The global conversation about climate change education is shifting towards a new way of talking about it as action for climate empowerment.”

Teachers, school leaders, board of trustees and communities can teach children to act now by also showing their commitment to saving the plant, she says.

“Our research suggests New Zealand schools, on the whole, are supportive of young people showing leadership on climate, environmental, and sustainability issues.

Ao Tawhiti campus director, Niki Stephenson, says Vicki always had the idea to give her children a different kind of education. She reached out to the Ministry of Education to open up a school that focuses on what the child wants to learn.

Vicki established Ao Tawhiti and wanted to establish another school, which would specifically address climate change.

The MoE says it was harder to establish a new school nowadays and suggested opening up a satellite school instead. Once approved, she asked if other schools wanted to be involved in the climate action campus.

“However, this is not always matched by the schools themselves making these commitments or taking these actions.”

The campus will take over the old school site Avonside Girls High School. Linwood College is temporarily based there, but will move out once its new premise is completed at the end of term two in 2022.

Schools might be restricted by wider systems. Rachel thinks it may not be easy for a school to cut down on its carbon emissions, as it often requires approval and change from the capital expenditure.

“That’ll give them a platform to take action against climate change…

We’ve got an idea to mitigate climate action, then they can come along and take on whatever project they’re interested in,” Niki says.

An example of Aotearoa schools playing their part in the crisis involves eight Canterbury schools uniting to educate pupils about saving the planet.

Projects could include culture, science, or technology-based activities, growing vegetables, nurturing chickens, bees and so on.

Pupils may have an idea/interest and their teacher can educate them on the topic at the campus.

A climate action campus will form next year, which is led by former Christchurch mayor Vicki Buck.

The campus is the first of its kind within Australasia.

10 | Term 1, 2022 www.principalstoday.co.nz

A Christchurch special character school Ao Tawhiti is one of the eight schools involved.

Hopefully the campus becomes a national model people use in the future, says Niki.

Upgrading your playground surface or school multi-use court?

WE ARE ARTIFICIAL TURF SPECIALISTS, SERVICING NZ WIDE. Multi-use courts. Playground surfacing. Cricket wickets.

Courtyards. Landscaping areas.

P. 0508 836 647 E. info@teamturf.co.nz www.teamturf.co.nz www.principalstoday.co.nz Term 1, 2022 | 11

News | Viewpoint

business as unusual

Put your own mask on first Rob Clarke

CEO of Learning Architects

So here we are. At the start of another year, looking ahead at what’s to come.

And depending on how 2021 was for you, that may or may not be exciting!

But before you get too far into looking ahead at 2022, make sure you’ve taken time to identify and reflect on the challenges that you overcame last year. Because if the past few years have shown us anything, it’s that anything can and will happen.

In a previous article I talked about ways to identify systems, practises and processes that worked to help your school improve during times of change. Now that we have multiple lockdowns under our belt and face continued uncertainty, it’s clear that part of coping with that ‘change’ is how we manage and maintain a sense of wellbeing and hauora throughout all this; both for yourself and for your team.

It’s time to get ready for business as unusual.

Start with what you do know While there’s no way to know what might come your way this year, by identifying your past challenges, successes and current priorities you can equip yourself to deal with any new challenges ahead.

Recognising that every school community has its own unique needs and difficulties to face, what did you see as important as you led your school through these unusually challenging times?

For example was it:

• Maintaining student engagement and achievement • Supporting the community to cope with the challenges they faced • Dealing with re-scheduling of EOTC, sports and other important school events • Creating a sense of calm and caring for your staff as they started to wane in energies and resilience

faces whatever comes with renewed strength, optimism and resilience?

The reality of managing multiple challenges simultaneously How people cope with constantly shifting goal posts is different for everyone. How you adapt, and how quickly you respond to change is what really matters.

From what I have seen NZ-wide over the past couple of years, one of the most demanding challenges has been how to deal with the high volume of complex communications rapidly coming through the door.

Trying to get the right information out to your staff and community, clearly and succinctly, all the while trying to have some dinner is a test of anyone’s mettle - especially when you know you can never please everyone!

Add to this, overnight Covidlevel changes, dealing with the introduction of the vaccine mandate while trying to help your staff not blow a valve from the continual uncertainty, or managing fatigue from online delivery. And oh, did I mention the curriculum refresh yet?!

Less is more - shifting priorities How to be strategic in your planning for this year, when you now know things can, and probably will change quickly, is clearly a challenge.

Drawing on those identified lessons learned, how do you remain strategic and maintain focus on the priorities that will take your school into the future? And how might these priorities adjust as the game changes again, sometimes with very little notice, all the while maintaining your own hauora?

We all know that there is always more to do than there are hours in a day, so how do you decide what is most important? You might already have some ideas of what you take forward or drop, but if you are unsure or wondering where to start here are some suggestions:

• Dealing with all the required communications to keep everyone in the loop.

• As you plan your curriculum programmes, identify the most important components that can be easily adapted to an online environment should we (again) go into distance delivery

Once you have identified what your top priorities were, take a good look at the lessons learned. What can you take and apply from these lessons this year, so that your school

• Consider how team structures and roles might change, and how people can shift their focus. For example: your support staff taking a more active lead in pastoral

12 | Term 1, 2022 www.principalstoday.co.nz

care of students during distance learning. Re-deploying staff to ensure that the students and community are well supported

• Encouraging your Board of Trustees to get ‘on board’ with the idea that your school needs to be agile. This will support you to navigate the uncertainty so you can reprioritise what is most important and defer what is less so.

For instance, does your Board have a plan to support staff hauora, and are they okay if you identify the aspects of the Annual Plan to defer until a later date?

• Specify how your leadership team can change their workflow to ensure they stay connected with all staff. For example, can they adjust meeting schedules, or check-in times to suit the situation and/or devise a system for who contacts who to ensure everyone is in touch?

Be aware of the cognitive and emotional load you carry When I was a principal, the more ‘under the pump’ I felt, and the more I let this continue unchecked, the greater the risk was to my decision making, communication patterns, and most importantly, my well being.

To avoid this, make sure you consciously monitor the emotional and cognitive demands you are under so that you can proactively put strategies in place to protect your hauora and balance.

Here are some ways to help ease the pressure:

• Find ways to help you prioritise - Your ability to prioritise can decrease when your head is full!

Find ways to clear the mind, through physical exercise, or mental strategies such as meditation or mindfulness.

• Use decision-making tools or processes - If you find it hard to make decisions when under pressure, try using a decision making tool or share the decision making process with your senior team.

• Ask a colleague to watch your manner - If you find your communication style changes when you’re stressed - for instance, you may raise your voice or change your tone, find someone on your team who you trust and ask them to

give you feedback if and when this happens.

• Prioritise a good night’s sleep - If your sleep patterns change in any way, this is a sign that stress may be getting on top of you.

Check: light levels (including screens!) before bedtime, caffeine and what you are eating. If you have work worries, how about doing some reflection or journaling before going home, so you can unload the worries before leaving work - then put on some music you love!

By identifying your triggers and putting strategies in place that work for you, you’ll become more resilient and effective at balancing all the various demands at peak times.

Anticipate business as ‘unusual’ When planning for 2022, anticipate planning for business as unusual. You have the licence to prioritise the parts of your curriculum that are important to your students and community. This is something you can control directly.

Consider which aspects of any situation only you can influence.

You can influence how people feel about uncertainty by helping them process and accept their feelings, giving them hope, and helping staff develop healthy habits for managing their emotions.

Likewise you can encourage your team to think about what they can control, influence and change, and what they can’t; this will help them focus their energies in a positive way.

Protect your hauora; it is your greatest asset as a leader In my observation, many school leaders focus on the wellbeing and hauora of their staff, and neglect to look after themselves.

Remember, your greatest asset is your health and wellbeing, and so I encourage you to protect it carefully.

It is your taonga and if you are not at your best, then how can you be the best leader possible for your school and community?

As it begins, be mindful of how you want to be at the end of this year, and if you found yourself strung out and exhausted last year, make some positive changes to ensure you finish strongly.

Remember - whatever challenges might come at you, put your own oxygen mask on first!

Slash Your Storage Costs!!!

Save Thousands $$$

Looking for Sliding Storage Systems?

Ex Hire Lundia & Hydestor Systems Now Selling

NOW Admin Furniture available 60% cheaper than new

Up to 60% off retail Near New-Lundia-Sliding & Static Shelving

Call Mike today for a quote!!

Ph 0800 42 42 47 Email: advancehire@xtra.co.nz SHELVING SOLUTIONS – Auckland • Wellington • Christchurch • All areas Serviced www.advancehire.co.nz / www.shelvingsolutions.co.nz / www.cabrafurniture.co.nz www.principalstoday.co.nz Term 1, 2022 | 13

News | Student Achievement

Accelerating post-lockdown student learning The pandemic has wreaked havoc on our primary schools’ ability to deliver quality learning to students.

Tui Tuia | Learning Circle – the University of Auckland’s professional development service for educators, says with 60-plus days off school and disrupted classroom time, teachers and students are now facing the daunting task of making up missed schooling.

A recently published US white paper entitled ‘Rebounding and reinvesting.

Where the evidence points for accelerating learning’ explores how best to accelerate student learning in post-lockdown life, revealing quality teachers have the biggest influence on our children’s education when they head back to school.

It also refers to teaching strategies that have the most impact on student learning within the context of postCovid teaching and commends a New Zealand designed literacy intervention, Reading Recovery in that context.

Reading Recovery was created by New Zealander Marie Clay in the 1970s to help six year olds overcome literacy challenges and has helped 80 percent of the participating

brings them up to acceptable levels of literacy,” she says.

She believes some Reading Recovery principles such as ‘Tier 2’ teaching, or teaching to small groups within a classroom, can be effectively applied to learning in a post-lockdown world.

Dr Rebecca Jesson, University of Auckland Associate Professor at the Faculty of Education and Social Work.

New Zealand children return to an acceptable literacy level through one-to-one intervention.

Dr Rebecca Jesson, University of Auckland Associate Professor at the Faculty of Education and Social Work, agrees with the research findings and says quality teachers and interventions such as Reading Recovery are the vital link to accelerated learning.

“Reading Recovery has proven its value in schools around the world for the past 40 years and is a vital tool for schools to accelerate literacy for students who are encountering setbacks.

“It provides children with the support they need to be successful readers and writers. It identifies those students who are not making progress in the classroom and quickly

While originally developed to provide one-to-one student intervention (known as ‘Tier 3’ teaching) Reading Recovery has been working with schools last year to extend Reading Recovery teachers’ expertise, reaching more students within the class, one of the strategies highlighted in the US paper to accelerate learning.

“Reading Recovery is proven to accelerate learning. The Reading Recovery teacher’s expertise can all transfer to other situations in a school and impact more children sooner.”

A recent McKinsey report highlighting worldwide learning loss due to the pandemic explores the high cost of remote learning.

However, Dr Jesson warns educators that while it is easy to get caught up in messages of learning loss, she urges teachers to design and implement learning experiences that increase the rate of learning.

“Critically, they can focus on accelerating learning by starting from

where students are at and where they are ready to go next. The starting point will not be the same for every student in the class.”

Dr Jesson says with all New Zealand teachers returning to the classroom this month, educators must be prepared to leverage the available resources in such a way that accelerating student learning is not only the focus but also the outcome.

“Despite the challenges of the past year, schools have a real opportunity to accelerate their students’ learning.

“A highly trained teacher will notice a child’s needs and will adjust their teaching to maximise the impact on student learning.

“At this crucial time, schools can use tools like Reading Recovery that draw on researched and peerreviewed approaches which are proven to accelerate learning with intensified teaching.

“We can prepare our children to thrive in the new world we are living – a digital world of learning through a pandemic.

“What hasn’t changed is the fundamental need for teachers who can identify and adapt based on the literacy experiences of the children they are teaching.”

DO YOU WORK WITH SOMEONE WHO HAS...

ADD/ADHD, Asperger Syndrome, Autism, Down Syndrome, Dyslexia, Dyspraxia, Fragile X Syndrome, Multiple Sclerosis, OCD, or Tourettes Syndrome...

THEN WE’VE GOT SOMETHING HERE FOR YOU! The wide selection of books, toys, educational games, puzzles, visual supports, sensory products, fidgets, DVDs etc. have been carefully selected to enhance the unique needs of individuals with different needs.

Call us now 027 725 05557, visit www.solutionsnz.com or email info@solutionsnz.com 14 | Term 1, 2022 www.principalstoday.co.nz

News | Behaviour

We are not the same: teen brains and the pandemic

By Natalie Siegel-Brown

“What on earth possessed you to do that?” Ever said that to a teenager? And if you haven’t, have you thought it?

and adults must be regulated before they can teach.

Dysregulated brains cannot take in or process information.

Many of us expect that teenagers will behave ‘logically’ and rationalise things the same way we do.

But decades of brain science show us how teenage brains process what is going on around them – and how different it is to adults. Once we understand these differences, we can’t ignore the fact it means we have to teach and interact differently with teenagers.

When we hit adolescence, the part of our brain that sits behind our forehead that is like our personal helicopter-CEO (the prefrontal cortex), is undergoing massive growth and ‘reconstruction’.

Instead, the part of our brains we use most as teens is the part that sits at the top of its stem (think about the base of your brain) – our limbic brains. This is particularly the case when teenagers are reading emotions or people’s reactions generally, and assessing how they should respond.

While huge renovations are going on in the prefrontal cortex, the limbic brain is super active. What does this mean?

Well, when we are stuck in limbicbrain mode, it’s like we feel everything so much more. This part of our brain is far more about visceral, automatic ‘reactions’. It’s where the heightened sense of ‘fight or flight’ comes from.

It doesn’t rationalise things the same way as the front part of the brain, which adults rely on to respond to stress, put things into a different perspective and then make decisions.

This is actually an awesome growth phase – it makes the teen brain more flexible, creative and sponge-like than our adult brains.

But everything will appear more like a reaction than a response. Inherently, as adults, we just won’t understand the way teens are feeling and how intensely they are reacting to it. But what will also move them forward in leaps and strides, is helping them to emotionally regulate.

When teens are heightened, they have even more trouble reaching their prefrontal cortex to rationalise things. If you can help them get in touch with this part of their brains, they will be able to calm down and reach their logical state (and engage in learning!) much more easily.

All we tend to see as educators or parents is the “behaviour” – and that’s what we tend to react to. But

Natalie Siegel-Brown, managing director of Child Wise.

the question should really be, what are they feeling? We won’t know – because our brains just aren’t wired the same. Teens are operating from their limbic, back-brain – and we are operating from the logic-dominant front brain.

The executive control network of the brain is the tool kit we use to make decisions and respond to stress.

How we cope with the fear, anxiety and pain of the pandemic is all processed here.

How we come out of this pandemic will largely be a result of how well this part of our brain is functioning. And if we are talking about teens who have been through any level of trauma, all of these issues are magnified.

regulation and increased brain connectivity? Mindfulness practice.

Look after your own reflexes. Try not to react to what seems like irrational behaviour. Instead, take a couple of deep breaths which will engage your own temporal lobes.

That way you will ‘respond’, rather than ‘react’.

Inside their brains teens are already consumed by a world that is full of reaction and it is harder for them to regulate their emotions than adults.

In my field we always say that an adult who cannot regulate their own emotions, cannot regulate the emotions of an unregulated child.

No doubt this is hard, because we adults are all probably a little bit less open-minded and a little more inflexible when we ourselves are struggling to deal with the challenges that COVID chucks our way.

Want to know one of the most scientifically evidenced ways to proactively promote emotional

It is one of the best educational investments you can make. It is one of our best tools in the fight to get that executive brain connecting to the reactionary brain and helping us deal with stress. Everyone could use that during these times, not just teenagers.

Brains are made up of around 50 percent ‘relational’ neurons. These are brain cells that actually rely on human interaction to grow and survive. This is a big reason that isolating lockdowns are so crippling for people.

Science has shown us that our brains can either be damaged or repaired by our interactions with others – so we have a very powerful role with the teens we teach, who are often entirely emotionally dysregulated by the impacts of the pandemic.

We ask a lot of educators during the pandemic. A lot. But brain science is giving us a couple of key messages that could be lifechanging for you – and for the teen students you support.

The traumatised brain is even more dominated by the limbic brain and has even less capacity to engage the prefrontal cortex. This means resilience is less, fight-or-flight reactions are more, and the ability to engage reason and deal with stress are even more diminished than your average teen.

So it’s no wonder that 2021 felt like a mammoth roller coaster for them, even more so than for adults; because most of it is being processed in the reactionary brain and not the part of the brain responsible for reasoning our way through uncertain times.

However, supporting them to emotionally regulate will be their lighthouse through it. Research clearly now shows that teens who have better connection with their temporal lobes (the front of their brain), are much more resilient through these teen years, and are better able to respond to the trauma of pandemic-life.

Every time we help an adolescent or teenager to regulate their emotions, by regulating with them (a practice known as ‘co-regulation’), we enhance this back-brain to frontbrain connection. And the more that we do this, the more teens grow the capacity to do it on their own.

Students must be emotionally regulated before they can learn,

QUALIFIED PROFESSIONAL BCITO TONY HORSFALL M: 021 935 699 T: 09 533 5566 P.O.Box 82264 Highland Park, Auckland. 2010 www.surfacetiling.co.nz Find us on Member of TANZ Tile Association of New Zealand.

www.principalstoday.co.nz Term 1, 2022 | 15

News | Working Life

Teaching children resilience

Helping students hula-hoop through trauma and change

By Kim Triegaardt

Imagine wrapping a rock up in sponges to make a soccer ball? For the children in displacement camps in Syria they don’t have to imagine, that’s what they do.

So, the fact that you can’t get the hula-hoop to go around your waist, and you are able to keep trying, means you learn to cope until you succeed.”

“Also, there is so much more you can do with a hula-hoop. You can roll it; you can throw it at a target.

You can extend yourself and keep getting better at things, with just a hoop.”

Former St Mary’s College principal Bernadette Stockman came across this unorthodox sporting equipment during her research into how she could use her education skills to help children in these camps.

In early 2019 Bernadette was on the return trip from Everest base camp in Nepal, heading back to a school in Khumjung Nepal, when word of Covid filtered through the local tea houses. Her plan to spend the next few years volunteering was suddenly thwarted and she hurried home.

Back in Auckland, Bernadette still wanted to volunteer.

“I was already familiar with ReliefAid, an aid organisation founded in New Zealand, and the work they do in displacement camps in Syria, so I

decided to find a way to be useful to them,” she says.

At the end of 2019 in war-torn Syria, an estimated 2.45 million children, or one in three, were not in school.

“I discovered many of these camps don’t even have schools. It was important then to put something together that would be beneficial to the children, if and when they ever got to school.”

Bernadette found that children also had no toys as there was often

neither the time nor space to bring anything when the families fled the conflict around them.

“The children were making soccer balls out of rocks wrapped in sponge and cars out of old sardine cans.”

Bernadette developed a programme called BounceBack4Syria designed to build resilience in children, and which featured… hula-hoops.

“Resilience is about bouncing back when you fail at something.

ReliefAid helped Bernadette run a pilot project into the camps in April in 2020 delivering soccer balls, hula-hoops, skipping ropes and sensory balls.

Bernadette fundraised the $3,000 needed to put together kits for 50 families with help from students at St Mary’s College, the New Zealand Olympic Education Committee, and also New Zealand Olympian hockey player Sam Charlton.

The pilot project was a huge success. “It was just incredible to see the joy on the faces of the children in the photos and videos we received back.

Diesel Truck Mechanical Repairs and Maintenance, Taupo Central North Island Pre COF Checks Pre WOF Checks Mobile Servicing Vehicle Repairs in Taupo A, B and C small & large vehicle servicing 974 Rakaunui Road, Taupo Ph: 027 272 2912 E: s.i.r@xtra.co.nz www.truckservicing.co.nz 16 | Term 1, 2022 www.principalstoday.co.nz

News | Working Life

Smiling faces as members of the ReliefAid team hand out toys to the camp children.

Even the ordinary old hula-hoop can teach lots of useful lessons.

“On the day ReliefAid delivered the toys, 13-year old Fatima was so excited she could hardly sit still. She told the team, “I felt so happy when we got them and I tried to put the hula-hoop on my waist and make it turn without falling to the ground.”

of your kids is bleak. Education sparks hope of a brighter future ahead. It has been rewarding to see the impact of this programme on parents, children, and our team in Syria.

Bernadette and ReliefAid organised another round of funding and completed a second distribution of toys in November 2021. Although this time Bernadette asked for something extra to be added to the programme.

“I wanted to add value to the programme so we engaged two people to work in the camp with the children. The children get the same kit but the adults will actually organise play sessions and incorporate the message of resilience

with the children and their parents,” she says.

“When children are left in a vacuum, it is bad enough they miss out on education, but for kids traumatised by war, long empty days with nothing to fill them takes a huge toll on their physical and mental wellbeing. This is where the programme has real impact, as well as strengthening the children so they are better prepared for what they come up against in the future.”

Founder and Executive Director ReliefAid Mike Seawright says the organisation was thrilled by Bernadette’s offer to help.

“When your home has been bombed and your family displaced, the future

“It has provided a much-needed positive focus, whilst developing new skills and giving families reasons to laugh again.”

While children in Syria are dealing with significant, and often traumatic, change, Bernadette says these lessons in resilience would work for New Zealand children as well.

“The circumstances for our children here might not be as dire,” says Bernadette, “but building resilience is important so they can face challenging times.

Anything that helps a child cope better is important.”

Because funding is always the key challenge for these programmes, especially since after 10 years the conflict in Syria never makes the headlines, ReliefAid hope to engage students in New Zealand schools to take action.

If you are looking for a way for your school to be involved in a humanitarian aid project, Bernadette would be excited to talk through potential opportunities. She can be contacted at Bernadette.stockman@ reliefaid.org.nz. More information about the work ReliefAid is doing can be found at: www.reliefaid.org.nz.

Images supplied by ReliefAid.

Fashion and design is going through a resurgence in New Zealand schools, and BERNINA is committed to helping schools meet the demands of today’s students.

T A NEW BERNINA HAS NEVER BEEN SO AFFORDABLE • • • •

POWERFUL TO SEW THROUGH HEAVY FABRICS EASY TO USE AND THREAD SMALL, STRONG AND QUIET 30% SAVING ON RRP FOR SCHOOLS

The BERNINA 3 Series is small but powerful enough to stitch through your toughest materials and ideas!

echnology in the sewing world has moved greatly in the last 15 years, however, many schools still have fleets of machines in need of replacement. BERNINA, as a platinum sponsor of HETTANZ, offer special school prices on a full range of machines suited to the demands of the modern classroom.

We do not sacrifice on the quality or robustness of our machines, we believe that a machine that lasts is the right investment to make in schools.

Machines in classrooms need to be durable and user friendly but also suitable for all students from Year 7 through to Year 13.

We still have the heart of the BERNINA machines that teachers, and students, have loved and trusted for decades

but with technology that is advanced enough to keep students engaged during class.

Sewing is such an important skill for the future and students deserve the best tools to learn with.

Through our association with HETTANZ, BERNINA offer training to help your teachers get the most from their machines and we have a nationwide network of trained BERNINA Service Centres to ensure your machines are kept in the best condition and last.

T

o discuss your schools sewing needs, or for more information contact your local BERNINA Sewing Centre or call BERNINA NZ on 0800 701 818 or email info@bernina.co.nz

www.principalstoday.co.nz Term 1, 2022 | 17

News | Life in the Classroom

Kiwi Kidsongs is back online Kiwi Kidsongs was established almost 20 years ago.

Associate Minister of Education Hon Jan Tinetti released a statement at the end of October stating 50 Kiwi Kidsongs are now available online on the Ministry of Education’s (MoE) Arts Online website: https://artsonline.tki.org.nz.

The songs come from a collection of albums created by New Zealand composers. Popular songs include Fish and Chips, Individuality, Sausages and Custard, and School Is Number One. The MoE Associate Deputy Secretary, Curriculum, Pathways and Progress Pauline Cleaver says the songs were produced by Learning Media and created by a former Learning Media audio producer Janice Marriott, and subsidised by the ministry. The albums were released to every primary school in New Zealand annually.

“The albums were developed to offer a New Zealand-centric alternative to the largely English and Americanbased music that tended to dominate schools’ musical lives at the time,” Pauline says.

The songs were significant to Year 1-8 pupils because the songs resembled

Kiwi culture and childhood experiences, which children could identify with.

Kiwi Kidsongs went from being played on cassettes to CDs, says Pauline. “However, the format became less user-friendly as technology changed. The new online version was developed after teachers requested it and means schools can access, download or bookmark favourite songs easily.”

The online collection can be used by any school.

“The new collection includes music and vocals as well as a karaoke track option. It also includes guitar and ukulele chords so teachers and students can play along while singing.

“The songs have also been curated into separate collections, including Pacific and waiata collections,” she says.

Having online access will benefit many teachers who are familiar with the songs and hopefully, future pupils will continue singing these Kiwi classics.

The songs were based on rugby, summer, family outings, and favourite Kiwi snacks/takeaways. There’s also a Kiwi Kids theme song many school pupils knew off by heart because the lyrics were simple to learn and catchy.

Janice initially proposed to the Ministry that schools should have fun songs for kids to perform, rather than learning from New Zealand-themed reading sources only. A way for teachers to engage with pupils musically.

The first album came out in 1990 but stopped in 2010 when the government decided not to fund it anymore. The song collection ended because the government wanted education providers to primarily focus on reading and writing, says Janice.

“We need New Zealand songs out there for New Zealand kids.”

Since the government stopped funding Kiwi Kidsongs, only some were available online, but most songs were tucked away at school.

Now, many kids and teachers can access 50 Kiwi Kidsongs online and continue the creative learning tradition.

CONCRETE WITH A DIFFERENCE ■ Site Preparation ■ Commercial Concrete ■ Decorative Concrete ■ Specialised Concrete ■ Concrete Flooring ■ Drainage ■ Skateparks

Ph (06) 873 4428 18 | Term 1, 2022 www.principalstoday.co.nz

SHOWROOM OPEN 8am - 4 pm, weekdays 402 Victoria Street, Hastings | www.amc.nz

News | STEM

Brain Bee Challenge is set to get students’ brains buzzing The Australian and the New Zealand Brain Bee Challenges (ABBC and NZBBC), aimed at high school students in Years 10 (AU) and 11 (NZ), present students with a unique opportunity to learn about the brain and its functions, neuroscience research, careers in neuroscience, and to dispel misconceptions about neurological and mental illnesses.

During the past 15 years the event has seen an average of 3,500 students take part annually from across Australia and New Zealand.

After the program’s first decade, the once paper-based course was moved online in 2018, enabling more students to access the event.

For the upcoming 2022 event, teachers are encouraged to register their students as early as possible, to

ensure a substantial amount of time is available for students to prepare for the Round 1 assessment which will be held in March, coinciding with Brain Awareness Week.

The format of the challenge is as follows: Round 1: • This involves students spending time engaging with a range of online learning resources housed on Education Perfect. This learning is then assessed through an online quiz. Questions are based on surveys from students as to what areas they would find most interesting to start their learning of brain science.

Round 2 - Regional Finals: • Top students from Round 1 are invited to take part in Round 2, which sees the introduction of new areas of neuroscience for the students to engage with including the senses of pain, internal harmony and

neurodegenerative diseases like Parkinson’s, Alzheimer’s and Huntington’s diseases.

• Round 2 has traditionally (prepandemic) involved an ‘in-person’ event where students from across each region are collectively invited to a university to explore neuroscience with subject experts.

This involves students working with other students on a range of activities and ends with a second assessment of the student’s understanding of the content.

Round 3 - National Finals: • Each region’s top student is invited to take part in Round 3, where an Australian Champion and a New Zealand Champion compete in several challenges covering anatomy, a written short-answer challenge, patient diagnosis, and a live question and answer challenge. This round, held over two days, usually takes place at the Australasian Neuroscience Society’s annual meeting in December, with an all-expenses

paid opportunity for the student (and their guardian).

Due to the COVID-19 pandemic, in 2020 and 2021 both Round 2 and Round 3 were shifted to online events, rather than being in-person.

It has proven highly successful with students reporting back that the learning materials developed by the Brain Bee personnel were rated as highly engaging and allowed for the consolidation of their learning.

It is hoped that the 2022 Brain Bee Challenge Round 3 may be held as a face-to-face event again.

Entry into the Brain Bee Challenge is free and open to all Year 10 students in Australia and Year 11 students in New Zealand. Teachers are required to register their students to ensure that they are set up with an active EP account as well as access the learning materials and assessment tools.

Teachers can find out more and register their students here: https://hsl.educationperfect.com/ brain-bee-2022.

For information on leaving a gift in your will to Red Cross, please contact us with your name, address and contact details either by: Phone: Email: Mail: Visit our website:

0800 RED CROSS – 0800 733 2767 bequests@redcross.org.nz Red Cross House, PO Box 12140, Thorndon, Wellington 6144 redcross.org.nz

YOUR EXPERIENCED CHRISTCHURCH ELECTRICAL CONTRACTOR No matter what kind of electrical contracting work you need done, our experienced and registered electricians at Caltec Electrical & A.V Limited can do it for you.

For any electrical contracting work, call us on 021 279 6080 or email us at info@caltec.co.nz | www.caltec.co.nz www.principalstoday.co.nz Term 1, 2022 | 19

Feature | Lincoln University

Wellbeing embraced at Lincoln University Students are the core of Lincoln University.

This assertion is one of the values that guides it, along with leadership, innovation, and integrity.

This commitment to doing the right thing in a reliable way, and for student wellbeing, is because students are its “reason for being”.

This commitment can also give assurance to anyone considering studying there, to those who have family members enrolling, or to anyone in secondary education recommending Lincoln to their own students. They can be assured student wellbeing is paramount at the university.

Lincoln embraces being a close-knit community – a whānau of around 3000 students – supported by a committed team of academics, lecturers, researchers, care providers and acknowledged wellbeing experts focused on assisting and guiding students to make the most of their experience, so that they will go on to make the most of their ambitions.

There are two concepts, or tools, utilised at Lincoln, which provide a framework for all other wellbeing initiatives.

The 5 Ways of Wellbeing is a simple but powerful tool which promotes including the five actions of connecting, being active, taking notice, keep learning, and giving, in our everyday lives at any time.

They include simple things such as talking and listening, and embracing new experiences, all highly relevant on campus.

Then there is Te Whare Tapa Whā, a Māori Health Model with a holistic view of health and wellbeing.

The model is depicted as a house, with each wall being equally and fundamentally important for our health, wellness and functioning.

The walls are Taha tinana (physical health), Taha wairua (spiritual health), Taha whānau (family health), and Taha hinengaro (mental health).

Should one of the four dimensions be missing or in some way damaged, a person, or a collective may become ‘unbalanced’ and subsequently unwell.

The Respectfully Lincoln programme is based around these models, and it is the only compulsory course of its kind run in a New Zealand university.

It is designed to help students understand relationships and issues around consent as they move from school into tertiary study.

It is being hailed as an exemplar for others to follow. It caters for all first-year students who are under 21-years-old, and is delivered by students, and is now in its fourth year.

The programme is run by the university’s Wellbeing and International Support team, and has recently been recognised by national body, Te Pōkai Tara Universities New Zealand, as good practice and is promoted as one which sets a standard for others to follow.

The workshop covers healthy sexual relationships, how pornography may influence understanding of relationships and consent, what consent is, how alcohol affects consent, and the law when it comes to harmful sexual behaviour.

“The student facilitators have all received training in sexual harm prevention, and some have gone on from Respectfully Lincoln to create other wellbeing initiatives in the wider community.”

Programme coordinator, Kathy Catton, said participation in Respectfully Lincoln comes at a time for the students when they may still be establishing their identities around sexuality and gender.

There was a readiness to tackle issues around sexual consent, sexuality, and gender.

It utilises student presenters, encouraging participants to communicate with their peers, and deal with issues from a perspective they relate to.

The student facilitators have all received training in sexual harm prevention, and some have gone on from Respectfully Lincoln to create other wellbeing initiatives in the wider community.

Kathy said the course was initiated by former Wellbeing Manager, Dr Jackie Blunt, and other health professionals and university staff, at a time when issues around consent were being recognised worldwide through causes like the Me Too movement, and Thursdays in Black, an international campaign to raise awareness and progress towards a world without rape and violence.

20 | Term 1, 2022 www.principalstoday.co.nz

Students are asked to attend in their first semester at the university, and feedback on the course had been very positive.

“We talk about taboo subjects which students might not have the space to talk about elsewhere,” Kathy said.

Questions are asked around how you give consent and how others do. Alcohol and consent are also examined, with its impact on a person’s ability to communicate.

Students also examine their boundaries, their goals, and desires, and what they think other people’s may be.

“There is some initial apprehension from some students. They have the look of “what have I walked into?”, but it’s a safe place where they can explore difficult topics.”

Feature | Lincoln University

“There is a focus on wellbeing and safety practices, as well as ensuring student accommodation is safe and creating inclusive communities, and on how international learners should have access to the right information and support before and during their study.”

“We are not going to say this is wrong or this is right. It’s a space for students to ask what do I think about this, and what do I want to do about this in my life?”

they are, supported in their learning and wellbeing, connected with their social and cultural networks and able to have their say in decisions about services.

We all have a role to play in creating change, Kathy said.

The code has 12 outcomes which include a focus on education providers taking a whole of organisation approach to learner wellbeing and safety, and that the learner voice is embedded into the organisation.

In the course they call it being an ‘upstander’ –someone who sees potentially harmful behaviour, and has the courage to directly or indirectly intervene in a way that is safe for themselves and others.

“We have the opportunity as people who are aware of the behaviour, to stand up and stop it happening.”

Kathy is currently working on a programme around bullying and harassment prevention for online students, and on making Respectfully Lincoln more “conversational, with more graphics and videos.”

A new code of practice for the pastoral care of domestic tertiary and international learners came into effect on 1 January 2022.

It covers how students should be respected and accepted for who

However, some students may need more support to help them achieve their ambitions, so Lincoln is also committed to providing equity of access to education.

The Inclusive Education department supports students with learning and exams who are faced with the challenges of a disability, illness, or injury. It also assists those who have physical or mobility difficulties, injuries, Illnesses, mental health conditions, hearing or vision impairment.

Lincoln University Student Health Centre is also integral to wellbeing for students, offering counselling for a range of issues, such as relationship difficulties, anxiety, depression, difficulty coping with grief and loss, and the impacts of trauma is also available to students.

The university also works to mitigate the impact that unforeseen events can have on wellbeing. During campus emergencies or incidents, alerts are pushed to users through the SAFELU app, which students are encouraged to download, to inform people of campus status and brief instructions.

It is also a tool to find support resources and contacts, report safety hazards and find emergency contacts.

Other programmes combine the benefits of physical and mental wellbeing, and how to cope with study pressures.

Exercise is Medicine is a 12-session programme taken by a registered personal trainer focusing on activity aspirations whilst also including social, mental, physical, and emotional health aspects into the sessions.

There is a focus on wellbeing and safety practices, as well as ensuring student accommodation is safe and creating inclusive communities, and on how international learners should have access to the right information and support before and during their study.

Lincoln has two International Student Advisors dedicated to supporting pastoral care and wellbeing needs of students who come from overseas.

They provide a comprehensive orientation programme for international students, as well as advice and support on how to adjust to life and study in New Zealand.

www.principalstoday.co.nz Term 1, 2022 | 21

Feature | Lincoln University

It is based on the premise of exercise creating feelings of achievement and success that help balance your life and give a sense of progress.

Staff and students also come together to achieve wellness goals.

In the recent 10,000 Steps Challenge a combined team racked up more than 24 million steps to finish fourth in a trans-Tasman competition aimed at getting people more active for their physical and mental wellbeing.

The 67 participants had an average of 364,270 steps over the six-week period of the event.

The initiative, which started in September and attracted the participation of 17 universities, encouraged staff and students to make behavioural changes to increase their daily levels of physical activity by taking 10,000 steps a day.

The challenge was promoted by the Lincoln University Wellbeing team, using the health models.

The challenge had its own site on the university’s social media platforms and giveaways encouraged participants to post and connect with each other.

Even though the event began during a nationwide lockdown, the Lincoln team were enthusiastic about taking part. They kept up their steps throughout the challenge period, sharing their walk routes around campus and over hills and paddocks.

To achieve their own individual health goals students also have access to the LU Gym included in their student fees, providing yearround access to the world-class facilities and fitness equipment.

The programmes and services offered by the University, in adherence to outside codes of practice, all support the strategic view of putting students at the core of everything it does, meaning a comprehensive and embracing focus for ensuring student wellbeing.

Prospective students and anyone recommending Lincoln as a study destination can be assured of the substantial efforts being made to ensure all their needs are met, in and out of the classroom.

22 | Term 1, 2022 www.principalstoday.co.nz

“It is based on the premise of exercise creating feelings of achievement and success that help balance your life and give a sense of progress.

Staff and students also come together to achieve wellness goals.”

Wellbeing - physical, mental, and social and spiritual, is prioritised and embraced at Lincoln, its efforts and programmes constantly adapting and growing to meet changing needs.

To find out more about the fantastic range of wellness programmes at Lincoln University, head to www.lincoln.ac.nz, email grow@lincoln or call 0800 10 60 10.

Students are our core.

Grow at Lincoln.

Join us at Lincoln and be supported as you grow your future.

Support services, groups and programmes include; • Dedicated 24/7 on-site Lincoln accommodation team • Student Wellbeing • Sexual Harm Response & Prevention (SHRP) Team • Student Health • Inclusive Education • Te Manutaki (Māori and Pasifika Team) • Respectfully Lincoln • LTL (Learning, Teaching & Library) • Exercise is Medicine • LUSA (Lincoln University Students’ Association) • Te Awhioraki (Māori students’ association) • LUPISA (Lincoln University Pacific Island Student Association) • SPACE (LQBTQIA* student social/support group) • Chaplaincy

• • • • • • • • • • • • • • •

Scholarships Thursdays in Black Whare Hākinakina (LU Gym) International Student Advisors SAFELU app The 5 Ways of Wellbeing Te Whare Tapa Whā Student Volunteer Army Handy Landy’s Australasian University Health Challenge (AUHC) Career Advisors Lincoln University Early Childhood Centre Muslim Society (club for students and staff) Accelerated Degree Pathways (for students needing extra academic support to start at University) PASS (Peer-assisted study sessions)

Learn more at www.lincoln.ac.nz

Learn more www.principalstoday.co.nz Term 1, 2022 | 23 www.lincoln.ac.nz

News | Technology

Digital dilemmas

Finding your tech-life balance

By Rosie Duff

We all know how tricky it can be to pull ourselves away from our digital screens sometimes. Just one more scroll, we tell ourselves. Just one more silly cat video. Then, before we know it, we’re tempted by another related post.

And so, it goes on.

It’s easy to feel guilty about spending too much time online.

But the fact of the matter is, these apps are addictive by design. This is nothing new.

In fact, in the year 2021, a quick Google search returns that as of January 2021 there were 4.66 billion active internet users worldwide. So, it should come as no surprise that us Kiwis are more active on social media than ever before.

Is this cause for worry? Or is it just a sign of the times? Perhaps a more pertinent question to ask, is that if us adults are struggling to resist device temptation, where does that leave our tamariki?

For children over the age of five, The Ministry of Health recommends less than 1-2 hours of recreational screen use a day.

The limit for those just under that age bracket is suggested as one hour max and the guidance for under-twos is no screen time at all.

Still, findings from the third annual nib State of the Nation Parenting Survey, display that technology use and screen time ranked as the top parenting concern in New Zealand for the third year in a row.

This was followed by mental health and managing behavioural issues.

Possibly more interestingly though, is that among parents with high school aged children, 63% per cent believed their child couldn’t live without their devices.

This is backed up by a recent report from the OECD’s Programme for International Student Assessment (PISA), which reveals that in 2021, 15-year-olds in Aotearoa spent more time on the internet than their peers around the globe bar Denmark, Sweden and Chile.

And when schools scattered all around New Zealand went virtual last year due to COVID, the challenge of setting and enforcing screen time limits became that much harder.

So, should we leave our children to their own devices, or should we intervene?

In a press release by nib, parenting expert Nathan Wallis, agrees that while technology can be a great source of learning for children, like anything, there needs to be a happy medium.

“Our world is so centred around technology; it’s become a balancing

24 | Term 1, 2022 www.principalstoday.co.nz

act between recognising the benefits and being aware of the negative impacts.

“Managing device use has been even more difficult during changing alert levels, as many families have had to work, manage schooling and parent simultaneously from home, and are likely to have leaned on devices a little more than usual.

“What I suggest parents implement, is a daily two-hour no screen time window, as this can significantly decrease poor mental health outcomes”

“What I suggest parents implement, is a daily two-hour no screen time window, as this can significantly decrease poor mental health outcomes,” he says.

While setting limits is a good place to start, the internet’s youngest explorers need more guidance from their elders. This includes caregivers as well as teachers.

For instance, if your child enjoys watching YouTube and Tiktok, how about suggesting they download a free video-editing app such as iMovie, and encouraging them to create their own content?

Similarly, if they’ve expressed interest in learning an instrument, why not help them download a free musicmaking app like Garageband, to get the ball rolling.

Streaming platforms such as Netflix, also offer a plethora of informative programs as well as documentaries – ‘The Social Dilemma’ is a great option for teachers wishing to educate their students about the effects of their screentime.

Even video games can encourage developmental skills. It just depends how you look at it.

Too much tech and the overuse of devices is so often viewed as something to feel guilty about. Yet, like any addiction, cold-turkey or restriction are only going to feed the problem further.

Clearly, we don’t want our youth to be glued to their screens. That’s common sense. But we also shouldn’t default to fear-based decision making, such as removing the ‘problem’ altogether.

Absolute rules aren’t likely to stick.

Instead, look for ways to encourage younger children to be creative online, as well as offline.

FeatureCouncil | ???

Feature | Whakatane District

Are you on the the hunt hunt for for water-based water-basedideas ideasfor for your school’s school’s next next day day trip tripor orschool schoolcamp? 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 1,?, 2022 2021| | X www.principalstoday.co.nz Term 25

Learning Space | Smart Education

Connecting tamariki through technology

By Natasha Parrant

Digital technology is an important subject for Aotearoa tamariki and it’s important to keep addressing this as humans learn to adapt to new technologies over time.

There are many benefits to using smart technology and it’s been incredibly useful during these unprecedented times with Covid-19.

Kuras and schools teaching their pupils how to use digital technology have been an effective way of learning how to communicate, engage and work/study from home if need be.

The Ministry of Education (MoE) announced home internet connections are extended until the end of June 2022.

The announcement was made on December 11 and this extension allows students to stay connected by being able to have free internet access through MoE. The ministry is helping students have access to the internet as part of the Covid-19 support plan, as originally the plan was to expire the connection at the end of December.

The extension will support various schools in the country to provide distance learning support for these students, in case there is another Covid-19 lockdown.

The ministry has taken these precautions into consideration to avoid any technical issues in the future.

As digital technology is considered essential to learn, the MoE modified the National Curriculum to include digital technologies and Hangarau

Matihiko (technology learning), which became available in 2018.

However, in Term 1, 2020 all schools and kura started to teach the latest curriculum content as it became mandatory.

This way the education system in Aotearoa can prepare young people with the skills and knowledge to use technology in their everyday lives, which may also be helpful for their future career choices.

The curriculum formed part of the Technology Learning Area of The New Zealand Curriculum and the Hangarau Wāhanga Ako of Te Marautanga o Aotearoa from Year 1 through to Year 13.

MoE early learning student achievement group manager Jackie

“We are changing how we equip our children and young people to participate, create, and thrive in this fast-evolving digital world.”

Talbot said in an interview in 2017 when the curriculum was in the works: “The myth is young people can use devices, and absolutely they can, but what we want them to do is think beyond just using.

“We want them to create digital solutions, work in a digital world and see what’s possible in that world.”

The curriculum is a useful and integrated initiative bringing tamariki together by using technology to stay connected with the world and the technological transitions, she says.

“We need to be evolving, we need to be learning as we go, we need to be reflective and we’re looking forward to doing that.”

Fast forward to now and schools like Ashburton Borough School are still enjoying the curriculum.

The school published on its website saying, “Digital Technologies and Hangarau Matihiko is about teaching our tamariki and children how technology works and how they can use that knowledge to solve problems.”

The modified curriculum means schools are teaching young people the computer science principles all digital technologies have to offer.

“Your child will benefit from having these future thinking skills.”

Ashburton Borough School believes it’s important because as times are changing, so is technology, thus the country’s kura needs to grow and change with it.

“We are changing how we equip our children and young people to participate, create, and thrive in this fast-evolving digital world.”

26 | Term 1, 2022 www.principalstoday.co.nz

Pupils are still learning the same topics, but the way they take in the information and present it to others is changing.

How has the curriculum content modified?

The Technology Learning Area in the New Zealand Curriculum now clearly outlines the expectations for learning in Digital Technologies.

One of the new technological areas that’s been introduced is computational thinking, which allows a student to express issues and come up with solutions, and using a computer can be used to solve issues.

What funding has been provided?

According to MoE, the government has provided significant funding for schools and kura already, which includes over $700 million that went towards digital infrastructure and super-fast broadband.

The ministry has also developed resources such as a virtual learning network and e-learning modules to fund software for schools and lease laptops.

Between 2018 and 2020, $38 million has been spent on schools and kura to ensure pupils have a great understanding of the Digital Technologies curriculum.

The Equity Fund has also been available to 12,500 students across the country each year until the end of 2021.

The ministry partnered with Te Papa Tongarewa and Ernst & Young to provide two innovative programmes giving access to specialised technologies, rich learning, and teaching environments.

from

Conbrio is the New Zealand Distributor for STEM SKRILAB Join the group of Modern Educators. An innovative bridge between science and creativity.

A Complete Turn Key Package: Premade Classroom lesson plans, student worksheets & presentations, 3D Printer, Construction Kit, 3D Models Library, 3D Creator Playground, Educational Robots with Mats & Electronic cards, Programming Tools.

Teachers Receiving inspiring tools and content improving their professional qualifications and making their classes more attractive.

School Principals

Students

Gaining modern teaching aids and materials consistent with the corecurriculum of 8 school subjects.

Who can develop true passion towards science and prepare themselves for the requirements of the future job market in practice.

SkriLab is a proprietary solution consisting of tools which, in combination with dedicated teaching materials, turn learning into an exciting adventure in line with the core curriculum.

Thoughtful implementation and commitment on the part of Skriware Team will make SkriLab an indispensable element of lessons in your school.

Get in touch today to f ind out more or watch our webinar demonstration!

P 0508 467 483 | E sales@conbrio-it.com | ww.classtech.co.nz

Working Space | Electrical Safety

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.

meet the requirements of the Health and Safety at Work Act.

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

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

“We encourage schools to seek specialist advice from a certified electrician if they have concerns about the operation of their electrical systems,” the Ministry says.

Making sure your electrical equipment is operating safely is part of your overall health and safety responsibilities and will help you

Electrical safety testing Each year there are far too many accidents and near misses in the workplace with portable electrical equipment.

Safety testing such equipment is now the law and if you don’t comply you can risk being fined or having your equipment being barred from the workplace.

So how do you do this testing? Well, with AVO New Zealand and a tester like the PAT150 it’s easy.

Standards have been written to guide us in suitable testing methods and testing intervals.

There is quite a bit to know, but don’t worry - we have done a few smart things to help you get up to speed in no time at all.

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/healthand-safety-management/electricalequipment-testing.

Information provided courtesy of the Ministry of Education.

Using electrical tools and equipment outside

Testing is a breeze with the PAT150… plug in the appliance and it does the rest automatically.

The results are displayed in seconds along with a simple ‘tick’ to show the appliance has passed each test required.

With this simply operated batterypowered tester you can test all your appliances, your power cords, and your RCD’s in moments and without having to be near a source of power to operate the tester.

Ask for a demonstration today to show how simple and appropriate a solution the PAT150 is for schools:

• Configurable testing • Live and battery powered testing

Customers of the PAT150 are not only buying one of the best testing solutions on the market, but also receive with it exclusive access to our unique web-based training course.

• Functional asset testing

This has a comprehensive New Zealand made video and online quiz to test your knowledge. This is huge value and totally unique to the PAT150.

• Individual test modes for fault diagnosis

The robust, lightweight and very cost-effective PAT150 is a market leader in PAT testing for the smaller user, offices, factories or schools.

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.

• Lead null capability • Portable RCD compliance testing • RCD test button confirmation

• Single and multiple bond testing • Fixed appliance testing • Built to survive • Meets and Exceeds the Requirements of AS3760/2010.

28 | Term 1, 2022 www.principalstoday.co.nz

You need to take special precautions when you use electrical appliances outdoors or in a damp environment.

Electrical equipment and appliances used outside include electric lawn mowers, weed eaters, water blasters, and power tools.

Never use any damaged appliances or equipment with damaged leads outdoors.

Visually check the cords for any cuts or damage to the cord, and run your hand down its length to feel for cracks or damage. If you find a problem, don’t use the equipment until the cord is professionally repaired or replaced.

Never use them in rainy or wet conditions.

Always use a residual current device (RCD) or an isolating transformer.

These protect you from a fatal electric shock by cutting the current if there is an electrical problem.

Keep children and pets a safe distance away when you operate a mower or any other electrical equipment.

Wear strong protective footwear when working with electrical appliances or tools outside – do not work in jandals or bare feet.

Keep cords and electrical equipment away from any metal that can catch or cut it, for example metal ladders, garage work benches, metal roofs and garden fences.

Information kindly provided by Worksafe New Zealand. For further information, visit: worksafe.govt.nz.

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

Working Space | Fundraising

How to fundraise and promote school events to your community 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.

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.

To promote your school event, set up an event on one of your social media platforms and ask your organising

Chat about it on your local radio station

committee and school community to share to their list of friends and colleagues in the local area.

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.

If there is a member of your fundraising committee that is a great public speaker, you can contact local radio stations to see if you can promote your event via a chat with the local radio announcers. Ensure your info is short, sharp and to the point, so it’s easily converted to a radio announcement.

Create a media release and send it to local media outlets Whether you want your fundraising event promoted in the print news, local parent networks or even in local parents’ magazine, you will need to present the information in a way that is easily transferable to media outlets and this means a media release.

The media release is a pretty simple tool, and done well can work to generate some invaluable free promotion for your event.

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

FUNDRAISE FOR YOUR

SCHOOL Sell ice-creams anywhere. Purchase at wholesale and sell at retail.

FREE TO USE Trailers & Carts!

For details & to book

tiptopfundraising@brandspec.co.nz or call 0800 66 0013 For more info www.tiptop.co.nz/fundraising 30 | Term 1, 2022 www.principalstoday.co.nz

www.principalstoday.co.nz Term 1, 2022 | 31

Working Space | Health & Safety

Omicron- Is the bark bigger than the bite?

Another strain of Covid-19 is among us, Omicron, and although the name sounds as spooky as its predecessors, experts believe the latest Covid strain may actually be relatively mild in comparison.

Experts believe that Omicron is soon to become the dominant strain of Covid-19 across the world, which is leaving people again, feeling uncertain about this new development of the seemingly never-ending saga.

Before stress and angst really sets in it’s critical to remember that it’s completely normal for viruses to mutate and these developments should be expected.

Very early evidence and research seem to point to the fact that

Omicron has a fast pace in transmitting but is actually milder in its symptoms than what has been seen before.

Victoria’s Deakin University epidemiologist, Catherine Bennett, suggests that this is a positive signal.

“There is a possibility that we are seeing a more infectious and less virulent version of the virus, which would be one of those steps along a happier route to living with the virus,” she told Nine Newspapers.

“Similarly, other viruses have gone through this process where they mutate and become less potent.

This is what happened to the H1N1 influenza virus – which may explain the origins of the common cold.”

While all fingers and toes are crossed that the mutations are in fact weakening the potency of the virus, unfortunately such predications can be skewed as viruses in their essence are extremely unpredictable.

Our Kiwi youngsters might not have to wait to much longer for their turn to be vaccinated. It was announced recently that children aged 5-11 are likely to be eligible for their Pfizer shot before April 2022.

The district health board was holding out for data from the US regarding the safety of administering the shot to children, and since so far most of the data looks positive, it seems our youngest generation are the next and last group to receive their round of vaccinations.

Diligence in keeping ourselves and our loved ones safe and protected as these new mutations spring up is

still as of as much importance now as ever.

The advice remains to vaccinate where applicable, wear masks in public spaces, wash and dry hands thoroughly and regularly, and stay at home if sick, contacting medical advice and self-isolating if necessary.

Whilst thinking and hoping optimistically that the worst of Covid-19 is a dark cloud behind us, it’s always pays to be safe, rather than sorry.

Be prepared and keep educated regarding additional mutations as we adjust further into our new normal.

HELPING OTHERS – HELPING MYSELF Have you ever raised money for a charitable cause, gone out of your way to support a friend, volunteered at an event? Did you know that acts of generosity have lasting physical benefits?

Recent studies show people who volunteer regularly have healthier hearts, less ongoing pain, and bolstered immune systems. They battle addiction better and are less likely to get dementia with age. They also live longer.

Studies show recovering alcoholics are twice as likely to stay sober when they help other recovering alcoholics, and chronic pain sufferers see their pain lessen when they help someone with a similar condition.

Helping others is both rewarding and satisfying. Looking “outward” and considering others gives us a sense of worth and in so doing promotes a sense of well-being.

Maintaining a healthy balance between our own needs and the needs of others can enrich our lives and the lives of those around us.

Doing good for others is really good for you!

We are all familiar with the feeling of warmth and satisfaction when we do someone a good turn and it has been discovered that something is happening, physiologically, in this process of helping others that makes people not only feel happier but also report greater health.

An evolutionary reason may explain why our reward centres light up when we help someone else. It could very well have helped us survive as a species. Some even suggest women’s innate tendency to “tend and befriend” rather than fight or fly in times of crisis could, by buffering stress hormones, partially account for why women live longer than men.

32 | Term 1, 2022 www.principalstoday.co.nz

Sometimes it’s good to be alone - but it’s not always our choice.

Sharing a burden can help reduce the load.

Who will you talk to? Speaking to a Vitae counsellor doesn’t cost a cent.

Call 0508 664 981 to make an appointment or book online @ www.vitae.co.nz

NEED A NEW website FOR YOUR SCHOOL?

Fattastic websites starting from $997+GST Simply email enquiries@fatweb.co.nz your domain / website address, and we’ll send you a comprehensive audit of your current school website. And if you’d like to chew the fat after, we’re here to help.

1. We can write all the content for you and load it 2. We have made over 2000 websites, we know what we’re doing 3. People tell us our websites are the easiest to use, if you want to change any of the content, photos etc. enquiries@fatweb.co.nz | 0800 FATWEB | www.fatweb.co.nz

CHANGE YOUR JOB CHANGE YOUR LIFE!

Thousands of jobs ready & waiting for you right now!

Register now and receive FREE email alerts Never miss an opportunity Post your CV and get head hunted This is your job space, provided by kiwis, for the benefit of all kiwis.

PROUD

To be a finalist ONCE AGAIN in the last NetGuide Best Employment site category!

Connecting job hunters and employers since 2006 MYJOBSPACE.CO.NZ | 0800 486 329 | 38 LOWE ST, ADDINGTON, CHRISTCHURCH 8011, NEW ZEALAND

www.principalstoday.co.nz Term 1, 2022 | 33

Working Space | Health and Wellness

Smoking:

not our future

In a landmark move by the New Zealand government, individuals born after 2008 will be prohibited from ever being able to purchase tobacco in their lives under new plans announced in December of 2021.

Prime Minister Jacinda Ardern says the tobacco control measure had to go further than merely increasing prices.

Should this hold firm, anyone aged 14 in 2023 will be banned from purchasing tobacco products when they turn 18, which means that the age at which people are legally able to purchase tobacco will rise annually.

From then, a new age group will be included in the ban every year, and thus the percentage of the population banned from smoking will increase exponentially.

Older generations will still be able to buy tobacco products under the proposed plans, however, the products will only be allowed to contain low levels of nicotine.

Associate Health Minister, Dr Ayesha Verrall, explained in Parliament that the Smokefree 2025 Action Plan was intended to prevent young people from taking up smoking, which is the leading cause of preventable death in New Zealand.

“Smoking is still the leading cause of preventable death in New Zealand and causes one in four cancers.

“We want to make sure young people never start smoking so we will make it an offence to sell or supply smoke tobacco products to new cohorts of young people.

“People aged 14 when the law comes into effect will never be able to legally purchase tobacco.”

The government has vowed to drastically reduce the number of vendors permitted to sell tobacco products from over 8000 to just 500 across the country – especially in communities where smoking is believed to be a key factor in life expectancy gaps.

“We know it’s really tough to break the habit and some people who smoke will understandably need lots of support leading up to these changes taking effect.”

It’s anticipated that this will save up to five billion dollars on future health expenditure from the adjustments.

The bill is set to be introduced into parliament in June, with the expectation it will be passed by December of this year.

Dr. Verrall added that the changes will not come into effect immediately to allow retailers time to transition to a new business model.

“Alongside policies in the action plan that will become law, practical support measures for smokers are also being prioritised.

“Preventing people from starting smoking and helping those who smoke quit means we are covering both ends of the spectrum.

“We know it’s really tough to break the habit and some people who smoke will understandably need lots of support leading up to these changes taking effect.”

34 | Term 1, 2022 www.principalstoday.co.nz

The Ministry of Health NZ have published the following history of the Government’s Smokefree Aotearoa 2025 Action Plan: The Government’s Smokefree goal is that by less than five percent of New Zealanders will be smokers. This was established in March 2011 in response to the recommendations of a landmark Parliamentary inquiry by the Māori Affairs select committee.

Smokefree Aotearoa 2025 Action Plan

Smoking rates and smoking related harm must be reduced among Māori, Pacific peoples and those living in Aotearoa’s most disadvantaged communities.

Progress to Smokefree 2025 Smoking rates are decreasing, but there are still significant inequities for Māori, Pacific peoples and those living in socioeconomically deprived areas.

The Smokefree Aotearoa 2025 Action Plan was launched on Thursday 9 December 2021.

The current smoking rate of New Zealand adults is 13.4 percent in 2019/2020, which has decreased from 16.6 percent in 2014/15 15 and from 18.2 percent in 2011/12.

The culmination of many years of hard mahi, the plan will accelerate our progress towards a smokefree future and tackle the harm smoked tobacco products cause the people of New Zealand.

The current Māori smoking rate is 31.4 percent in 2019/20, which has decreased from 38.1 percent in 2015/15, and 40.2 percent in 2011/12.

Developing the Smokefree Aotearoa 2025 Action Plan

Māori smoking rates remain much higher than those for the overall population. Māori women have New Zealand’s highest smoking rates, at 32 percent. Māori men also have a disproportionably higher current smoking rate of 25 percent (Ministry of Health 2020).

A decade has passed since New Zealand adopted the Smokefree Aotearoa 2025 goal. To meet our smokefree 2025 goal significant smoking related inequities must be eliminated.

FEEDING HUNGRY LEARNERS GREAT FOOD

APPROVED

SCHOOL

LUNCH SERVICE

PROVIDER

Healthier food options for New Zealand’s hungry learners.

• • • •

Top quality, freshly made school lunches.

On-site or delivery service, tailored to suit you.

Professionally audited food control plan.

Trained, qualified & 100% local staff.

It’s simple, let our professionals feed hungry students, while your professionals feed hungry minds.

BE PART OF THE JOURNEY. LET’S TALK. 09 361 2655 | www.libelle.co.nz

Working Space | Wellness

Keeping our schools open Initially it appeared that children were less likely than adults to become infected with Covid-19.

multi-layered. This includes using masks, cohorting, staying home when unwell, and vaccinating staff and students aged 12 years and above.

However, the emergence of the Delta variant has seen increasing numbers of children test positive and while the majority of infected children experience mild symptoms, the risk to children is not zero and severe disease, including hospitalisation, can result.

Each layer adds an additional level of protection and has been particularly successful in San Francisco.

Other countries are reporting that most Covid-19 outbreaks are now in schools.

Here in Aotearoa, children (under 19 years of age) currently represent the largest proportion of Covid-19 cases (41percent) in the ongoing Auckland outbreak.

We have also seen more than 7,000 students from multiple schools required to self-isolate because they were close contacts of cases.

Independent of wider lockdowns schools such as Marist College have unfortunately become the centre of a cluster, resulting in a forced closure.

To prevent the spread of Covid-19 within schools, strategies need to be

Hee despite widespread community transmission, just seven cases of Covid-19 transmission occurred during in-person learning among 48,000 students and teachers over the last year.Another layer that can decrease the risk of transmission and would be beneficial for schools to implement is increased ventilation that is bringing in as much outdoor air as possible.

Tis is particularly important in primary schools, as children under the age of 12 will be the last group to be vaccinated, and not all students are able to wear masks.

Even in the midst of community outbreaks, overseas studies have shown that by implementing this suite of prevention measures, the risk of Covid-19 transmission in schools can remain low, much lower than in the surrounding community.

By Dr Julie Bennett, University of Otago, Dr Jin Russell, University of Auckland

However, this is reliant on schools providing layers of protection, in a structured supervised setting, were everyone follows the precautions.

This multi-layered approach is one that schools in Victoria, Australia are taking very seriously after children, teachers, and parents have endured months of at home learning.

Staff working in childhood settings in Victoria are now required to be fully vaccinated unless medically exempt.

In addition, around 51,000 air purification devices are being installed and funding for shade sails to create more outdoor learning spaces is available.

These measures will be in addition to physical distancing, QR code checkins, and mask use. Schools do far more than provide formal education, which is why it is so important that we do everything we can to ensure they are able to remain open.

Shelter for generations Over the years, the name on our door may have changed, but people and family have always been at the heart of everything we do. There’s nothing complicated about that.

Shade Systems’ heritage is woven through the decades by a family of makers and innovators, with roots stretching back to pre-WWII. Our story began in Dargaville with one man, our founder, Mr S. R. Suckling.

We believe shade has the power to activate better, healthier space for living. From the canvas tents tailored

by Mr S. R. Suckling long ago for the war effort, to the COLA canopies, structures and shade sails that now shelter our children and families from the elements - our shade is built for generations.

Our mission is simple; to create healthier outdoor spaces to improve, enrich and protect the well-being of our children for generations to come, whatever the weather. Our dedicated, specialist team can oversee the complete project, from design and planning through to the installation and sign-off.

We are proud to design, make, and 36 | Term 1, 2022 www.principalstoday.co.nz

install turn-key shade, shelter and fabric structures that are made to last the distance with industrybest warranties.

We believe in building for the future. S. R. Suckling Canvas Goods & Manufacturing was passed to our founders’ sons in 1976 and is now proud to be in the hands of a 3rd generation of shademakers, our team expertly weaving and innovating shade for the generations to come.

“Our mission is simple; to create healthier outdoor spaces to improve, enrich and protect the wellbeing of our children for generations to come, whatever the weather. “

We have the solution for your space.

Learn more about Shade Systems at www.shadesystems.co.nz or call us today, 0800 166 722.

Feature | Nano Hygiene NZ

Self-cleaning technology Nanotouch Self-Cleaning Surfaces are toxin-free and designed to protect hightraffic touchpoints such as door handles, push bars, light switches, touchscreen and elevator buttons.

It’s a three-step technology: microscopic mineral nanocrystals are bonded across Nanotouch’s touchable surfaces using the latest in material science. When light – natural or artificial – hits the mineral nanocrystals, they actively selfclean through a natural photocatalytic oxidation process. During this process, organic contaminants are broken down on the surface and touchpoints are continuously cleaned.

Large scale contaminants must still be removed to allow the surface to do its job. This is similar to disinfectants, which require surfaces to be cleaned before the disinfectant can be effective.

Can Nanotouch surfaces be used on exterior doors?

All Facility TouchPoints can be used indoors or outdoors. replaced more often. Nothing expires, so the products’ shelf life is virtually unlimited. Product life is dependent on actual physical wear.

How do I know when to replace Nanotouch surfaces?

The easiest rule to follow is to replace the skins quarterly and the other products annually. However, the print serves as a wear indicator, so if the text or graphics become worn or faded, it’s time to replace. Also, if the skins start to peel off, we recommend replacement to keep the touch point looking good.

Frequently Asked Questions How does the Nanotouch Surface work?

One of the components of the surface is a mineral nano-crystal which acts as a catalyst, charged by visible light.

These nano-crystals create a continuous, powerful oxidation reaction. This oxidation reaction breaks down organic material into base components such as CO2. The surface also forms free radicals which act as an additional cleaning agent.

What do you mean by “self-cleaning”?

The Nanotouch surface continuously oxidizes organic contaminants at the microscopic level.

How effective are your products?

When does it start working and how long do Nanotouch products last?

It starts working as soon as it’s applied to the surface. We recommend replacing facility touch point skins every 90 days (quarterly); however, the virtual “90-day clock” does not start ticking once it’s applied. In some high traffic applications, they may need to be

The effectiveness of our products is critical to our customers’ success and satisfaction. Nanotouch Self-Cleaning Surfaces have been tested extensively by independent, EPA, FDA and GLP compliant laboratories. Additionally, the U.S. Navy validated its efficacy after six months of rigorous testing.

Other independent studies have been conducted overseas at the Korea Research Institute (South Korea), the

King Abdul-Aziz University Research Centre (Saudi Arabia) and Acumen Scientific (Malaysia). NanoTouch Materials also received a $2 million grant after a 9 month vetting process by University of the Sciences.

Do your products kill germs?

Are you EPA registered?

Our mission is to provide safer, greener approaches to cleaning which is why we use nanotechnology instead of toxins.

In today’s regulatory environment, only EPA registered products, which are all classified as pesticides, can claim effectiveness against any type of germ. Instead of taking the traditional approach of using stronger chemicals and toxins, we focused on a new generation of smart materials that clean themselves. We also recognize the value of traditional disinfectants so we made sure Nanotouch products would be compatible with these chemicals, working as a “cleaning multiplier” to create a higher level of clean that is visible and works 24/7.

Touchable surfaces that never stop self-cleaning.

Nanotouch self‑cleaning surfaces are the innovative, trusted, and cost‑effective way to manage high‑touch surfaces in high‑traffic areas.

03 420 2330 www.nanohygiene.co.nz Unit 2/29 Acheron Drive, Riccarton, Christchurch, 8041 www.principalstoday.co.nz Term 1, 2022 | 37

About Assisted Natural Ventilation in Classrooms and Coronavirus Improving ventilation in classrooms is of course, a benefit for those classrooms with poor ventilation.

Measuring CO2 levels is good practice. However, it needs to be recognised that knowing optimal CO2 levels is much different than assuming Coronavirus and its resultant strains, which are highly infectious, are not present. Filtering and increasing fresh air flow without disinfection, does nothing to reduce airborne transmission of Covid-19 except possible dilution.

The opposite could occur, i.e., increasing the spread of Airborne transmission.

Modelling of Airborne Transmission Computer modelling illustrates that the virus is spread via relatively heavy aerosols. An infectious viral load level drifts downwards and does not reach the returns (if in the ceiling). Therefore, any filter treatment installed within an HVAC system such as HEPA filters or UV would not have any impact. Portable floor units would likely not have much effect more than 2 meters from the unit but could still draw a viral load across an occupied space and the occupants.

Despite the global acceptance of HEPA Filtration for in-duct or Portable filtration, it needs to be clarified that HEPA filters, although capable of filtering and capturing particulate matter including Coronavirus, are incapable of neutralising live virus of any kind, provided the virus is even pulled into the unit. Looking at low cost portable HEPA filtration units is false economy and may also present a risk of drawing a viral load (if present), across the room occupants.

Natural ventilation can pose a risk if a viral load is present within a classroom. If the flow of the air in a room travels over an infected person, the viral load can travel across the room occupants.

NIWA Study omits crucial points re Airborne transmission of Coronavirus “One of the best ways to reduce the likelihood of Covid-19 being transmitted in Aotearoa New Zealand classrooms is simply by opening doors and windows to create natural ventilation, say NIWA air quality experts” This is very well true for particulate matter, moulds and fungi, but the study in no way shows that increasing fresh air flow in a classroom reduces airborne transmission of the virus.

38 | Term 1, 2022 www.principalstoday.co.nz

So, what is the optimum solution?

Use a technology that neutralises and removes the virus.

Horyzen Air Dielectric Barrier Discharge BiPolar Ionisation units remove up to 99.9% of viruses from circulating air and surfaces.

Not All BiPolar Ionisation is the Same It is important to note, not all ionization technologies are the same. Ionization and bi-polar ionization are very broad categories, meaning there are many variations of the technology.

Proposed solution for 50 Sq. M Classroom The best model to suit the criteria of 50 Sq.m classroom is Horyzen Model PSW-501TV Easy installation, Plug and play, Wall mount is 4 screws to a wall or can be floor mounted. Verified Ozone Free.

The benefit of this model is that the Bipolar ionisation will produce negative and positive Ions that can fill the air in the room and continuously neutralise, Coronavirus, Particulate Matter, bacteria, mould, fungi, and VOCs. This will maintain “fresh air” quality in the indoor air space regardless of airflow by ducting or open windows.

Contact us today for more detailed information.

Phone 0800 552878 or email gregd@hqh.com

Effectiveness of indoor Air Decontamination Methods

Working Space | Air Quality

Dispelling air quality myths You can feel heat, you can touch insulation - but you can’t see air which is why many people don’t understand the importance of good air quality.

Law changes in New Zealand have made insulation and heating mandatory in thousands of homes but ventilation is equally vital. And that requires much more than a small fan in the kitchen and bathroom.

Why is that? Well, let’s take a look at some common misconceptions: Myth: New Zealand is a sub-tropical island New Zealand is a beautiful country, but is often pictured as a warm and sub-tropical destination.

To tackle the issues mentioned above, a new building trend emerged: airtightness. Today’s houses are constructed and designed to seal in the heat, making it much harder for them to ventilate naturally.

Ironically, we fixed one issue, but we also created a new problem with stale air and excess moisture now trapped inside. A typical household produces about 12 litres of water per day from cooking, showering, and general living – the equivalent of a big bucket of moisture sloshing around your home.

In addition, our busy lifestyle often means we spend most of our days out and about. That leaves little time to let fresh air in, particularly in cold weather when we often arrive home in the dark and certainly don’t want to fling open the windows then.

In reality, our average winter temperature is about 9C. Our climate is directly affected by our location in Oceania and the vast expanse of water surrounding us.

Continuous ventilation and adequate heating are key to maintaining good air quality in a healthy home.

Most of our houses were constructed before things like double glazing and insulation and central heating were commonplace. They were not suitably equipped for our climate, allowing for dampness and mould to make themselves at home.

New Zealand’s air quality is measured by the level of particulate matter (PM) we send into the atmosphere – generally caused by car exhausts and warming our homes in winter with wood and coal.

Myth: Well-insulated properties ventilate properly

Myth: Indoor air quality is better than outdoor air quality

What’s less well-known is poor indoor air quality can have a hugely negative impact on your health.

Indoor air pollution is easily created from our everyday life, with moisture, wood fire smoke, perfumes, paint, household cleaners, pet dander, formaldehyde from furniture, carpet, building materials, the carbon dioxide we exhale, other chemicals and gases just to name a few examples.

We breathe in around eight litres of air per minute, which totals 11,000 litres of air per day, so it’s easy to see how fast indoor air pollution could affect our health.

Properly-installed and ducted ventilation systems continuously push out the moisture-laden, stale air, replacing it with fresher, cleaner, drier air. This also assists in reducing carbon dioxide levels within the home.

If you liken the air inside your home to the water you drink, ask yourself

‘would I find it acceptable to drink dirty water?’ Surely not. So why would we breathe in dirty air?

Myth: Ventilation systems are expensive Having a warm, dry and healthy home shouldn’t be a money issue.

Once you have a ventilation system in place, it costs as little at eight cents a day to run, and can save you money by reducing electricity and maintenance costs.

DVS Home Ventilation has been making Kiwi homes healthier for more than two decades and can help you enjoy a healthier home that has cleaner, drier air all year round.

There are a number of ventilation, heating and cooling systems to fit your home’s needs, with prices depending on the number of rooms and size of your house.

Perfecting the air Every day we breathe in 10,000 litres of air. It nourishes us and enriches us. A deep breath of clean air is exactly what nature intended.

fitted with our unique Streamer Technology and four layers of filtration to reduce many nasties like bacteria, mould, airborne particles, bad odours, allergens, dust, and pollen from your indoor space.

It’s amazing that something we can’t see can make such a difference to our health and wellbeing – and it’s why we believe every breath should be ‘perfect’.

This innovative technology features a high-power plasma discharge that generates high-speed electrons to decompose harmful substances.

While it may be invisible, indoor environmental quality (IEQ) has a big impact on our health and comfort indoors. It’s easy to assume the air we breathe is pretty clean – but the truth is, many of us aren’t even aware of the minute microbes and ultrafine particles that we live with every day.

The air indoors can contain a range of pollutants and allergens that can contribute to poor indoor air quality.

At Daikin, we’ve been ‘perfecting the air’ for over 50 years to make your indoor environment a calm and comfortable place – for you and your loved ones.

Lifestyles have changed dramatically with people spending far more time indoors. We spend roughly 90 percent or more of our time indoors such as at home, school,

and workplaces. Consequently, the awareness of indoor air quality has arisen.

As ‘air specialists’, Daikin is driven to improve all aspects of indoor air quality, this consists of temperature, cleanliness and flow.

This is captured in our Pillars of Innovation, air conditioning, air purification and ventilation.

Air conditioners, aka heat pumps, contribute to our level of comfort

indoors by efficiently cooling or heating the space and maintaining it at a set temperature. Some models also include an air purifying feature to clean the air.

There is a common misconception that heat pumps will also provide ventilation. In fact, most heat pumps do not perform ventilation.

Ventilation is the replacement of indoor air with fresh outdoor air to dilute and displace air pollutants inside a room. It plays a key role to healthy indoor environmental quality. In a completely closed room, air cannot easily leave the room, causing air pollutants to remain and accumulate in the room.

Opening windows can help fresh, clean air enter the room to help dilute and displace air pollutants.

Sometimes, opening the windows isn’t possible, at Daikin, we have a range of solutions that are equipped with ventilation technology.

Daikin are dedicated to ‘perfecting the air’; our technology creates Daikin air purifiers capture, supress pure air so you can enjoy every and breakdown several pollutants found indoors. Our Air Purifiers are breath you take. www.principalstoday.co.nz Term 1, 2022 | 39

THE AFFORDABLE AIR PURIFIER TO KILL COVID IN YOUR CLASSROOM.

Fitting a Steril-Aire UVC kit into your existing Hiwall Air-Conditioning Unit inactivates germs, bacteria, mould and COVID by up to 99.99%.

www.air-solutions.co.nz/steril-aire

E: contact@air-solutions.co.nz

T: 0800 433 486 or +649 524 0543

www.totalrefrigeration.co.nz E: info@totalrefrigeration.co.nz Ph: 09-4260690

MAKE A FRESH START THIS SCHOOL YEAR. Air conditioning systems remain a principal cause of sickness inside a building. Steril-Aire solutions not only improve air quality but can reduce air conditioning energy usage and a building’s carbon footprint.

BEFORE

AFTER

End to End scenario, using Steril-Aire materials, staff, and knowledge.

Working together to achieve safe healthy environments.

40 | Term 1, 2022 www.principalstoday.co.nz

Working Space | Air Quality

Aranet4 – a simple and fun tool to access school room indoor air quality.

Having fresh air indoors has always been a challenge but now with COVID-19 this task has become more critical than ever.

Thanks to Prof. Jose-Luis Jimenez, who is a Professor of Chemistry at the University of Colorado and other prominent scientists, we now know that COVID-19 is an airborne virus and it can remain in the air for several hours unless we ensure proper ventilation.

Schools, kindergartens and universities are especially difficult to tackle as you have a closed room with multiple people talking thus releasing plenty of aerosols right into the air. If any of the students or the teacher has COVID-19, these aerosols become a highly probable vector transmitting the virus. The single most effective means to decrease this risk is proper ventilation. How to do that? While your average school might not have enough funds to invest in a high-quality ventilation system, procuring cost effective CO2 meters indicating when to open a window will greatly help with minimising the infection risk.

A good example is Ventspils, a city on the western coast of Latvia. Its city council wanted to protect their children’s health and decided to install a networked CO2 meter solution in 19 of its schools and kindergartens. The project was carried out by Aranet in collaboration with its local partner.

Aranet not only installed the equipment, but also integrated the Aranet Cloud data stream into their own system. They built a centralized view of all the schools and their maps as well as put up screens with animations in the classrooms alerting teachers when they need to open a window. In addition, they coached the school and kindergarten staff by sharing materials on the importance of indoor air quality and how to use the CO2 meters to ensure timely ventilation.

The impact of this initiative was immediate. After seeing Aranet4 PRO device indicator turning red (i.e. CO2 concentration exceeded 1400ppm), the staff were able to quickly react and open the windows thus bringing the CO2 levels back to normal and ensuring a healthy environment for the children.

Reflecting upon the project, Diana, one of the pre-school teachers, remarked that “when air quality decreases indoors, we can clearly see that children become sleepier and more apathetic.

I think that air quality control devices give the opportunity for children to live in a better and cleaner environment, and we have to do all what is in our capabilities to provide that”.

Aranet4 devices have been on the front line fighting airborne COVID-19 in many schools around the world by alerting teachers and keeping classrooms safe.

It is trusted by prominent institutions such as Harvard, Caltech and smaller local communities just like Ventspils.

For more information, contact Butler Techsense Limited 09 265 0306 info@butlertechsense.co.nz

Opening Schools Safely with Aranet4 Air Quality Monitoring Solution

353 New North Road Kingsland, Auckland 1021 09 265 0306 info@butlertechsense.co.nz www.butlertechsense.co.nz

Sensing the Future www.principalstoday.co.nz Term 1, 2022 | 41

Working Space | Indoor Air Quality

Clearing the air Opening windows and doors is “one of the best ways” to remove Covid from classroom air One of the best ways to reduce the likelihood of Covid-19 being transmitted in Aotearoa New Zealand classrooms is simply by opening doors and windows to create natural ventilation, say NIWA air quality experts.

The largely Auckland-based team have been studying indoor and outdoor air quality in New Zealand for around 15 years, including a decade looking at air quality in people’s homes and in schools.

“We know that some Aucklanders are feeling anxious about the return to school for some students.

“But they can feel more confident knowing that opening windows and doors to replace indoor air with fresh air from outside is very effective at cleaning air,” says NIWA air quality scientist Ian Longley.

“In a closed classroom, everyone’s breath spreads out to fill the space.

If anyone is infected with Covid-19, virus particles can circulate through the air across the whole room.

“Mechanical ventilation might be needed if a classroom doesn’t have windows that open. But for most New Zealand classrooms in the warmer months, ventilation units are no more effective than natural ventilation,” Ian says.

Air conditioners such as heat pumps are different to mechanical ventilation.

These typically recycle air in a room and change its properties, by warming or cooling it or removing moisture. While these make the room more comfortable, they do not improve its ventilation.

Filtration refers to cleaning the air in a room by running it through a filter that removes particles (including virus particles) before recirculating the cleaned air.

“But build-up of contaminated air is reduced by ventilation. This just means removing the stale air inside the room and replacing it with clean air.

“One of the most effective ways to do this is simply to open doors and windows to create air flow across the classroom. This will remove air from inside and replace it with fresh air from outside, which should be free from the Covid-19 virus.”

For classrooms with all the windows or doors on one side, turning on a fan can help create air flow and bring outdoor air inside.

Ventilation, air conditioning and filtration—what’s the difference?

Ventilation and filtration are two different things. Ventilation can be done naturally through open doors and windows as described above, or by mechanical ventilation units.

42 | Term 1, 2022 www.principalstoday.co.nz

“Keeping CO2 levels down offers the win-win of ensuring Covid-19 is less likely to be circulating as well as keeping students more alert to improve learning.”

Some air conditioners are fitted with filters and there are also many types of standalone filtration units available, including portable ones that can be plugged into a standard plug.

Filtration is an option for classrooms with insufficient ventilation (for instance, where there are few or small opening windows) or where fresh air does not reach all parts of the classroom.

What’s the link with carbon dioxide (CO2)?

Some newer classrooms in New Zealand have CO2 monitors installed.

Monitoring indoor CO2 gives a good indication of how fresh or stuffy the air inside a room is.

CO2 is generated by people breathing and, when levels get too high, people can start to feel sleepy or foggy.

“Monitoring indoor CO2 has been talked about in relation to Covid-19 transmission through classroom air because it gives a good indication of how much fresh outside air is circulating in the room.

“Outside CO2 levels sit at about 410 parts per million (ppm), while the current indoor standard is 1500 ppm.

“But international studies are showing that to reduce the risk of Covid-19 transmission, you really need to increase ventilation so that CO2 stays below about 800 ppm,” he says.

CO2 is not reduced by filtration. Even with an air filter in place, ventilation is still needed to reduce CO2 levels and prevent build-up of stuffy air.

“Keeping CO2 levels down offers the win-win of ensuring Covid-19 is less likely to be circulating as well as keeping students more alert to improve learning.

“While using a CO2 monitor can give valuable insights into the indoor air quality, humans are also good at sensing how fresh the air is in a room we walk into and whether there’s some air flow,” he says.

ARE YOUR STAFF & STUDENTS SAFE – Protect your staff & students health by removing hazardous dusts & fumes with correctly designed extraction equipment.

– Keep classrooms & workspaces clean & Tidy.

WOOD DUST EXTRACT

MINI SPRAY PAINT BENCH

0800 781 200

SANDING BENCH DUST

WELDING & SOLDERING FUME EXTRACTION

www.egmontair.co.nz

PO Box 472 Hawera www.principalstoday.co.nz Term 1, 2022 | 43 New Zealand

There is an astute new awareness of what we each breath every day.

We may eat 1kg of food, drink 2Kg of liquid but we can breathe 10kg of Air. This air is due for some scrutiny and evaluation as it greatly effects human health and productivity.

The major constituent of ‘air pollution’ is solid particulate matter.

Viruses and microbes are defined as solid particulate matter.

In outdoor air, particulate pollution may be anthropogenic (caused by man) or from a natural source. Significant man-made sources include; vehicle exhaust emissions, power generation, construction and industry. Significant natural sources include; pollen, forest fires, volcanoes and windblown soil and sand.

Man-made sources are responsible for many of the very small particles in the air, especially from combustion processes.

Particles from natural sources tend to be at the larger end of the size spectrum.

For a safe school operation, healthy and virus-free air in the classroom is needed to avoid infections and diseases. Viruses, such as COVID-19, can spread through the air in the form of aerosols. Depending on factors including ventilation rates and particulate levels, these viruses can remain airborne for several hours. Indoor environments can experience a higher concentration of aerosols (high viral load), which can increase the risk of infection.

The solution for the indoor air in schools Ventilation or air circulation through fully opened classroom windows is not usually sufficient. The risk of infection in the classroom decreases when stationary air purifiers with integrated high-performance filters are installed. Our range of air purifiers can help reduce the risk of airborne virus transmission.

Camfil air purifiers are designed with increased air changes and improve filtration efficiency in mind. The pathogens contained in the aerosols are captured via high-performance air filter (HEPA filters, H14), with an efficiency of removing greater than 99.995% of contaminants classified as submicron particles, such as the COVID-19 virus (particles ranging from size 0.06 to 0.1 μm).

Heath and productivity is enhanced with the use of Camfil airpurifiers. This means reduced absenteeism due to illness and greater learning outcomes when used in a classroom application.

Measurement of particles without clean air solutions

Ph 09 636 0663

Measurement of particles with clean air solutions

www.camfil.com/en-nz /camfil

44 | Term 1, 2022 www.principalstoday.co.nz

Working Space | Indoor Air Quality

Cost Effective CO2 Monitoring for Schools Indoor air quality (IAQ) and thermal comfort directly impact the usability of a space and the productivity of its occupants, so it’s important to monitor the indoor environment regularly, especially in classroom environments.

Eurotec offer several solutions for indoor air quality management in schools in accordance with the 2017 Ministry of Education guidelines.

Eurotec Ltd have been supplying and supporting premium European technology solutions to the New Zealand HVAC sector for over 35 years.

Our HVAC team have a great depth of application and technical knowledge to support our customers and we offer nationwide coverage with branches in Auckland, Wellington and Christchurch.

The Eurotec air quality monitoring solutions for schools enables teachers and students to easily monitor the CO2 and temperature levels in their respective learning space. Options are available for partial conformity to the Ministry Guideline to a full-

fledged controllable BMS system.

The Ministry of Education has put together a guideline stipulating their requirements for indoor air quality and thermal comfort.

The requirements of this document are as follows: Provide CO2 and internal/external temperature display in a central location within each learning space, with instant visible feedback to local users.

This is to be provided with either: a) A simple laminated or framed user guide adjacent to the display b) An electronic display device to be used with inputs from the CO2 and internal/external temperature monitors, with a graphic display of actions required by users.

The monitoring solutions will assist in educating staff and learners as well as require the teaching staff to appoint student monitors in each learning space to take joint responsibility for looking at the temperature and CO2 levels at the start and finish of each school period, setting the windows/ vents, and operating the ceiling fans accordingly.

Our IAQ solutions are the Innotech Viconics CO2 & Temperature Controller with Digital Display, tSENSE CO2, Temperature & RH Sensor with colour touch display and the Aranet Desktop sensor.

Innotech Viconics CO2 and Temperature Controller with Digital Display

• Temperature: 0 - 50°C

This device can be standalone or can be connected to a BMS system.

Key features include:

• Communication: Modbus (MB) or BACnet (BAC) protocol.

• Relative Humidity: 0 - 100%RH

• Touch screen Interface • Protocols: Wired BACnet MS/TP and Modbus RTU • Sensors: CO2 and Temp sensors • Temperature sensor: Range (0...50C) • CO2 Sensor: Range (400...10000ppm).

tSENSE CO2, Temperature and RH Sensor with colour touch display tSENSE is an advanced and versatile 3-in-1 transmitter that measures CO2 concentration, temperature, and humidity. The data transmits to a BMS system or a stand-alone controller. tSENSE combines all the necessary elements for effective climate control in facilities such as schools, office buildings, hotels and more.

Key Features include: • Three sensors in one housing: CO2, temp and RH • Colour touch display

Aranet4 Desktop sensor The Aranet Desktop sensor is an innovative air quality monitor that measures CO2, temperature, relative humidity and atmospheric pressure, and is ideal for use in classrooms and offices.

Key features include: • Visual and sound warnings when CO2 concentration reaches unhealthy levels • Wireless, portable, and easy to use • Long battery life for up to 4 years!

Contact Eurotec Ltd for more information or to discuss your School IAQ requirements 09 579 1990 sales@eurotec.co.nz www.eurotec.co.nz

• Measurement range: CO2 0 to 2,000 ppm

www.principalstoday.co.nz Term 1, 2022 | 45

Feature | APL Window Solutions

Consistent classroom air quality in the age of Covid-19 Keeping windows open is a key to keeping schools open in the age of the Covid-19 virus. That handy play on words is increasingly being used around the world and refreshes advocacy that researchers have been making for some years, well before the pandemic arrived.

Optimum levels of ventilation for student health, comfort and learning are vitally important, and have been highlighted time and again by studies [1a] [1b] over the years. The unprecedented (in the modern era) arrival of a worldwide viral pandemic has emphasised the benefits of continuous fresh air circulation through open windows in classrooms.

“There are many window formats appropriate for education facilities.

These include high level windows, remotely controlled sashes, hopper windows, awning and sliding windows, as well as passive ventilation options.”

The ‘Healthy Schools’ project part-sponsored by APL Window Solutions and carried out by Massey University’s School of Engineering and Advanced Technology involved extensive monitoring of air quality in numerous schools, and tracked the build-up of CO2 under a variety of conditions.

Excessive CO2 concentrations are known to lead to cognitive impairment. Now, however, concerns over preventing crossinfection from student carriers of Covid-19 are a new driver in the classroom ventilation discussion.

Covid-19 has transformed the design and operational management of learning environments to ensure consistent air quality is maintained.

Massey University’s “Healthy Schools” project involved monitoring of air quality in 28 classrooms in 10 schools across New Zealand.

Studies have shown that even with students wearing masks and distancing in a classroom layout an airborne virus from droplets and microdroplets will spread dangerously with closed windows.

With windows open the viral concentration from droplets and microdroplets remains densest near the infected student but the contaminants are diluted in the rest of the room.

There are many window formats appropriate for education facilities.

These include high level windows, remotely controlled sashes, hopper windows, awning and sliding windows, as well as passive ventilation options.

Trickle ventilators can help provide a useful level of background ventilation. In the APL product range, options include Aerovent (head or transom of fixed windows), Sashvent (bottom rail of awning windows), and Ventient (range of installations possible). Other window manufacturers offer their own passive ventilator designs.

It’s all about achieving multiple ‘air changes’ on a regular basis, either through open windows or through the installation of a significant number of passive ventilators.

Massey University’s ‘Healthy Schools’ project, led by Dr Mikael Boulic, involved monitoring of air quality in 28 classrooms in 10 schools across the country. Air quality was continuously monitored for more than 12 months. It was a major project supported by a number of organisations including BRANZ,

46 | Term 1, 2022 www.principalstoday.co.nz

NIWA, NZMIE and APL Window Solutions, proprietor of the Altherm, First and Vantage window brands.

Schools in the Hawkes Bay, Christchurch and Dunedin, accepted School Monitoring Boxes (SKOMOBO’s) in selected classrooms.

These compact sensors, developed

by Massey University, assess temperature, relative humidity, carbon dioxide, and dust levels. The data recorded by these was sent by WiFi module to the university every two minutes during the school day across this whole period.

The study’s overall objective was to improve the classroom environment through the collection of helpful data and to engage with teachers and students for better management of such things as ventilation and room temperature.

As part of the air quality monitoring project, Massey University not only created the small, all-purpose sensor boxes but invented a display module which provided a simple, user-friendly screen advising teachers and students if air quality is satisfactory or in need of adjustment. This sits away from the sensor box in a convenient classroom position and has a WiFi link to the box.

The results of the study and additional projects carried out in Auckland for APL, threw light on what types of windows worked best in certain wind conditions, with wind direction a key factor. The top performing windows were sliding, casement and awning, followed by

louvres. Cross ventilation proved necessary to ensure good classroom ventilation. High-level windows were also more effective that lowlevel windows. Finetuning on the suitability of various window types was identified.

Another subset of the Healthy Schools project [2] saw the Massey University School of Engineering and APL collaborate on a ‘Smart Window’ project that monitored air quality in a small number of classrooms using a temperatureresponsive ventilation technology, called Ventient. A new, highperformance model is an option when included in sufficient numbers in classrooms and combined with a 24-hour exhaust fan (some extraction fan systems have C02 sensors).

“The study’s overall objective was to improve the classroom environment through the collection of helpful data and to engage with teachers and students for better management of such things as ventilation and room temperature.”

Feature | APL Window Solutions

Passive ventilation options:

Aerovent

Sashvent

Ventient

Improves airflow with less visual intrusion.

Delivers background ventilation through the bottom of an opening window.

Naturally automated trickle ventilator.

The recent government announcement of distribution to schools of classroom air-cleaning units and CO2 monitors has foreshadowed ongoing government interest in the issue of healthy classroom ventilation. There is no doubt, however, that adequate ventilation through open windows is one of the key requirements

of a healthy and disease-free school environment.

Want to find out more about how to improve air quality in classrooms?

Register now for APL’s free face-toface or online presentation, aimed at designers and those interested in ventilation in classrooms: www.aplnz.co.nz/ventilationin-classrooms.

References: [1a] Phipps, R., Cunningham, C., Khalid, A., Biggs, P., Waters, D., & Trompetter, B. (2017).

Creating healthier classrooms for NZ primary school students.

[1b] Liaw, F. (2015). Doors and windows need for schools.

[2] Wijesundra, P., Pereira, T., Zach, M., & Moses, A. (2016).

Automation of Smart Windows for Natural Ventilation.

PASSIVE VENTILATION SOLUTIONS AEROVENT, SASHVENT AND VENTIENT Improved indoor air quality Improved thermal comfort Improved acoustic comfort

Keeping your classrooms healthy on the inside

APL products are exclusively available from our manufacturers nationwide

aplnz.co.nz www.principalstoday.co.nz Term 1, 2022 | 47

Learning Space | Distance Learning

Education online

School survey sheds light on lockdowns, online safety and tech support

By N4L

A new survey released by the Network for Learning (N4L) reveals the challenges experienced by schools around online safety, remote learning, and identifies four areas where schools would like more technology support.

N4L connects schools and kura across Aotearoa to safe and reliable internet services and is upgrading schools’ wireless networks to boost their capacity and cybersecurity resilience.

(online safety, remote learning, and technology support) are listed below:

Online safety Most schools (88 percent) feel confident in their ability to protect students online.

They ask students to sign internet use agreements (86 percent), use web filtering (84 percent), bring in guest speakers, host training workshops, and provide other professional development opportunities for teachers to boost their school’s online safety efforts.

More than 550 from over 2,450 schools in Aotearoa New Zealand participated in the Crown company’s survey called Touchpoint, which ran in June 2021, and is designed to assist N4L’s future planning by exploring how schools use the internet for learning.

Despite this confidence, schools cited many challenges to keeping their students safe online.

The responses stem from principals and school IT leaders and build on some insights gained from N4L’s previous school surveys.

They also mentioned cyberbullying issues that take place outside the school gates can lead to issues at school, and that overseeing classroom device use is timeconsuming with students able to skillfully flick between open tabs as the teacher approaches.

N4L CEO Larrie Moore says, “this survey gives us helpful insights into the schools and kura we serve.

“Touchpoint shows that schools and kura need, more than ever, to be supported around online safety, remote learning, and managing their technology so they are free to teach and ākonga are free to learn.”

Highlights from the three themes explored in the Touchpoint survey

They know students can find ways around filtering technology and popular websites such as YouTube, which can display age-inappropriate images and videos.

Remote learning: accessing devices and the internet School closures during Alert Level 3 and 4 lockdowns have highlighted the importance of the internet for learning beyond the school gate, with the percentage of schools

48 | Term 1, 2022 www.principalstoday.co.nz

saying the absence of home internet impacts learning doubling from 25 percent in 2018 to 59 percent in 2021.

The biggest technology obstacles faced by schools during the COVID-19 lockdowns were the ability to access devices (77 percent) and the internet (73 percent) from home with 69 percent saying their home internet connection was unreliable.

While only 10 percent say at least half of their students can’t access the internet from home, 24 percent of schools indicated that at least half of their students can’t access devices from home, with smaller and lower decile schools being the most disadvantaged across both areas.

Schools based in Tai Tokerau, Bay of Plenty, Rotorua, and the Waikato regions are less likely to have home access to the internet and devices.

While most schools provide either some or all of their students with devices for use at school (96 percent, only 15 percent allow them to go home with students on a regular basis.

During lockdown, an additional 44 percent of schools allowed students to take them home.

“Much of our content is now delivered online – so the few students who don’t have quality devices and suitable internet are at a disadvantage – putting pressure on the school to help find solutions for

them and their families,” says David Beaumont the ICT Director at Green Bay High School in West Auckland.

“These students feel left out and cannot engage in the learning, especially at the senior levels with NCEA,” says Rajal Singh, a science teacher at Te Kauwhata College in North Waikato.

Support for IT challenges When asked what areas they’d like more tech support with, schools said they wanted to boost their internet capacity, manage the lifecycle of their devices, customise filtering, report on internet use, and provide professional development.

N4L is helping across some of these areas by upgrading the wireless networks inside schools through the Ministry of Education’s Te Mana Tūhono programme.

This technology rollout will boost the internet capacity, reliability, and resilience within schools, as well as provide additional cybersecurity support, with all participating schools scheduled to have gone through the upgrade programme by 2024.

For more information on staying safe online head to the Switch On Safety website: https://switchonsafety. co.nz/?gclid=Cj0KCQiA47GNBhD rARIsAKfZ2rBeqH14BTXv0BSv8cQ DrpnOpzcxBf-IWmHP06kIKvVj30fjlUixCEaAs3IEALw_wcB

www.principalstoday.co.nz Term 1, 2022 | 49

Feature | Claudatos Construction

Claudatos Construction Limited Touted as the next generation in building service, Claudatos Construction is a locallyowned business that specialises in design and build services.

Initially formed in 2012 by Michali Claudatos and Bree Claudatos, since then, their business has steadily evolved into a successful multi awardwinning design and build company.

Claudatos Construction are proud members of the registered Master Builders Association in the sunny Hawkes Bay, accordingly and place a firm focus on providing quality workmanship for their clients, each and every time.

Indeed, they achieved great success in 2021 in the House of the Year competition, with one of their homes winning the Gold, Regional & Top 100 awards. Another of their homes also won a Silver award.

Collaboration is key at Claudatos Construction. You can rest assured, knowing that by choosing them, you will be working directly with a designer and builder who can help assist you every step of the way – from drawing up the blueprint, right through to the project’s completion.

That being said, they also offer services for clients who already have their plans drawn up and need a builder to bring their vision to life. Likewise, Claudatos also cater to clients who already have a builder, or for builders wanting to do spec homes.

The team at Claudatos Construction are always looking to improve their systems and methods.

Their commitment to you is more than just making you dream home

come to life. With this in mind, their construction methods are centered around ensuring that their homes are warmer and drier for their clients.

Much like with anything, this begins with the foundations.

As the local Hawkes Bay Installers for QuickSet Foundations – a fully insulated foundations system which brings an R-Value of 3.5 – 4 – Claudatos Construction can proudly say, this is the minimum standard

for every single home completed by their company.

Their fixed price contracts mean there will be no hidden surprises, and they also supply a 10-year Master Builder Guarantee.

You needn’t look any further than Claudatos Construction, your local design and build specialists.

Please don’t hesitate to get in touch with them today.

NEW HOME DESIGN AND BUILD SPECIALIST Claudatos Construction Ltd has been in the building industry over 10 years in Hawkes Bay. We specialize in Design & Build taking your dreams and bringing them to reality.

Mobile: 027 312 1675 Email: info@claudatosconstruction.co.nz 83 Mcelwee Street, Napier, Hawke’s Bay www.facebook.com/claudatosconstruction

www.claudatosconstruction.co.nz 50 | Term 1, 2022 www.principalstoday.co.nz

Let your project come together seamlessly!

www.lhdesign.co.nz

Design Services Colour Consultation

Furnishings

Project Management

Furniture Design & Supply

Commercial Design & Fitout

Furniture Layout & Spatial Design

Residential Design & Fitout

Kitchen & Bathroom Design

Villa Maria College Project We enjoy a long lasting relationship with Villa Maria College, adapting to the schools needs, taking on one area at a time. Each brief is fit for purpose from surfaces & furniture right down to acoustics for the auditorium. We have been assisting with the design process, product selection & supply for the past 6 years. Areas we have assisted with to date: •

Exterior • Library • Staff Room • Entrance

• • • •

Prayer Room Auditorium & Hall Home Economics/ Technology Department

This commercial office brief was to achieve heavy duty use with a visual edge. For this project LHDesign completed material specifications & paint colour scheme throughout, along with specifying & supplying fixtures & fittings. Finishing touches included commissioned art & lighting to complement.

P. 0210 222 2948 E. lisa@lhdesign.co.nz 366 Montreal St, Christchurch Central, NZ

www.principalstoday.co.nz Term 1, 2022 | 51

Working Space | EOTC

Into the wild

By Megan Dunn

A key aspect of EOTC (Education Outside the Classroom) is school camps.

School camps are one of those very special hallmarks of the schooling experience for Kiwi youngsters.

It brings to fruition the very best of togetherness, learning new things and getting out of one’s comfort zones harnessing the potential to form lifelong memories and friendships.

Hiking, games, swimming, playing, building, activities, biking; all of these unique experiences underpin the

very fabric of why school camps are so memorable - it’s an entirely new way to extend knowledge and appreciate one another.

They are critical in showing young people new skills as well as letting them know they can achieve things that once upon a time seemed out of reach.

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

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

What can you do at camp?

Air rifles, archery, BMX track, sports field, flying fox, indoor climbing wall,

bush and stream walking, beach and rock pools, giant hammock, swimming pool, confidence course, low ropes, team building activities, playground area and two trampolines. Plus our waterslides where you can race your mates or your teacher down our twin water slides.

A wonderful spot The beautiful 14-acre Camp Raglan campsite is pleasantly situated on the slopes of Mt Karioi overlooking the panoramic view of Raglan and the Tasman Sea.

Camp Raglan offers a fully catered camp for a total of 150 children and adults in dormitory style accommodation which is particularly suited to primary and intermediate school children.

All the main facilities are under one roof.

The resident chef cook’s excellent meals and special dietary needs can be catered for. Camp Raglan is known for its good food and excellent hospitality. Our team will offer you a very warm welcome and we happy to discuss your individual needs.

Bethel House is an independent building available for hire separately from the main camp buildings. It has five twin share rooms and one double room as well as a kitchen, lounge room and two separate showers and toilets. It overlooks the breath-taking view of the Tasman Sea. An information pack to help you with your planning is available from the camp and gives full details of facilities, accommodation and what you need to know to make your booking.

Ph: (07) 825 8068 Email: campraglan@cbm.org.nz Website: www.cbm.org.nz Camp Raglan is a beautiful campsite situated on the bush-clad slopes of Mt Karioi and has breath taking, panoramic views of the Tasman Sea and beach.

It’s a 7-minute drive from the artsy Raglan township. Sleeping Accommodation is essentially under one roof, which provides easy and secure supervision.

There is also, on-site, 5 twin rooms and a double room available in Bethel House. Camp Raglan has a resident cook who provides excellent meals, and with prior arrangements and a small additional fee, special dietary needs such as DF, GF, and Vegetarian, can be catered.

OUR CAMP ACTIVITIES: Paintball | Climbing Wall | Low Ropes Course | Team Building Activities | Confidence Course | Swimming Pool | Archery | Air-Rifles | Orienteering Flying Fox | Table Tennis | BMX Bikes | Volleyball | Trampoline | A Developed Playground Area | Beach And Bush Walks | 6-Person Hammock Camping Area on a Stream Edge | Sports Playing Field | Large Gymnasium | Brand New Water Slides

52 | Term 1, 2022 www.principalstoday.co.nz

Working Space | EOTC There are many popular school camp locations around the wider Canterbury region that local primary and secondary choose for their school camps.

The region is nothing short of an absolute treat for a real nature escape, showcasing the best of what backyard New Zealand has to offer.

From the rugged terrain of the Castle Hill forests to the sprawling Canterbury Plains, the region really has it all. This gives schools ample choice when deciding where is the perfect location to host their next school camp.

So, what really are the best spots for the ultimate school camp experience?

Two well known locations for school camps around Canterbury are Living Springs Camp and Hanmer Springs Forest camp. These locations have become somewhat iconic for local Cantabrian children where fun and team building activities are limitless.

First opened in 1979, Hanmer Springs Forest camp is known as one of the best camps in the region.

The cabins set against the backdrop of the Hanmer Springs forest is simultaneously convenient as it’s under a two-hour drive away from Christchurch central, yet effectively

distant from the comforts of home.

Since the camp has been in operation for numerous years, it is organised with thorough experience and details and has amassed all the necessary equipment and facilities to make the camp awesome.

The region is nothing short of an absolute treat for a real nature escape, showcasing the best of what backyard New Zealand has to offer.

Next up is Living Springs camp which over the years has become synonymous for epic camp experiences in Canterbury. A short 20-minute drive around the gorgeous banks peninsular lands you surrounded by the native bush and at Living Springs.

Living Springs has made a huge leap in their Environmental journey in the last year. They are now working together with leading environmental scientists from several different fields.

They have teams of environmental rangers restoring the land by planting native trees and implementing a big pest control project. They have also developed Enviro Camps for schools where the children learn more about our native bush, stream life and other important environmental aspects.

The camp is situated on 10 acters of gorgeous forest land, which means so much room for the camps fun activities, which include, mountain biking, rock and tree climbing, orienteering, problem solving, bush skills, overnight camps and tramps.

Celebrated for years by teachers and students alike, Hanmer Springs camp is always highly recommended. It’s the ideal setting which allows for the exchange of knowledge, learning and fun, whilst also still being cost effective and convenient, what can beat that!

It is all part of their ultimate goal to become the leading environmental education centre for the children of Canterbury. They want to help create our future eco-warriors in a way that children will enjoy and includes all the fun adventure activities they have always had.

Something very special about both camps is they actively engage with student learning opportunities and cater the experience to each school or group in order for them to get the most out of the trip.

It is certainly not a one size fits all approach, which really has been the element which has contributed to these camps standing the test of time. They really put time and effort into coordinating the perfect experience every time.

Ultimately, responding to the developing needs of schools and curriculum is paramount in their success.

Hanmer Springs and Living Springs camps have respectively been the backbone of school camps in the Canterbury region, their locations hold the lifelong memories of thousands of school children and they are sure to continue to flourish well into the future.

Canterbury kids know that all too familiar feeling of arriving back from camp feeling exhausted but happy.

Ecstatic to tell their parents and caregivers all about the adventures of the past few days, this shows the real value of Education Outside the Classroom experiences.

They can reflect on their camp experience as a fun, safe and happy time where friendships and skills were transformed positively and they grew as young people by stepping outside of their comfort zones.

Book your

winter camp

for June, July, August or September 2022 and receive a 20% discount *some conditions apply

07 332 3510 tuiridgepark.co.nz bookings@tuiridgepark.co.nz www.principalstoday.co.nz Term 1, 2022 | 53

Working Space | EOTC

Are you looking for a venue for your next school camp?

Lakes Ranch offers a beautiful setting with all you need for a fun and active camp.

The experienced hosting team will work with you to ensure your camp runs as smoothly as possible, and will be on hand during the camp to assist where ever necessary.

The onsite facilities eliminate the need for travel elsewhere, with a range of activities available including kayaking, horse riding through to the simple pleasure of relaxing on our large hammock.

Safety is paramount and briefings are given to all supervisors before commencing activity times. We provide our own qualified instructors for activities where specialist skills are required.

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

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

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

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

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

Sports facilities and fields are also available to kick a rugby ball on, or have a game of competitive volleyball. Tennis and badminton are also great games for kids to get involved with and sports gear is available at the camp.

And don’t forget the camp is a hop, skip and jump to the local attractions Rotorua has to offer. From zorbing to luging, the options are endless.

Maybe try a spot of fishing on one of the lakes, or check out the cultural sites around the region.

School holiday programmes Lakes Ranch offers extensive holiday programmes. For those who love

to get out into the great outdoors on horse back. From trekking to trotting, the camp offers amazing opportunities to harness your skills on horse back. And you don’t even have to know how to ride a horse.

The talented team at the camp can teach you.

Lakes Ranch 79 Lake Rotokawau Road RD4 Tikitere Rotorua (07) 350 3010 www.lakesranch.org.nz

HAVE YOUR NEXT

ADVENTURE AT

CYC

LEARN OUTSIDE THE CLASSROOM!

LOOKING FOR SOMETHING DIFFERENT?

Build confidence and team spirit in both staff and students.

Meet your schools EOTC requirements in a safe and cost-effective way.

Book now to experience CYC, the home of adventure.

An OutdoorsMark certification shows that our camp has met the highest standard of safety in the adventure activities industry.

cycnga

christianyouthcamps

54 | Term 1, 2022 www.principalstoday.co.nz

148 Waingaro Road Ngaruawahia 07 824 8495 info@cyc.org.nz cyc.org.nz

Contact us at Lakes Ranch for your next Unforgettable Camp Experience! www.lakesranch.org.nz office@lakesranch.org.nz Ph (07) 3503010

Feature Feature | Kip McGrath | ???

So why whychoose chooseKip KipMcGrath?

McGrath?

And what So And what makes the rest? makes our ourtutoring tutoringbetter betterthan 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 beyond.

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

www.principalstoday.co.nz Term 1, 2022 | 55

Working Space | Water Safety

Repaint with EPOTEC NT EPOXY

Water safety basics We’re all aware of the potential hazards of water – all it takes is a moment’s inattention and disaster can strike.

Fact is, drowning is the second leading cause of unintentional injury death for children in New Zealand.

The good news is that drowning is preventable if parents and caregivers are aware of the simple things they can do to help keep their children safe from drowning.

Be within sight and reach of young children, be aware of all potential water hazards, put appropriate safety precautions in place and be prepared.

One point to remember is experts advise that swimming lessons don’t make children safe, only safer. So don’t over-estimate your child’s ability to cope in the open water environment even if they know how to swim.

The keys to staying safe • Learn swimming and water safety survival skills – and CPR, be ready to respond in an emergency • Choose to swim at patrolled beaches and swim between the flags – if there are no patrols learn how to recognise dangers such as rips and avoid them • Actively supervise children near water – that means adult supervision within arm’s reach,

focused on the child, not reading or texting • Wear a lifejacket when rock fishing or in small boats – it’s the one thing that could save your life if you fall in to the water • Check the latest marine forecast and tides before heading out on the water, tell someone where you are going and when you expect to return, and carry at least two forms of communication on your person – so you can call for assistance • Don’t add alcohol to the mix - never when supervising children in and around water • Know your responsibilities around home pools and spas, including inflatable or portable pools.

Sorting pool safety Advise on preparation and repair

A check list to help prevent drownings

Supply of the most appropriate paint system

Is the latch on the gate to your swimming pool working properly? Are there any parts of the fence small children might crawl under?

• Ensure there are no gaps under the gate when it is closed and there is no part of the fence small children could crawl under (maximum permissible gap between ground and fence/gate is 100mm)

• Always keep moveable objects (such as plastic chairs, bricks or pot plants) well away from the pool area. A child can drag them and then use them to climb over the fence

• Never prop the gate open

Checking these and other aspects of a pool is one of the things New Zealanders can do to help children stay safe around swimming pools.

• Check the condition of a metal fence. The joints can become weak due to rust and have been known to come apart with a firm tug

• Remove any tree branches that could allow a child to gain access to the pool area

Checks and other advice include:

• Check the condition of a timber fence. As the structure ages, the screws and nails can loosen and allow the slats to be removed.

Similarly, the wood can age and weaken, so any rotting sections should be replaced

Latest Epoxy and Acrylic technologies to suit your needs

Call our technical experts on

09 837 0897 x 3 or find your local EPOTEC Approved Applicator at

www.cotec.co.nz

• Ensure the gate latch clicks shut automatically. Over time the spring can become less effective. Hold the gate open at varying distances from the lock and check it springs shut and fully latches

56 | Term 1, 2022 www.principalstoday.co.nz

• Clear toys from the pool area, so it is not tempting for children to go in.

Local councils throughout New Zealand can offer guidance on ensuring your pool meets all the safety regulations.

Further information is available at Water Safety New Zealand: www.watersafety.org.nz.

Feature | Club Waimea

Club Waimea The idea of Club Waimea was born out of local Richmond people seeking a place with a friendly, sociable and community minded atmosphere that was able to offer more than just a pub.

The first meeting was held at the Richmond Town Hall with approximately 35 people attending.

This meeting was met with much enthusiasm, and it was here that the initial processes were put into place to create what we now know as Club Waimea.

With over 14 sporting sections, various entertainment each week, weddings, workplace training, and more, today, Club Waimea remains a friendly place for members to meet up with friends and family and guests.

Club Waimea prides itself on its pleasant, sociable and community minded spirit, which is why Affiliated Clubs NZ Members are also more than welcome to use our facilities.

Though it’s important to note that Club Waimea are a vaccination certificate venue – so don’t forget to have your vaccine passport ready to display upon entry!

Have you ever thought of playing darts? Or maybe you’d like to try your hand at outdoor bowls. Indeed, if you are looking for more life skills, a fun way to make new friends and socialise then the activities at Club Waimea are for you. It doesn’t matter if you are a novice golfer or haven’t tried your hand at cards for a while; no matter the activity, there are experienced members who can teach you how to develop your skillset.

Club Waimea also offers accommodation in the form of a caravan park with 64 powered sites and 10 non-powered sites. Situated in well-established grounds the Club Waimea caravan park is quiet and secluded while still having a central location.

All caravan park guests are automatically temporary members of Club Waimea. Some of the many advantages of this are: restaurant, members bar, gaming room, pool and snooker, sky television, regular entertainment, dart boards, off sales. The Club’s meal offerings include Phil’s Place buffet, and they can also cater for all your functionrelated needs.

We are proud to offer members, affiliates, and their guests the use of top-quality amenities in the form of:

Club Waimea caravan park:

• House bar with regular entertainment

• Full facilities

• Gaming room – 18 machines • Off sales • Functions hall with full bar facilities • Rooms for functions • Restaurant • Various sporting sections • All year-round outdoor bowling green

• Campervans welcome • Handy to shops • Communal kitchen • Communal laundry • Ablution block • Dump station • Centrally located opposite Richmond Park Raceway • Weekly rates available • Semi-permanent living arrangements also available.

• Squash courts • TAB • ATM.

FRIENDLY, SOCIABLE AND COMMUNITY MINDED SPIRIT

Club Waimea is a friendly place for Members to meet up with friends and family & Guests. There is something for everyone with over 14 recreational sections, great restaurant, bar, gaming, TAB, weekly entertainment, conference/party facilities. Come join us now.

Ph 03 543 9179 | reception@clubwaimea.co.nz www.clubwaimea.co.nz

www.principalstoday.co.nz Term 1, 2022 | 57

Working Space | Playgrounds of the Future

Getting serious about play In modern schools an outdoor space is about far more than just ‘play’. There are new standards of safety and shade to consider – and new heights of inspiration, education and exhilaration to deliver.

We spoke with Creo’s Senior Landscape Architect Larissa Rose about her work behind the scenes designing and building unique and multi-use recreational spaces.

Play has made a big leap forward in New Zealand. As the wood and bark ‘adventure playgrounds’ and tired swing-and-slide combos of last century make way for diverse, individualistic and multi-use spaces, so too is the process of planning, designing and constructing these spaces changing.

Larissa says, Creo is responsible for some of the country’s most interesting and exciting outdoor play spaces.

She’s at the forefront of new design and construction processes. One such trend is with the adaptability of space.

Larissa says the separation between indoor and outdoor learning is becoming blurred, with many schools creating spaces that can be utilised during class time.

“Playgrounds are not just for break times. Teachers want areas that can be used as an additional resource for lessons, a multi-functional approach that provides maximum use from limited space.”

With school rolls increasing, new classrooms are often taking the

place of outdoor areas, resulting in odd nooks and ‘dead zones’ in the playground.

“Inserting opportunities to learn through play into every corner means making the best use of limited space,” Larissa says.

“This can be in the form of green wall gardens, painted games on pathways, or cleverly designed slides that make use of existing landscaping.

Selwyn Ridge wanted to maintain the natural elements around the area, keeping the larger trees and incorporating them as features in the playspace design.

While sand play, slides and spinners are always popular, providing resources that interest and encourage older children is also important.

Space for structured games and equipment that strengthens muscles and provides physical challenges is key to keeping more mature students active.

So too are a growing number of schools providing a local or cultural narrative through their playgrounds, or to convey a sense of the school’s values by providing play areas that inform and encourage them.

Larissa states that many New Zealand schools are now requesting such a multicultural approach from Creo, their new outdoor spaces bolstering the change in focus within the curriculum.

w Ilam School has fully embraced all the advantages and possibilities of working with CREO.

“Addressing and extending the Ministry of Education’s bicultural and inclusive framework allows us to bring Māori culture and the surrounding landscape together, creating a unique identity to the playground,” she says.

“Conveying these connections and history through the design is also a great way to engage the community and students, delivering greater overall value to the space.”

Incorporating existing planting and features is vital to a holistic approach to learning.

“A master plan is of huge value here,” she says. “It’s also important we work with the Ministry to ensure new projects are developed hand-in-hand with any future buildings.

With innovative play surfaces that require little to no maintenance, schools can focus instead on keeping green spaces thriving.

“Using this surface we can create topography play, mounds and hills for rolling and running over and add vibrancy and colour. We’re only limited by our imagination.”

58 | Term 1, 2022 www.principalstoday.co.nz

For schools planning new outdoor spaces the thought of project managing so many moving parts can be daunting.

Larissa says using a design-build team makes for a faster and more efficient process.

“Surfacing options like Pour’n’Play provide the opportunity for shaping and moulding at ground level,” says Larissa.

Pinehurst School makes the most of every centimetre of outdoor space.

Designing these covered spaces in close proximity to classrooms means an easy transition from indoors to out, no matter the weather.

Gone are the days of a ‘scorched earth’ approach to playground construction too.

Many schools now have vegetable gardens or native borders planted and maintained by students.

Ilam School’s junior playground incorporates bright blues and, yellows, and reds using Numat surfacing and accessories.

Many also opt for wet weather cover to enable parts of the playground or sports court to be used on rainy days.

While existing planting allows for natural shade, schools will often need assistance from shade sails and too.

“Growing schools need a farreaching, forward-thinking vision.

“An integrated approach takes the onus away from schools and removes the need for multiple meetings with different contractors.

“Ultimately this ensures far more efficient project delivery – less overall cost and less disruption to the school’s daily operations.”

For Larissa, the ability to learn and develop new ideas with each project is what keeps her motivated.

“I love leaving the best possible spaces to be enjoyed by children, families and communities – it’s such a rewarding journey.”

The big picture view in playspace design

A superior playspace is far more than the sum of our parts. For Creo it’s about the connections made during planning and designing, the smallest details that bring the big picture into focus.

At Tauranga’s Selwyn Ridge Primary School this means delivering a sense of unity and purpose, maintaining key natural elements

while including local pūrākau, adding wooden structures, balance ropes and colourful seating for outdoor learning.

It’s how, here and at many other leading NZ playspaces, we ensure immersive environments can take child, school and community above and beyond.

See more about Selwyn Ridge and NZ’s leading playspaces at:

creospace.co.nz www.principalstoday.co.nz Term 1, 2022 | 59

Working Space | Playgrounds of the Future

Ensuring playground safety Playground injuries are the leading cause of injury to children ages 5 to 14 in schools and lack of supervision is associated with 40 percent of playground injuries.

Eight effective playground injury prevention measures:

1. Equipment - purchase age

and demographic appropriate play equipment.

The most common causes of medical attention from playgrounds is injury suffered from falling. Approximately 70 percent of playground equipment-related injuries involve falls to the surface, and 10 percent involve falls onto equipment - either due to inadequate surfacing or onto hard objects.

inspection by a school property manager (checklist template example can be found on our website).

2. Fall height - ensuring correct play 6. Yearly inspection - annual equipment heights (fall height of max 3m for climbers and 2.2m max handle height for upperbody overhead activities).

A recent study found that children play without adult supervision more often on school playgrounds (32 percent of the time), than playgrounds in parks (22 percent of the time).

Approximately 58 percent of playground injuries requiring medical attention occur in schools and are most common among 5-9 year-old girls and 10-14 year-old boys. The most common injury times occur between 12pm - 4pm.

5. Daily inspection – daily/weekly

3. Surfacing - use an impact‐ absorbing (attenuating) safety surfacing such as certified loose fill (bark or woodchip) or synthetic surfaces (rubber matting).

4. Supervision – establish

and maintain daily supervision procedures.

The most common injury is longbone fractures (arms and legs) which are most common from upper-body overhead activities such as monkey bars, monorails etc. This is generally due to the height of the bars and the quality of the surface below.

Protective surfacing under and around playground equipment can reduce the severity of, and even prevent, playground fall-related

injuries. The risk of injury in a fall onto a non-impact absorbing surface such as asphalt or concrete is more than twice that of falling onto an impact-absorbing surface.

Much emphasis and effort is being placed on increasing physical activity among children as it promotes good health and prevents obesity. Play is also important in the development of social behaviour,

comprehensive safety inspection/compliance audit by RPII Level 3 Play Inspector.

7. Surface test - Head Impact

Surface (HIC) test every two years for synthetic surfaces (rubber matting only) - not required for loose-fill.

8. Maintenance – regular

preventative maintenance, usually following comprehensive yearly inspection.

enabling children to interact with their peers.

However, with this increase in physical activity and play, there is also an increase in the risk of injury. It is therefore necessary to ensure that safety measures are taken to prevent these injuries.

The following are eight very effective injury reduction prevention measures for your school.

300H

600H

900H

Learning doesn’t stop at the classroom.

Play doesn’t stop at the playground.

Line

SCHOOLS

PUBLIC

N

EARLY CHILDHOOD

Playscape take a customised approach, designing unique spaces that are site specific as opposed to generic off the shelf items. From playgrounds, through to outdoor classrooms, break out spaces Outd and gardens, Playscape steps outside of the traditional playground and oor sensory spaces for little explorers landscape approach with a natural playful style. We create unique and functional outdoor areas Dairy Flat ECC 1669 Diary Flat Highway, that encourage children ofDiary allFlatages to learn through play whilst being better connected to the 17-0164-201-H natural world around us.

Scale 1:500 (A3) Playg

We design and build outdoor spaces At Playscape we are passionate about creating tailor-made environments to suit any purpose nationwide.

From safe, natural and unique playgrounds for all ages through to enhancing outdoor areas to create functional, relaxing spaces that bring people together.

0800 757 555 www.playscape.co.nz

round Overview

As a leader in the playground industry, Playscape has seen a shift in the way New Zealand schools are looking at their outdoor areas. Traditionally the focus was purely on the playground. We are now seeing a big focus on the outdoor learning environment, breaking down the barriers between the classroom and the playground.

Schools especially are wanting playful learning spaces that are integrated throughout the school grounds.

Research* has shown that outdoor learning can motivate and increase enthusiasm for learning. Furthermore it can reduce behavioural and concentration issues, leading to enhanced self esteem and independence, improving interpersonal skills, cooperation and social cohesion.

Playscape believes that every space between a classroom, lunch or seating area is an opportunity to provide a richer play and learning environment for children.

*Van Dijk-Wesselius, J., van den Berg, A., Maas, J. and Hovinga, D., 2020. Green Schoolyards as Outdoor Learning Environments: Barriers and Solutions as Experienced by Primary School Teachers. Frontiers in Psychology, 10.

Today - Playscape Advert - Term 1 of PT, 2022.indd 4 60Principals | Term 1, 2022 www.principalstoday.co.nz

17/01/22 12:12 PM

AT THE HEIGHT OF CONSTRUCTION Has the Ministry of Education got you on a tight budget? Builder Access can help alleviate your costs.

Whether you are a home owner, property developer, construction company or contract builder – we are able to help with professional advice if your project involves working at height. Builder Access Ltd follows the Best Practice Guidelines for Working at Height in New Zealand.

Our Services As access specialists, you can trust us to recommend, supply and correctly install the right solution for your project. We are proud to use and recommend the INTAKS system as we believe it to be the most innovative and best access solution currently available in New Zealand.

• Scaffolding • Roof Edge Protection • Safety Netting

P. 027 340 1658 E. reuben@builderaccess.co.nz A. 13 Aurea Place, Taupo W. builderaccess.co.nz

www.principalstoday.co.nz Term 1, 2022 | 61

Working Space | School Furniture

Transforming learning spaces Classroom furniture and learning outcomes Learning should be filled with fun and inspiration, and learning environments should reflect the same sentiment.

No longer does the static image of a teacher standing front in centre in a sea of perfectly aligned wooden desks do the trick for captivating young learners’ attention or learning potential.

As intentions evolve, pops of colour, differently shaped furniture, and large group zones for collaborative learning are taking over conventional schooling environments.

This is due to a clear switch in importance of which skills are deemed necessary and favourable in the 21st century.

We have steadily moved away from unilateral learning, something that traditional furniture was able to satisfy and have now plunged into a new era where creativity, digital literacy and collaboration are the new golden ticket to the acquisition of knowledge.

An exploration of the future of jobs as technological breakthroughs rapidly

shift the frontier of possibilities is the basis of the 2018 report by The World Economic Forum.

The report outlined the importance of ‘human skills’ such as creativity, team work, originality, debate and initiative.

Notice, these very skills are unique to humans and something that technology advances may not be able to replicate.

A common trend in education globally and around New Zealand is the switch from teacher-centred instruction to student-centred or student-led learning. Cultivation of idiosyncratic self is being encouraged in education like never before.

This is preciously why learning spaces are being transformed.

Free open spaces, encourages collaboration and free thinking in comparison to separateness which breeds individualism.

Ottomans, bean bags, stools, couches, adjustable desk chairs, computer and technology hubs are now common fixtures in the school halls.

The Ministry of Education report titled, “The impact of physical design

on student outcomes” investigates the strong direct link between learning environments and student learning outcomes.

The 2016 Publication concluded that: • Types of furniture and its configuration will support different types of teaching and learning • Easy access to different learning spaces is related to positive student outcomes • Access to large group learning spaces is related to increased achievement • Spaces should minimise fixed partitions and fittings, but should consider whether shifting furniture will create difficulty for students

• Visual transparency is important for observing student activity • Smaller break out spaces located in close proximity to the learning space can further increase options for different student groupings and learning activities • Furniture and equipment should be adaptable to meet different student needs, but should also be robust and easily cleanable to last longer • Colour can be used as a visual aid, such as in marking routes, and in using contrasting colours or layers of colour to define spaces or objects • Technology only improves student outcomes when it is used to extend teaching and learning practice.

EDUCATION I COMMERCIAL I RESIDENTIAL

LEVEL 1, 2/19 AUBURN STREET WWW.MCGREALS.CO.NZ/PAGES/EDUCATION

Educational furniture solutions for all types of learning. Our Ako range offers unparalleled ability to transition between group and independent learning.

62 | Term 1, 2022 www.principalstoday.co.nz

We work with any budget, get in touch today.

Birch Plywood lywood ywo ywoo

learningspacesglobal.co.nz | 0508 476 227

www.principalstoday.co.nz Term 1, 2022 | 63

Play Based

No MDF

Working Space | Roofing

Roofing materials for school buildings When your school is getting a new building, replacing a roof or reviewing the safety of your existing roofs, as a board of trustees you need to consider a range of factors that will help you choose the most suitable type of roofing material. Roofing must also be correctly installed.

Choosing roof materials Your project manager or designer should guide you on the best roofing material when you’re getting a new building or replacing a roof, and you can seek advice from your property advisor when reviewing your existing roof safety.

and verandas. It includes PVC, fibreglass and polycarbonate roofing products. However, you must treat this sheeting as a potential danger because of the risks that:

In choosing roofing materials, you should consider:

• It may catch fire as it can be flammable.

• How the roofing will stand up to local weather conditions

It’s good practice to take measures to stop people from climbing on the sheeting. For example, don’t have any structures close by that can be easily climbed.

• How it can keep energy costs down • Which components may have shorter lifespans (e.g. plastic materials that may become brittle or degrade Roof check up It is easy enough to assess the condition of your roof without the help of a professional. Pull out the ladder and perform a visual inspection just by looking at the exterior of your roof.

Your visual inspection should include looking for elements of broken, cracked or missing tiles, loose material around chimneys or vents, signs or mould, rot or moisture and any indication of sagging or slumping.

It is also a good idea to examine your gutters and clear any debris that is blocking water from properly draining off the roof.

Poorly maintained gutters can damage the roof and force you to replace it before its lifespan is up.

• If it’s suitable for your school’s location, for example, if your school is close to the sea, the roofing should be able to resist sea spray corrosion

If you find any sign of damage or deterioration to your roof, then it will need to be fixed. Often small sections of roof can be replaced if the problem is isolated however; if the damage is widespread you may need to consider replacing your entire roof.

• If it can improve the building’s appearance

•

AUCKLAND WAIKATO NORTHLAND

• If it matches the building’s design and type of construction

• If its cost will be within the project budget.

Translucent plastic sheeting used in schools Translucent plastic sheeting is a material often used in school roofs

• People may fall through it — a risk that increases as the sheeting ages and becomes brittle

Installing translucent plastic sheeting To manage the risks of installing plastic sheeting, we have some specific installation requirements which you must follow.

Make sure your suppliers and installers are aware of them. As new products enter the market, suppliers, installers or project managers may suggest some of the measures below are not necessary.

Talk to your property advisor about getting an exemption.

Content sourced from the Ministry of Education. For more information, visit: www.education.govt.nz.

Delivering projects to the highest standards across the whole range of scaffolding requirements.

• Commercial Scaffolding • Industrial Scaffolding • Residential Scaffolding • Propping & Shore Loading • Equipment Hire/Sales

09 525 0767 | info@scaffolding.org.nz | www.summitscaffolding.co.nz 64 | Term 1, 2022 www.principalstoday.co.nz

Ampelite NZ Ltd is a manufacturer and distributor of natural lighting roofing products that has been operating in New Zealand for 25 years. Their extensive product range caters for both residential and commercial applications. The residential range includes products like Solasafe and Easyclick polycarbonate roofing that are suitable for roofing residential deck areas and pergolas. All of Ampelite’s polycarbonate products are UV protected for the New Zealand environment and are available through leading builders merchants throughout New Zealand.

Webglas in school walkway applications

Ampelite is the market leader in commercial fibreglass roofing applications with its key products here being: Wonderglas is used in warehouses, factories, gymnasiums, etc. This is available in most roofing manufacturer’s profiles and has a market leading 25 year warranty for light transmission.

Webglas is a trafficable fibreglass roofing product. While designed for use in harsh industrial environment applications, it is also approved for use in schools by MoE for covered walkways, etc because of it’s trafficability. Webglas is the only GRP product with a 20 year light, water and structural stability warranty. It is available in Clear, Opal and coloured finishes. The colours can be made to match Colorsteel/Colorcote roofing colours as well as custom colours depending on quantities.

Further to these products, Ampelite’s extensive range includes multi-wall polycarbonate products like Thermoclear and Thermoclick, roofing ventilation products for both residential and commercial use through the Ampelair ventilator range and the Panorama soffit lining system.

To find out about these products and more visit us online at www.ampelite.co.nz or call 0800 267354 to find your closest stockist/distributor.

www.principalstoday.co.nz Term 1, 2022 | 65

Working Space | Waikato

Waikato schools under growth pressure

By Natasha Parrant

The Waikato region has four individual catchment plans within the National Education Growth Plan 2019.

Two out of the four plans outline a big issue within the schooling network.

The Hamilton West catchment plan discusses how primary schools in the area are experiencing a significant growth pressure.

The Cambridge catchment plan outlines how schools are under increasing pressure from ongoing population growth at or more than the highest projections.

infrastructure in the South, which will bring 3,750 new dwellings in Peacocke by 2028 and up to 8,400 dwellings by 2048.

The ministry and council need to make room for a growing pupil population within existing suburbs, as it’s putting pressure on schools.

Stats NZ has not updated Hamilton West’s population, but in its 20062018 censuses, there has been a jump from 1,422 people in 2006 to 1,671 people living in the area in 2018.

The council believe Hamilton city is expected to grow from 160,000 people in 2018 to 187,000 in 2030.

In Hamilton West’s growth blueprint for New Zealand Education Growth Plan to 2030, MoE director of education Paula Rawiri says, “the city is experiencing very high growth and this looks set to continue.

“We… are planning now to ensure we have enough space in our existing schools, as well as new accommodation where it is needed.”

The plan mentions Hamilton City Council has secured $290 million in Ministry of Business, Innovation and Employment’s (MBIE) Housing Infrastructure Fund loans.

The funding will be used to increase new transport and wastewater 66 | Term 1, 2022 www.principalstoday.co.nz

While primary schools experience this growth pressure, some secondary schools have the capacity to fit pupils, but this pressure will grow when primary pupils go to secondary schools.

Since 2013, $2.3 million has been spent on providing additional capacity at various rural schools.

MoE are looking into site redevelopment to provide more opportunity for pupils.

In Cambridge’s blueprint for New Zealand Education Growth Plan to 2030, Paula says, “Cambridge, while traditionally a rural town, is now subject to the same pressures from

urban growth that we have seen in Hamilton for some time.

We are planning now to tackle the growth we expect to see and to ensure we have enough space in our schools for our students.”

The council has already planned for infrastructure and is in the process of re-zoning additional residential land.

Stats NZ, including the council’s data, suggests an additional 7,100 people will live in Cambridge by 2027, and a doubling size by 2050 to a population of 30,000.

This data means the urban area will need to accommodate for about 400600 primary pupils and 500-1,000 secondary pupils by 2031.

MoE works with school leadership in Cambridge to ensure all primary and high schools have enrolment schemes to help manage the growth.

The ministry also aimed to have enough space to accommodate an additional 140 pupils in primary schools, a further 70 spaces at intermediate schools and about 270 places for secondary pupils in 2021.

Information on each catchment can be found here: www.education.govt. nz/school/new-zealands-network-ofschools/sc/waikato/catchment-planswaikato-region.

Lets talk

What’s our why? We love helping people problem solve!

We belong to a national collective of like minded collegues, whom we share a wealth of experience and knowledge.

Are you looking to release equity, invest in your future, needing to move? We can help with that.

Contact us and we can help put you in touch with the right person for the job.

We love what we do! Let us help you.

07 280 7536 admin@waiparealestate.nz waiparealestate.nz 35 Alexandra Street, Te Awamutu

first national R E A L

E S T A T E

Te Awamutu

Waipa Real Estate Ltd, MREINZ Licensed REAA 2008 www.principalstoday.co.nz Term 1, 2022 | 67

News | Online Learning

Managing screen time How to best support parents in the digital learning age Sam Edwards

Cyber security expert at NortonLifeLock

If there’s one thing we’ve learned last year, it’s that digital devices are key to ensuring learning continues in spite of lockdowns and disruptions.

However, they also pose challenges.

NortonLifeLock’s poll showed a majority of parents said their kids’ screen time has skyrocketed during the COVID-19 pandemic.

Also, many Kiwi parents are worried about not being able to supervise and help with schoolwork due to their own work commitments. Leaving children to their own devices (literally) is far from ideal, and being online may open a Pandora’s box of uncontrolled exposure to the internet jungle.

When kids surf the internet there is a risk; they can be exposed to X-rated or violent content, misinformation, or even online scammers and predators.

Then there’s the more run-of-themill issue of schoolchildren getting distracted by social media content, alerts and popups, and simply not getting their homework done. All this while the internet should be a door to a world of wonder, education and delight.

Online learning will undeniably take on a growing role in the future of education. As educators, here is some advice to share with parents and teachers to help them support kids’ digital learning and digital lives.

Key indicators of excessive screen time Here are some key behaviours that indicate a child is spending too much time online, or even starting to develop a screen addiction: • They become agitated or anxious when they cannot get online • They are aggressive or agitated when they come offline • Their sleep is being adversely impacted by their online use

potential signs that a distressing experience online, such as being bullied, has occurred.

children’s log-in information and passwords, and discussing appropriate online behaviours.

Better ways to manage schoolchildren’s screen time

Technology can help manage the screen addiction issue

Encourage teachers and parents to work with a child to understand exactly how much time they spend on screens – they might be shocked! Most smartphones have a weekly screen time report.

The good news is apps and other software can help make life easier for teachers and parents to support kids’ distance learning.

While less of an issue on school issued devices, to help children avoid the need to pick up the smartphone, tablet, or Chromebook constantly, turn off push notifications, especially those from social apps such as TikTok, Instagram, and Messenger. Invite parents to teach children to not feel obliged to respond straight away to every message or alert.

Encourage parents to model healthy screen use by reviewing their own media habits and plan time for alternative play and activities.

Suggest they implement daily “screenfree” times and set rules around when children are not allowed to use devices – for example, at the dinner table, during family time, when visitors come, while getting ready for school, and when going to bed.

Stop screen time addiction issues before they happen As educators you can help prevent screen time addictions by developing your own plan for digital literacy and screen use at school.

Teachers and parents can model these plans in the classroom and at home by creating a media plan with individualised time and content limits, and learning about parental controls and privacy settings.

Other good practices include co-viewing and talking about content with children, discouraging the use of multiple devices at once, managing

• Their schoolwork is suffering • They cannot stop using their device, even when it’s inappropriate such as when talking to people, or at the dinner table • They start to neglect things they have previously loved, such as reading, craft, or sport.

At the extreme end, changes in their behaviour and happiness are 68 | Term 1, 2022 www.principalstoday.co.nz

You just need to find the right program for you. A pause button for the internet has its advantages, but that method might not work when students need access for virtual learning.

On the other hand, School Time is a feature of the Norton 360 parental control that lets parents greenlight the sites their kids need to attend classes and do schoolwork without allowing access to the rest of the web.

It also lets teachers or parents set up specific timeframes when their child can access certain categories of sites and create a blocked list of sites to prevent access to their child’s biggest distractions.

Parents and teachers play a strong role in guiding the media use of their children.

Ensuring they are supported in fostering healthy screen habits, where online learning isn’t interrupted by prolonged distractions, helps develop healthy behaviours now and in the future.

Digital devices are wonderful resources for learning; kids just need some direction on how to take full advantage of the learning possibilities and avoid the addictive pitfalls.

Key stats from NortonLifeLock poll • Nearly two in three parents have indicated that they have lowered their standards for appropriate screen time because of the pandemic • More than half of parents said that they were worried that they were not setting a good example because they spend too much time on their own devices • 61 percent of parents are concerned about their child being exposed to cyberbullying, especially those of intermediate school aged 11-13 years old (69 percent) • Parents are also concerned about other aspects of their child’s online safety including: online predators (67 percent); location tracking (66 percent); online accounts being hacked (60 percent); and family’s devices being infected by viruses (50 percent).

T

W

C

L

US I N ESS B L DI A RE C O

U

M

P

O

YO U R O T N

RY

NE

O

J W W W. L O C A L B I Z . N Z

Flying kites near power lines can be hazardous.

Trees near power lines can also be dangerous.

Call an arborist for all your trimming requirements to avoid any accidents.

North Canterbury Tree Services Tree Cutting Service. We cover all aspects of Tree Work.

Phone: 0274 834 574 Email: northcantytrees378@gmail.com www.facebook.com/northcantytrees

Fully insured Qualified and Certified Arborists

WE SPECIALISE IN RETAINING WALLS, EXCAVATIONS, LANDSCAPING , SITE PREP,SOAK PITS AND RINGS.

4 Waipoua St, Taupo, New Zealand, 3421 Phone. 027 781 1226 Email. vasta.contracting@gmail.com 70 | Term 1, 2022 www.principalstoday.co.nz

YOUR PASSIONATE SCAFFOLDING SPECIALISTS Helping our clients build a safe future in Canterbury JC Scaffolding can create innovative scaffold solutions that are a perfect fit for your project. Every project is different that’s why we create unique expert solutions that show our excellence. Even though no project is the same we are ready to collaborate on your scaffolding needs and access no matter how complex.

SERVICES • RESIDENTIAL • COMMERCIAL • INDUSTRIAL • EVENTS & STAGING • EDGE PROTECTION • ENCAPSULATION

Phone 021 255 5256 Address. 303 Blenheim Road, Christchurch Email. jcscaffoldingchch@gmail.com

• WEATHER PROOFING

facebook.com/jcscaffolding

Your Specialists in Air Conditioning, Air Purification and Ventilation

Redu ces

many of the nasty bacteria, mould, spores, airborne particles, bad odours, allergens, dust and pollen

Find out more about flash streamer technology here

Lab testing information here