Principals Today #135

Issue 135 Term 3 | 2022

AFter the storm

Post Covid counselling

Keeping pace

Ensuring what we teach matches the world we live in

All together

How to create a connected curriculum and give NELP legs

Group enrolments get the nod

Freedom of expression

TEXT “PT135” TO 8101

Debating school uniforms

Keeping kids in class

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HAVE THE FOLLOWING PEOPLE SEEN THIS?

School attendance strategy welcomed

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Publishers note

IDEAS

This issue of Principals Today leads off with the pandemic’s ongoing and not insignificant impact on students’ mental health.

Also on the menu is information about group enrolments getting the green light, the pros and cons of school uniforms, plus the school attendance and engagement strategy.

We look at how to create a connected curriculum and give NELP legs, New Zealand’s first school Hyperfibre connection, and the ongoing teacher shortage.

There are conversations with Breens Intermediate School principal, Nikki Clarke, who talks about the crucial role intermediates play as vibrant learning hubs, and Rangiora High School principal Bruce Kearney, who discusses leadership and the future of learning at his school.

There are pieces on Te Aratai College entering a new era, finding the right support for school trips, encouraging healthy eating, and much more.

6 Strong foundations Nikki Clarke, Breens Intermediate School principal, talks about the crucial role intermediates play as vibrant learning hubs

12 Keeping kids in class School attendance strategy welcomed

16 How to create a connected curriculum and give NELP legs

10 Keeping pace Ensuring what we teach and why matches the world we live in

14 After the storm Post Covid school counselling

NEWS 7 Missing links Teacher shortages continue

8 All together Group enrolments get the nod

11 Freedom of expression Debating the pros and cons of school uniforms

Enjoy!

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WORKING & LEARNING 18 Looking ahead at Rangiora High New principal Bruce Kearney discusses leadership and the future of learning

20 A new dawn for Te Aratai College Linwood High School, now known as Te Aratai College, enters a new era

25 Bits and bytes New Zealand’s first school connected to Hyperfibre

28 You don’t need to go it alone Finding the right support for school trips

34 Eat your greens

Encouraging healthy eating

36 Staying hydrated

A crucial component for heal and wellness – even when it’s cold

42 Ventilation in schools

The importance of ventilating teaching and other indoor spaces

46 Boiling point

Managing and maintain boilers to ensure safety and efficiency

51 Take a seat

Getting classroom furniture right

52 Getting the word out

How to fundraise and promote school events

53 Wood works

Keeping trees under control

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Interview | Principal Q&A

Strong foundations

By Megan Dunn

Education is a lifelong journey, a winding pathway filled with critical steps, each that inspires growth and crucial lessons learnt along the way.

2022 marks the momentous occasion of the 100-year anniversary of the first intermediate school in New Zealand - Kōwhai Intermediate School - which was the first of its kind, opened in 1922 in Auckland.

Intermediate schools are vibrant learning hubs that serve an important purpose in the educational lives of our young Kiwis.

Principals Today has the pleasure of speaking to Nikki Clarke, principal of Breens Intermediate School in Christchurch.

The dynamic environment of Breens Intermediate makes it a special, and unique place.

increasingly socially aware, and encountering increasingly complex information streams.

Intermediate schools designed tailored education and pastoral care programmes to support the needs of emerging adolescence. They connect with external agencies and resources that are set up to support preteens.

Strong health programmes in intermediate schools support the development of personal and cultural identity and help young people build positive relationships with their peers.

Particularly important are positive relationships with adults, opportunities for students to be involved in the community, and authentic learning experiences.

Intermediate teachers understand that their students are beginning to find their place in the world and need to feel a strong sense of belonging and connectedness.

The focus on supporting emerging adolescence and creating opportunities for them to thrive in a variety of contexts is a true passion for Nikki, who sees the importance and key functions of intermediary learning now more than ever, as the sector celebrates its upcoming centennial anniversary.

What is your point of difference to other schooling structures?

What is special about an Intermediate/middle school?

Our teachers are relational, dedicated, and passionate about this specific age and stage. They understand and can connect with emerging adolescents.

Intermediate schools are a specific schooling structure for 10-13 yearold students.

Intermediate schools are age and stage appropriate and designed in every way to cater for this specific stage of child development. The developmental stage of adolescence has only really been recognised in the past 100 years.

Intermediate schools are an important part of the educational pathway particularly as young people are spending far longer now in the school system.

How are emerging adolescents specially provided for?

Intermediate schools have strong structures and systems in place that support the young person as they learn more about themselves and begin to move from a child to young adult.

Intermediate schools offer a highly responsive curriculum recognising that students in these years are undergoing rapid physical development, becoming

Our teaching is informed, global and integrated and our places of learning are flexible, diverse, and engaging.

Our schools include specialist teachers and facilities in technology, science, arts and PE.

A tailored two-year curriculum has a particular breadth and depth to it. Endless opportunities are created for our students to excel and to be extended in and outside the classroom.

All our resources and resourcing are age appropriate and set up to focus specifically on one important developmental stage. Students are expected to lead others and leadership opportunities are promoted school wide.

What special characteristics do you see emerging in intermediate age children today?

Intermediate age children are developing intellectually, emotionally, and socially. These days they are increasingly socially and culturally aware and environmentally conscious. They are keen to be global citizens.

Our intermediate students are digital natives and early adopters of new technologies. They are agentic

6 | Term 3, 2022 www.principalstoday.co.nz

Nikki Clarke Tumuaki - Te Puna Waiora o Hereora / Breens Intermediate School, Ōtautahi Chairperson - Canterbury Intermediate and Middle School Association.

Intermediate schools have strong structures and systems in place that support the young person as they learn more about themselves and begin to move from a child to young adult. learners and are eager to lead their learning and take charge of the direction of their learning.

They particularly enjoy collaborating with and leading others and working in creative environments.

Critical thinking and being armed with accurate information are essential “armour” for our young people as they navigate puberty and the complex times, we find ourselves in.

They are navigating their way in a complex world and one that they are far more exposed to than we were when we were at this age.

They become informed risk takers and critical thinkers as they broaden their experiences in the intermediate school years.

How are you planning as a sector as we look towards the future?

This year our sector is celebrating 100 years! The first intermediate school, Kōwhai Intermediate School, opened in 1922. The work of Dr Clarence Beeby (NZ Director of Education) and his vision for intermediates is still very relevant for our young people today.

New Zealand intermediate schools continue to keep in step with

the current and emerging needs of our adolescents.

This year The New Zealand Association of Intermediate Middle Schooling (NZAIMS) and Faculty of Education at Victoria University of Wellington are collaborating to research and inform practice in intermediate middle schooling.

This will be the most extensive study informing teaching practice in New Zealand intermediate middle schooling to date.

The aim is to explore the experiences and perceptions of four key groups of people involved in intermediate middle schooling in Aotearoa New Zealand – teachers, principals, Year 8 students and their parents/caregivers Now more than ever we can affirm our place in the educational landscape.

As a sector we are looking to the next 100 years with enthusiasm and a commitment to continue to enhance and grow middle school education.

We look around the world and see the recognition and strong structures middle schooling enjoys. We know that as a sector we can provide the same in NZ.

News | Staff

Missing links

Teacher shortages continue

By Megan Dunn

New Zealand is currently in the midst of a nationwide teacher shortage with the lack of teachers causing widespread issues within the education sector.

Currently, there are approximately 1000 job vacancies across the education sector, a near unprecedented amount.

The recent rise of talent heading overseas post pandemic, lack of graduates and the general effect of Covid has caused this massive staffing shortage.

Vaughan Couillault, the Secondary Principals Association president, says of the current shortages, “It’s the most difficult we’ve experienced in quite some decades”.

While it’s too early for official statistics to be released, the number of Kiwis who have already, or plan, to leave the country to explore further career opportunities post-pandemic is likely to be large.

New Zealand has always had a culture of young people doing an ‘OE’ or working holiday, and with the angst of leaving our shores heightened due to the pandemic, partnered with visa age limits counting down, this has further spurred young talent to decide the time to leave is now.

Furthermore, the numbers of teachers graduating are simply not large enough to keep up with demand. There is little hope in reprieve through New Zealand teacher graduates, as enrolments

have also dropped back to levels similar to those in 2020.

On-going Covid related illnesses is causing havoc in schools across the country. An influx of second wave Omicron illnesses, in combination with all the ills and chills of winter sickness, is meaning staff absences due to sickness has been uncharacteristically high.

Although the general distress around Covid has somewhat dissipated in 2022, teachers were and continue to be some of the most likely to be affected by the virus, being in such close proximity to a large group of people on a daily basis.

This affects teachers’ health and general wellbeing as well as that of their students.

Disruptions to the lives of students over the past two and a half years has been significant, it has turned students’ lives upside down and schooling in traditional methods has had to be majorly altered to work around the huge restraints of the pandemic.

Emerging from the pandemic was always set to be a rough ride, the implications of the virus having an impact on nearly every industry and sector possible.

The Ministry of Education is very aware of the constraints all of these disruptions have placed on schools and staff, and have said they are committed in working with the sector to offer targeted support for their evolving needs.

The ministry is set to reintroduce the Overseas Finder’s Fee and Overseas Relocation Grant from 1 July 2022.

As New Zealand reopens to the world, the Government is reintroducing two grants to support overseas teacher recruitment.

The Ministry has stated that from 1 July 2022, eligible schools, kura and early learning services can apply for the Overseas Finder’s Fee of up to $3,450 to help meet their recruitment costs.

Employment must be for a position as a teacher in one of the following areas, as stated by the Ministry: • Secondary school teacher in one of the following specialisations:

From the same date, eligible overseas and returning New Zealand teachers will have access to the Overseas Relocation Grant of up to $5,000 towards the cost of relocating to New Zealand.

For the first time, early learning services will be able to apply for the scheme, supporting the early learning sector to secure qualified teaching staff from overseas.

• Science (including chemistry, biology, physics, agricultural and horticultural science, and earth and space science) • Mathematics (including statistics and calculus) • Technology (including digital technologies, computer science, construction and mechanical technologies, materials technologies, and processing technologies) • Pacific languages (including languages of Tokelau, Niue, Cook Islands, Sāmoa, Tonga, Tuvalu, Fiji, Rotuma, and Kiribati)

They have also introduced ‘Green List roles’ which work within the Accreditation Employer Worker Visa Scheme.

• Early childhood (pre-primary school).

The purpose of the Green List is to provide a residence pathway to support attraction of highly skilled migrants in globally in-demand and long-term shortage areas.

These pathways are aimed at aiding overseas teacher recruitment and finding solutions for the ongoing teacher shortage.

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News | Cohort Entry

All together

Group enrolments get the nod

By Natasha Parrant

The government’s Education Review Office (ERO) has shared information about the recent changes to the cohort entry.

Recent changes to the Education Act mean schools can now enroll new entrants in groups on specific days during the year, rather than on their fifth birthday or any school day after that.

New schools utilizing this change mean children can start school in cohorts, but only after they’ve turned five. This change will support positive transitioning, well-being, and learning.

ERO has published A Guide for School Leaders Considering Cohort Entry, which provides insight into what it means to change to cohort entry.

be beneficial for new entrants, their whānau, and the school because: New entrants are supported socially and emotionally, which is good for their well-being as they start in groups (maybe even friends from kindergarten or family friends), so they’re not alone.

should start school on their fifth birthday or with their friends.

1. There’s supported learning for new entrants and other learners as teachers have more time to teach.

New research found it’s better for tamariki, whānau, and schools for tamariki to start school with friends.

2. Whānau are supported as their children feel at ease starting school in an unfamiliar place, and there are more opportunities to meet with other whānau and the school.

Recently some schools adopted cohort entry so tamariki are starting school in scheduled groups.

3. Teachers organise and plan for new entrants to enter in groups and teach in uninterrupted blocks, knowing when the next group of tamariki will begin.

Cohort entry restricts the days a newcomer can start school to eight times a year, twice each term, and the Ministry of Education (MoE) regulates these dates.

4. Allows schools to plan transition activities and events, making it easier for new entrants to meet other learners, and whānau can stay connected with each other and the school.

Participating schools told ERO they’re adopting cohort entry as it would

On June 2nd this year, ERO published about whether tamariki in Aotearoa

“Of the schools that we spoke to who were using this option, 94 percent are planning to stick with it and many principals thought that other schools should give it a go,” ERO’s head of Te Ihuwaka - Education Evaluation Centre, Ruth Shinoda says.

The ERO report found tamariki’s learning and transition into school improved.

“Most new entrant teachers and over 90 percent of principals said that starting children in groups meant they settled better into class,” Ruth says.

“Eight out of 10 principals considered that group entry improved new entrants’ engagement with learning.

Also, eight out of 10 principals and teachers believed having set start days and children starting in groups minimised time spent on administrative tasks, which benefited teachers as they had more time to concentrate on teaching.

However, only seven percent of Aotearoa schools have adopted cohort entry so far, she says.

ERO recommends schools thinking about implementing these changes should consider their local community’s needs and context.

Link: ero.govt.nz/news/shouldchildren-in-nz-start-school-on-theirfifth-birthday-or-with-their-friendsnew-research-finds.

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News | The Curriculum

Keeping pace

Well, it’s official. As of 2022, computers, artificial intelligence and automation are all no longer the stuff of science fiction movies.

By Rosie Duff

Yet, in most schools you visit in 2022, you will find educators teaching the exact same subject matter that was being taught a century ago – reading, writing, math, science and history.

Whilst there’s no denying these skills are essential, the issue is, is that with the rate of technological advancements, some of these topics will no longer require human intervention in 10 years. For example, handwriting is increasingly obsolete and the internet has replaced the need to memorise many basic facts.

Up until the 1990s, the NZ curriculum adhered to a strict syllabus prescribing what school pupils were required to learn about in every subject. This framework began to broaden from 1993, and has

continued to gradually develop since then. Still, critics of the school curriculum argue this isn’t fast enough.

The maths and literacy achievement rates of 15-year-olds have been declining for around 20 years, with significant drops between 2009 and 2012 assessment cycles, according to an OECD report.

However, just over 80 percent of students met the baseline reading performance level in 2018, which is higher than the OECD average of 77 percent.

For maths, 22 percent of 15-yearolds were below the baseline level where students begin to show skills that would allow them to participate in real life situations that require mathematical skills. The OECD average was 24 percent.

The National Monitoring Study of Student Achievement reported that in 2019, 63 per cent of Year 4 students were at or above the curriculum level while 56 per cent of Year 8 students were at or above the curriculum level.

In 2018, the same study assessment found 81 percent of Year 4 students were at or above the mathematics and statistics curriculum level, but this dropped to 45 percent achievement for Year 8 students.

A report from The Education Hub released in March titled ‘Now I don’t know my ABC,’ said that limited data makes it impossible to build a full picture of literacy achievement in Aotearoa, but the overall picture is concerning.

New research claims that a child-led approach to teaching is the biggest culprit to blame for New Zealand’s declining educational performance.

10 | Term 3, 2022 www.principalstoday.co.nz

“We want to set our children and young people up for the future.

We are ensuring that what they are learning at school is interesting and relevant and there are opportunities for all learners, so that they want to be at school and are attending regularly.

The NZ Initiative report, New Zealand’s Education Delusion, says NZ educators are ‘deluded’ in thinking teachers should let children direct what they want to learn about.

It calls for a much more detailed curriculum specifying what children should learn at each level, and standardised national assessments to ensure they learn those things.

So, the question that remains is, what are we doing to prepare future generations to thrive in this changing landscape?

In May, education minister Chris Hipkins outlined four major milestones in the Government’s reform of the education system which he believes will give every Kiwi the best chance to succeed.

“Budget 2022 provides $2 billion operating expenditure and $855 million capital expenditure to build on and continue key shifts across the

education system and deliver greater support to both education providers and learners,” he said.

“It also continues our work to implement Supporting All Schools to Succeed (the reform of Tomorrow’s Schools), putting more frontline support closer to schools so they can best support their students, and with a strong focus on continued improvements in teaching and learning.

“Together with the $40 million already announced for the new Regional Response Fund, this will enable greater flexibility in working with schools and communities to provide the support they need,” the education minister explained.

Over the next four years, this funding will help power key shifts in teaching and learning, with a particular focus on literacy and communication and mathematics, and in supporting the education workforce.

This new support includes dedicated resources to develop te reo matatini, pāngarau and aromatawai research, tools and resources, and builds on previous funding in Budget 2021, as well as the establishment of a curriculum centre.

“We want to set our children and young people up for the future.

We are ensuring that what they are learning at school is interesting and relevant and there are opportunities for all learners, so that they want to be at school and are attending regularly.

“We want them to feel included, and we want to ensure there are tools and resources in place to support them where and when it’s needed,” Chris said.

News | School Uniforms

Freedom of expression

By Rosie Duff

School uniforms – some love them, some hate them.

Others couldn’t care less.

The most common argument against school uniforms is that they limit personal expression. Kids and teens dress to express themselves and to identify with certain social groups.

Many students who are against school uniforms argue that they lose their self-identity when they lose their right to express themselves through fashion.

Indeed, in an era where schools and society are attempting to teach tolerance and positive awareness of differences, requiring schoolchildren to wear uniforms emphasizes ‘sameness’ and conformity.

Uniforms reinforce the idea that being the same is positive and something to be striven for, rather than allowing for a celebration of differences and independent thought.

Additionally, they can reinforce gender stereotypes and can cause an issue for children and teens who have questions about their gender identification.

For example, in 2022 many female pupils are still required to wear long skirts as part of their uniform – which are hot, heavy and frankly inconvenient at the best of times.

Research has shown girls wearing sports-style uniforms are more likely to be active outside of physical education, but skirts can prevent that.

“Girls who are wanting to bike to school, you can risk flashing your knickers. If you want to play on the jungle gym that’s the same thing,” says public health researcher Dr Johanna Reidy.

Historically, what students can wear in class is set by schools, but the Human Rights Commission says it’s time they had guidelines to make sure the rules are more inclusive.

The guidelines compiled by the Human Rights Commission include that Māori should be able to wear pounamu instead of a tie and people shouldn’t be able to wear symbols deemed offensive like the confederate flag and a swastika.

Race Relations Commissioner Meng Foon says the Human Rights Commission thought it was necessary

to give schools a guide, given there’s currently no legislation around school uniforms.

“The guidelines are there to support the human rights of people and also the right to education, the right to culture, the right to religion and faith, and also acknowledge the Treaty of Waitangi in action,” he says.

“Generally… pounamu are for Māori - they are a cultural identity of Māori - and so under the Treaty they should actually be allowed to adorn those at school.”

Some schools also force boys to cut their hair short but the Human Rights Commission’s guidelines say Māori men who have traditionally had long hair should be able to wear it that way.

“The important thing is to actually allow students [to be] in a safe environment, a respectful environment that has been created by the school… and not be asked about their culture or anything like that.”

www.principalstoday.co.nz Term 3, 2022 | 11

News | School Attendance

Keeping kids in class School attendance strategy welcome The Government’s recently released school attendance and engagement strategy has the potential to achieve a great deal of good in our communities, say secondary principals and teachers.

Secondary Principals’ Council chair, Kate Gainsford, says “Actions across communities to support children and young people’s school attendance, benefit each individual student’s personal, social and academic wellbeing, but also achieve a greater good.

“The collective effort required to support parents, caregivers and whānau in communities is acknowledged in the strategy.

“Schools are not supposed to do this work on their own. Te Mahau (local Ministry of Education offices) strengthening local support for whānau is absolutely crucial to ensuring tamaraki and rangatahi go to school. What this looks like in action is yet to be clarified.

“The majority of parents take the responsibility of making sure their young people attend school every day very seriously.

teachers fully supported the need outlined in the strategy, for schools to be more culturally responsive, particularly for Māori.

“A few situations require longer more intensive communications and support. By meeting with whānau we gain better understandings of why there might be a problem and how we can strengthen young people’s connections for with their learning and future pathways.

“We know we have a lot of work to do to engage our Māori ākonga with learning; the current refresh of the national curriculum is a huge step in the right direction, and we commend the government for this,” Melanie says.

“Investing in this work is an investment in young people. At this time schools are straining under the pressure of inadequate staffing in the areas of pastoral support.

Secondary schools are looking for considerable heft in the Government’s commitment to action.

“Schools currently invest hugely in relationships with whānau but when schools call on attendance services the responses around the country are patchy, so government backed improvements are welcomed. A well resourced service working closely with schools will make a difference.”

PPTA Te Wehengarua president, Melanie Webber, says secondary

“However, all teachers need more support to develop their capacity in this space - and we need more kaiako Māori - to make it alive, real and meaningful.”

She says schools desperately need more pastoral support. “More and more of our ākonga are feeling stressed, anxious and depressed, causing them to dis-engage with learning and school routines.

“We need a lot more skilled and professional guidance counsellors in schools who can actively support these young people and their whānau.

“Every young person deserves the kinds of life chances provided

through participation in secondary education – and those who are struggling or unable to participate, must be given the assistance they need.”

She urged the Government to act on the recommendations of a 2019 Cabinet paper about redesigning alternative education and providing an end-to-end system of support for children and young people at risk of disengaging from education.

“Implementing the recommendations of this paper is crucial to ensuring there are options for our students who are most in need.

“It is especially important that funding for learning support coordinators across the school sector is in place as soon as possible.”

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12 | Term 3, 2022 www.principalstoday.co.nz

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.

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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

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www.principalstoday.co.nz Term 3, 2022 | 13

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News | The Pandemic

After the storm Post Covid school counselling

By Natasha Parrant

Mental health is very important and it’s essential students have someone to talk to when they’re going through a hard time, especially post-Covid.

That’s why Aotearoa needs to have enough guidance counsellors to ensure there’s enough support so students, especially young tamariki, can feel their absolute best.

The impact mental health has on young people is significant. A Health Promotion Agency (te hiringa hauora) report on Mental Health in Aotearoa, with results from the 2018 Mental Health Monitor and the 2018/2019 New Zealand Health Survey, shows the mental health statistics of young News Zealanders.

The report shows one in five adults aged 15 years and over are diagnosed with a mood and/or anxiety disorder (Ministry of Health, 2019). Those aged 15-24 years old deal with anxiety and high mental distress much more than other older age groups.

Young people are also more likely than older age groups to suffer longterm psychological damage that affects their everyday lives.

For instance, 35 percent of 15–17 year-olds reported they had a tough time socialising and communicating due to an emotional, psychological or psychiatric situation.

Younger people’s mental health is quite bad (Kvalsvig, 2016). Young people in New Zealand also have the highest suicide rates in the Organisation for Economic Cooperation and Development (OECD, 2017).

Link to the report: www.hpa.org.nz/ sites/default/files/Mental_Health_ Aotearoa_Insight_2020.pdf.

According to the Ministry of Education (MoE) the Counselling in Schools (CiS) programme, which was formally instigated by associate minister of education Jan Tinetti, launched for about 24,290 learners to ensure students have good mental health and wellbeing so they can thrive.

MoE’s hautū (leader) in operations and integration, Sean Teddy, says “We have known for some time that a lack of mental wellbeing for some of our tamariki is getting in the way of their attendance, engagement, and success, exacerbated by the impacts from COVID-19.

“Schools create a sense of belonging and routine that supports the wellbeing of many ākonga, and the disruptions to routines and relationships caused by Covid have impacted some ākonga.”

It is essential students receive the support they need. This is why there is a CiS as it aims to support students as soon as they need it once a referral is made.

The MoE has received positive feedback from participating schools regarding this initiative.

Students have commented on how appreciated they feel to have someone in their school they can go to about their issues or just someone to talk to.

Schools have also responded about how they are grateful to have professional counsellors working in their schools and “lifting this work off the teachers and other support staff,” Sean says.

14 | Term 3, 2022 www.principalstoday.co.nz

“Government investment for counselling support most recently, Vote Health through Budget 2022 has provided $89.34 million over four years to support an extension of mental health wellbeing supports through Mana Ake to NZ schools.

In 2020, the initiative to deliver counselling support in the country invests $44 million over four years, as part of a $200 million package to improve wellbeing for learners due to Covid.

This incentive means local community organisations can provide counselling to roughly 164 primary, intermediate, area, and smaller secondary schools. Included in this incentive is also $31.8 million dollars specifically for guidance counselling.

Big secondary schools received an increase of 0.4 Full-Time Teacher Equivalents (FTTE) in their guidance staffing entitlement.

As a result, about 90 new FTTE positions to hire guidance counsellors, careers guidance, and pastoral care has been created across 215 big secondary schools and kura to accommodate more students.

The initiative is in addition to the $15 million to further support Auckland students to engage more in learning in 2021 and 2022 as announced last year, which included an additional $1.5 million in counselling support to improve student wellbeing, particularly focusing on Year 6-9 students, Sean says.

“Government investment for counselling support most recently, Vote Health through Budget 2022 has provided $89.34 million over four years to support an extension of mental health wellbeing supports through Mana Ake to NZ schools.

“Mana Ake is being expanded into the Northland, Counties Manukau, Bay of Plenty, Lakes, and West Coast District Health Board (DHB), regions to provide mental wellbeing supports to up to 195,000 primary and intermediate-aged learners.

“These reflect the needs of each community and will likely include whole-of-classroom approaches to promote mental wellbeing and increase resilience across the whole school population, as well as targeted initiatives delivered face-to-face for children experiencing mild to moderate levels of distress.

“There will also likely be group-based support and support for whānau.”

School counselling will occur in the participating schools for three years, during this time, an evaluation of the CiS initiative is expected to be completed in May 2024.

We need driver education and training in New Zealand schools – and we need your help to achieve this

By Wendy Robertson, National Coordinator of Driving Change Network Most of us can remember the day we got our licence. The thrill of driving by myself for the first time (and the fear of parallel parking) is still seared into my mind.

Getting a licence opened the door to a world of possibilities that were previously unreachable for me.

Sadly, in the last decade, fewer and fewer young people are reaching the life milestone of getting their licence.

Research shows that there are up to 90,000 people struggling to move through the graduated driver licensing system in Aotearoa, with many stalling part way through.

The reasons are varied: no access to a vehicle, no funds to pay for the tests, no support person to teach or practice with, and no valid ID. This has massive implications on a young person’s life. Unlicenced people have fewer employment opportunities and are at higher risk of entering the justice system.

Seventy per cent of advertised jobs and most apprenticeships require the prerequisite of having a licence - and yet only seven per cent of students leave school with a full driver’s licence.

This is reinforced by Ministry of Social Development data which shows that in 2020, over half of the people aged 18-20 on the main benefit were unlicenced.

We believe one of the best ways to improve the system is to ensure driver education, training and licensing programmes are offered as an option in every New Zealand secondary school.

This does not mean asking teachers to take on another task but instead enabling current community driver education providers to support schools to deliver proper training.

Currently, there are great programmes being delivered in small pockets across the country – but these are not available in all areas and are reliant on the availability of philanthropic and government funding.

As a Network, we believe it is possible to have driver licensing education in all schools, but to succeed it will take a collaborative effort.

Hearing from, and working with teachers, principals and board of trustee members is crucial in making driver training and education possible in all schools. Currently, we do not have many educators as part of the Network, and we need that to change if we are going to make a difference.

Driving Change’s platform, allows these important conversations to take place and ensure action happens. Driving Change Network is free to join, shares relevant information,

and is committed to creating change.

We are the only ones providing national coordination and leadership to change the driver licensing system. By joining the network, you are ensuring all students have the chance to earn their licence.

Driver education also doesn’t mean more drivers harming the planet with emissions.

We support sustainable transport options.

However, for many, driving will remain a key part of life for the foreseeable future. Driver education is part of a balanced approach to sustainable development.

Driver education is not just about teaching people to drive, it is about equipping them with a qualification that will enable more work opportunities, keeping our roads safer and ensuring there are fewer people in our justice system.

A more equitable and accessible system is possible - and we would love your help to make it happen.

To sign up and join our movement to enhance the future opportunities for our rangatahi, visit our website www.drivingchange.nz

And of course, there is road safety. All too often there are tragic news stories about a young person involved in a crash that has ruined their life. Currently, car crashes are the second highest killer of 16-24 year-olds and the biggest contributor to serious injuries.

It doesn’t have to be this way.

At the Driving Change Network, we work to support marginalised New Zealanders who, without assistance, would struggle to overcome the social, economic and physical barriers to gaining a licence.

We are a diverse group of 200+ stakeholders representing the community, industry, Iwi/ Māori and philanthropy sectors.

www.principalstoday.co.nz Term 3, 2022 | 15

Working Space | Life in the Classroom

How to create a connected curriculum and give NELP legs Rob Clarke

CEO of Learning Architects

From dealing with Covid challenges to managing technology challenges, education never stands still.

It continues to evolve and change at a rate of knots, and because of the scale of change, it can be hard at times to ‘see the forest from the trees’.

One thing is clear, it is a leadership imperative to help our staff and school community feel that ‘we’ve got this’ and to be strategic in our approach to implementing the changes that are coming over the next few years.

This is an exciting time to be in education - the landscape is radically changing with a new curriculum that aims to be inclusive of the needs and culture of every learner, is rich in learning design, and honours our unique heritage as a country.

It’s about making connections With big changes though, keeping on top of everything can be easier said than done; especially when the range of initiatives you are managing appear to be separate from each other. Amongst others, the current range of new initiatives includes the Aotearoa NZ Histories curriculum, the NZC refresh and the new Literacy & Communication and Maths strategy.

The good news is that these initiatives are connected in some interesting ways. Exploring how they link for your school may help you to make more impact when you implement them. And if you can help staff, board and community see these connections; this will make them easier to adopt. Here are some starting points to consider: Start with the big picture: the NELP The chances are that you have already started engaging with the National Education and Learning Priorities (NELP). As you may know, from the start of 2023, they will replace the NAGs and NEGs. If you’ve been working with the NAGs and NEGs for a while, you will probably find the NELP to be a welcome update and interesting way to refocus. Whereas if you are new to the NAGs and NEGs, rather than trying to get up to speed with

them, it might be a more prudent use of your time to instead focus on the NELP! Whatever your experience using the NELP to guide your big picture thinking about next year will help set your school up for success.

Explore possibilities and opportunities As we move into Term 3 and budget setting season, it’s an opportune time to explore how your Charter and strategic plan link to the NELP. There will be MOE guidance coming soon, but to give you a head start, here are some ways you can kick the process off: 1.Discuss the five objectives with your Board and staff - because each group is likely to have unique perspectives and opinions, try to go beyond accepting statements like “we already do that”, to statements that reflect evidence of what is actually happening.

For example, if classes start the year looking at ‘All About Me’ type learning, is this a one-off event, or do your teachers use this information throughout the year to inform the programme? Do they, or could they, use what they learn about the cultural identities and aspirations of your students, and incorporate that into teaching and learning throughout the year?

2.Identify the common themes - in your discussions with staff, board and others in your community, ask them to identify common themes that run through the NELP. For example, if inclusion (or exclusion) regularly pops up for your school, then this is an ideal opportunity to use this as an informal review of that particular issue.

Once you’ve identified the themes, explore which are strengths, and where there are opportunities for improvement. For example, you may identify a theme that causes staff to realise they need to explore their unconscious bias around race, neurodiversity or some other issue. By identifying themes and having discussions, you can plan to support them in this through some targeted PLD. 3.Link the NELP to your Annual Plan - as you start working on your Annual Plan for next year, consider

16 | Term 3, 2022 www.principalstoday.co.nz

how it links to the NELP and build this into the discussion. Make these connections clear to all staff so they see how their actions contribute to the bigger picture. When the NELP become mandatory, you’ll have the bulk of the heavy lifting done.

This big picture focus is great for leaders, it’s what you signed up when you became one! Looking at the NELP helps clarify your thinking. But what is really going to give this approach legs is the NZC refresh and how this looks at classroom level.

Applying NELP in the classroom It can be challenging to link the big picture to what we do with students.

Following are some ideas you can use to support staff to make connections to their practice.

Curriculum design or delivery?

Integrating different learning areas can be challenging at times.

Take for example the Literacy & Communication and Maths strategy.

One of the goals behind this strategy is that these areas need to be taught right across the curriculum right through to Year 13. This will require teachers (and leaders) to integrate learning areas together.

To do this successfully, they will need to view the curriculum more broadly/holistically and become better curriculum designers as well as deliverers.

The degree to which teachers see themselves as designers of curriculum will enable them to make connections between learning areas more easily. It will also encourage them to take advantage of the cultural diversity and background that each learner brings to the situation.

Start with a straightforward question An interesting provocation for staff might be to ask them ‘to what extent are you a curriculum deliverer vs a curriculum designer?’ and see where the conversation goes.

A conceptual curriculum design approach emphasises ‘big ideas’ that can span multiple disciplines.

It allows for multiple contexts to be explored, enabling students to transfer their understanding to new situations. It can help to build on and deepen their understanding

around each concept. There is a useful framework built into the NZC refresh that encourages this more conceptual approach.

Understand, know, do While there are a number of different conceptual curriculum design methodologies, the Ministry appears to have settled on a variant of the British Columbia model which is known as the Know-DoUnderstand model.

The NZ approach is called the Understand, Know, Do framework. It will be applied to all learning areas as they are refreshed, starting with the Aotearoa NZ Histories curriculum.

This framework makes it easier for teachers to explore opportunities to integrate across curriculum areas, and will require them to approach the design of learning using these three lenses: 1.Understand - what are the big ideas (the concepts) that are important for our students?

2.Know - which context(s) will help students learn about these concepts? What knowledge do students need?

3.Do - what are the practices that bring rigour to the learning? How will students take action based on what they have learned? What might they create?

Here are some ways to support your staff to prepare for this upcoming change: • Ask specific questions: ‘What is the end goal for the learning?’ ‘What is the big idea behind this piece of learning?’ to get them used to articulating the big ideas • Facilitate discussions: Hold a series of discussions about conceptual curriculum design • Clarify understanding: Explore and interrogate what Understand-KnowDo means to ensure all staff are clear on what each component is and isn’t • Promote flexibility: Encourage teachers to use the UnderstandKnow-Do framework to adapt their planning • Go large: Encourage teachers to plan using bigger ideas, involving more voice/ideas from the students so they are contributing to the plan.

Dear principals Speed past your school is changing. That’s a good thing.

But why are these changes needed?

Through the Road to Zero strategy New Zealand has a vision where no one is killed or seriously injured in road crashes. Deaths and serious injuries should not be an inevitable cost of travelling in New Zealand.

We can and should do better.

A safer road network would encourage parents to let their children walk to school, which promotes independence, and improve accessibility for older and disabled people.

By improving the safety of our roads, streets and footpaths, and setting and maintaining safe travel speeds, we can save lives and prevent injuries.

Walking and cycling trips can support healthier lifestyles, improve mental health, and reduce pressure on our health system. More people walking and cycling reduces emissions and noise, and improves air quality.

Long stretches of our highway networks are narrow, unseparated two-way roads lined with roadside hazards such as fences, ditches, and trees. In our towns and cities, we have high volumes of people walking, biking, in mobility scooters and wheelchairs travelling alongside fast-moving vehicles with no separation.

Local economies benefit too, as people who walk or cycle have been found to be more likely to stop and visit shops and businesses on the way to their destination. Active modes and safe, efficient public transport also deliver direct safety benefits by reducing the proportion of private vehicles on the roads.

A safe road system not only prevents needless deaths and serious injuries, but can help improve lives and lifestyles too.

Improving road safety makes our towns and cities more accessible, connected and liveable, ensuring people feel safe to walk or cycle.

When we think about road safety in this way, we also think about designing towns and spaces that people want to be in, not just travel through. Safe speeds along with safe infrastructure, can help to promote active, liveable communities.

We make choices on our roads and streets every day. We choose whether to speed up or slow down at a yellow light, whether to take the call or let it go to voicemail, whether to pull over or keep driving when we’re feeling tired. When it comes to driving or riding, most people think that other people are the problem – but we all have a responsibility for making safe choices, and taking care of ourselves and other road users.

We all have a vital role to play in ensuring the Road to Zero is achieved. We appreciate all road safety initiatives at your school which promote key messages to whanau and the wider community and are happy to assist with advice and available resources.

Yours sincerely Road Safety Southland

S T I M I L D E PE

S E V I L AVE

S E F A S

S

OL O H SC E ZON

30

60

URBAN SCHOOLS

RURAL SCHOOLS

30km/h Past Schools

60km/h Past Schools

New Zealand has committed to decisive action on Road Safety under ‘Road to Zero’. Road to Zero adopts a vision of a New Zealand where no one is killed or seriously injured in road crashes, and a target of reducing annual deaths and serious injuries by 40 percent by 2030.

www.principalstoday.co.nz Term 3, 2022 | 17

On Campus | Rangiora High School

Looking ahead at Rangiora High School Principals Today talks with Bruce Kearney, the new principal for Rangiora High School, about leadership, his background and the future of learning at Rangiora High School.

I have no interest in legacies. Legacies are about me, and whilst I may be a critical cog in our institution, our caretaker, support staff, IT staff and teachers are all just as critical. If I’m not at school, school carries on.

If we don’t have functioning toilets the school closes. What cog is more important? What drives me is creating opportunities for young people now, those students that are in school now, and need us as teachers to open doors for them to allow them to be the best they can be.

What is your educational background?

I have a BCOM in accounting and management, a diploma in teaching, and a post graduate diploma in leadership. The most impacting qualification I achieved was a certificate in educational leadership from Harvard in Boston.

I feel very privileged to be able to lead our school and the responsibility does rest heavily on my shoulders. It is not the 137-year legacy that rests heavily, it is the students that are here now and the community that I serve now that both motivates and inspires me every day.

Whilst shorter than any other qualification in time, the depth of learning was so much deeper.

Interesting, there might be a learning lesson there.

What are some ways that you connect with your school community?

I began teaching in the mid-90s, post the cane but pre NCEA. I taught Economics and Accounting. My initial teaching was predominantly in boys’ schools: St Pauls’ Collegiate (Hamilton), Shirley Boys and then Christchurch Boys High. From there I shifted into co-educational schools: Cashmere High, Kaiapoi High and now Rangiora High.

I suppose the two biggest challenges was shifting from a boy’s school mindset to a co-educational mindset - that was not easy and I made some real novice mistakes.

The second challenge was taking up a principal’s position without holding a senior leadership position - this was not widely accepted from a group that believed in a hierarchical ladder of leadership.

How does the school’s history pave the way for its future?

Our school opened in 1884. It is like an old historic building, the original building is still at the heart, yet over the years each new generation adds an extension to the building in its own design and architecture.

Our history is cantered around our connection to the rural community we serve, this has not changed, and in fact our school farm is a perfect example of this. The farm is a core part of our school, and we now see the focus of this farm shifting from a traditional approach to a sustainable and diverse one, thus respecting our history whilst focusing on our future.

How do you motivate and encourage staff?

One of the most common statements in education at the moment is “placing the child at the heart of what we do”. This is of course completely true however,

When I applied for Rangiora High School, I was a principal of a community school and I loved it. This motivated me to apply for a school that was only 10 minutes down the road, a community school whose community really wanted the school to be the best it could be.

There are huge expectations on community school principals and it’s not for everyone, but it is for me. the question that I have asked myself as a principal is how?

I am one or two steps away from the child, so my task is to make sure that our staff have the support and guidance they need to be able to create those opportunities for our students. We have to show and remind our staff of the power they have to both open and close doors for our students, to provide them with a ‘just cause’ and then remind them every day of the positive impact they have on our students, school and community.

We then need to let them do their job and provide them with the support and guidance when they need it.

We need to be celebrating our staff successes almost as much as we celebrate our student successes. They need to feel valued and appreciated, supported and trusted, and yes, both responsible and accountable. I place the child at the heart of what we do by placing our teachers at the heart of what we do.

18 | Term 3, 2022 www.principalstoday.co.nz

What professional development activities have you undertaken recently?

Two stand out for me. Recently I attended a Puketeraki Kahui Ako professional development session on Te Tiriti o Waitangi, more specifically on the Ngai Tahu claim and Kemp’s deed. I spent the entire day wondering how I know so much about Elizabethan History and so little about the history of my own home.

It was fascinating and delivered in a way that engaged me and had me wanting for more. The second professional development that I connected with was a presentation from the Principal of Christchurch Boys High School on the rights of the child.

This shifted my thinking and ended up with me returning to school and completely changing our uniform policy to allow students to express themselves as individuals whilst maintaining pride in their uniform.

It was great to be part of two quite different sessions that had such an impact on my thinking and beliefs.

How does it feel to take on the 137-year legacy of Rangiora High School?

Honestly, it feels no different from when I was given the opportunity to lead Kaiapoi High School which is about to turn 50 this year.

There are huge expectations on community school principals and it’s not for everyone, but it is for me. In my first term I visited our contributing schools for coffee and cake evenings with the parents, attended whanau hui’s, watched sporting events and met with local politicians including the mayor.

As the year progresses, I will attend community meetings and celebrations, I am a member of the RSA, and I am also on a number of local trusts and boards including the North Canterbury Sports and Recreation Trust. The expectations are high and I am more than happy to endeavour to connect as much as possible with our wider community.

How do you build leadership in your school? (Developing Leadership Capacity) This one is easy; it is simply a mindset. Once you release control and realise that you can’t do everything, and don’t do everything better than everyone else, you can start to build trust with your team and give them the autonomy to be able to do their job.

Then all you need to do is support and provide guidance when needed. The sooner Principals stop micromanaging and start empowering, the sooner they will start reducing their hours and making this job a job of opportunities rather than impossibilities.

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www.principalstoday.co.nz Term 3, 2022 | 19

On Campus | Te Aratai College

A new dawn for Te Aratai College

By Natasha Parrant

Linwood High School, now known as Te Aratai College, was founded in 1954 and was one of the first co-ed schools postWorld War II.

Linwood High School was, fortunately, able to move offsite for the duration of the rebuild. In 2019, it shifted onto the former Avonside Girls High School (GHS) site as Avonside GHS had its rebuild on a new site that was completed at the time.

Moving sites meant the students and staff didn’t have to live through the disruption of a rebuild and meant that the rebuild was completed in three years rather than what would have been four. This project saved one million dollars, which the MoE generously left in the project.

It was a time of hope and optimism and the school soon became known for its innovation as it embraced new ideas and looked to the future.

The school and community were deeply affected by the government’s reform of the Tomorrow’s Schools system and the socio-economic policies during the 1990s.

Tomorrow’s Schools refers to the reforms that shaped the governance, management, and administration of Aotearoa schools over 30 years ago.

Te whare ako (classroom).

The 2010 and 2011 earthquakes hit the east of Christchurch hard and many people left the area.

while Linwood was being repaired.

Cashmere High School had the morning shift and Linwood High School had the afternoon. Staff and students came back to the Linwood campus in August 2011.

With both the already considerable existing deferred maintenance and required re-development, the Ministry of Education (MoE) supported the idea of completely rebuilding the school.

As a result of the earthquakes, Linwood College site-shared with Cashmere High School

“It was not a nice time,” Te Aratai College principal Dick Edmundson says.

“The school is part of the successful post-earthquake Christchurch story,” he says.

In term two this year the school returned to its rebuilt campus and its new name Te Aratai College.

The name had been gifted by mana whenua, Te Ngāi Tūāhuriri Rūnanga, and was eagerly accepted with its meaning, “pathway to the sea.”

This meaning incorporates both the community’s physical location and the concept of empowering student pathways, Dick says.

Whare (building) and hall.

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On Campus | Te Aratai College our students and community was to be at the heart.”

However, “it’s so much more than that,” he says.

This means Te Aratai College has a range of learning spaces that are able to respond to the varying factors of curriculum, student age, and pedagogy, Dick says.

The college is about students discovering how good they can be, sometimes to their surprise, with strong pathways to tertiary institutions.

“Even the time of day can make a difference. We have both standard classrooms with double doors between them, and smaller spaces and larger spaces.

“We have a wonderful gymnasium and our existing off-site Kimihia Parental College (a teen parent unit) is coming on-site for opening in 2023. And we have Aukaha, Ongoing Resourcing Scheme (ORS) provision, for students with high needs.

This has previously been lacking for our community.”

“We respond to the needs of the students in front of us,” he says.

Te whare tapere (the theatre)

Te Aratai College opened at the beginning of this year in May and has completed its first term. The school has been really fortunate for the rebuild, he says.

“We’ve been able to create an impressive design that’s both reassuring and aspirational for our community.”

He describes the school’s relationship with the MoE through the rebuild process as a true partnership.

“Our construction company Southbase and project managers RDT Pacific also embraced the moral imperative of this post-earthquake school rebuild and community redevelopment, and we will always be grateful.”

Linwood/Te Aratai College has a proud history stretching back over 60 years and within its wider academic success has been nationally known for its music, performing arts, and providing a well-rounded education with various learning opportunities, Dick says.

Dick says that the most wonderful thing about being a principal at Te Aratai College is watching the students from Year 7 to 13 grow into themselves.

Te Aratai College’s use of different spaces for different uses reflects their Education Brief, the key document the architects work from.

“It couldn’t have been better. It was stunning.”

The college uses the term “a responsive learning environment,” a term Dick says the school and community prefer to the words modern and flexible.

“We really enjoyed our architects, Architectus, who took our education brief created from all the student, staff, and community voices, and turned it into reality.

“However, simply rebuilding in single classroom design wasn’t an option either. Community voice was clear that personalisation of learning to reflect the diversity of

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www.principalstoday.co.nz Term 3, 2022 | 21

On Campus | Te Aratai College

Te Aratai College students in the whare pukapuka (library).

Te whare waiora (gymnasium)

“It has never been easy to be a preteen or teenager but today’s pressures are harsher both in themselves and then how they are ramped up further with social media. Schools need to be hopeful institutions seeing past immediate difficulties.”

He also values the in-depth community and connection of the college. He’s excited about working with the community to develop the Aotearoa-New Zealand’s histories curriculum and wider place-based learning.

850 students. However, the present roll is 890 students.

It is his second time at the school as he had been a teacher there in the 1990s.

He says he’s happy to see kids “learning as themselves, embedded in their whānau and community. We live in a multi-cultural community in a bicultural nation.”

The master-planned stage three will accommodate a roll of 1,800 students. This expansion will be done by adding more classrooms and providing more space.

The college’s roll is growing. The school initially re-opened for a roll of

Te Aratai College’s vision is Mauri Ora through Ako. This school vision

“You taught my mother/uncle, etc, is a regular, and thankfully mostly positive comment,” he says.

Stage two of the building programme is beginning now and will be completed at the beginning of 2024 with a roll of 1,250 students.

has been established to create progressive, inclusive, safe, and engaging learning pathways for flourishing wellbeing and personalised excellence. It’s all about the partnerships, Dick says.

Photos kindly supplied by Te Aratai College.

Te Aratai College 85 Aldwins Road Phillipstown Christchurch (03) 982 0100 office@linwoodcollege.school.nz tearatai.school.nz

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22 | Term 3, 2022 www.principalstoday.co.nz

www.principalstoday.co.nz Term 3, 2022 | 23

Events | School Balls and Formals

An event to remember School balls and formals are a big deal for most students in Aotearoa.

A high school ball and/ or formal is for students between Year 11-13.

School balls and formals are all about celebrating good times and reminiscing at the end of every year.

This moment is something most students look forward to and put a lot of effort into getting dressed up, looking and feeling their absolute best, and most importantly getting ready to go to the event with their friends or partner.

Some venues will have customised themes to make it fun so students can dress up as iconic characters or follow a particular theme.

Themes can include masquerades for a bit of mystery and often arriving in elegant garments with feathery masks, black and white balls use black chairs and table cloths with white centrepiece, a 1920s look inspires the great Gatsby, and getting golden with gold decoration, attire, tables, generally everything.

Some students even rock up to the venue in style with a limousine or party bus.

School balls and formals are all about celebrating good times and reminiscing at the end of every year. A lot goes into the food, venue, and even the themes.

The school ball.co.nz website provides a useful New Zealand ball and formal guide for those organising or attending their high school ball/formal.

At a formal or ball, there are DJs, bands, venues, theme stylists, and photographers to ensure students have great service.

Huge selection of Ball Dresses available in store or online.

Some students like to choose their ball dresses and suits, hire makeup artists, hairdressers, and spray tanning services.

Anyone can look up recommendations online for services specifically specializing in getting ready for formals and balls.

There are also some mobile beauty services offered for those who want to get someone to come to their house to help them get ready.

Check us out at

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Find out more about the guide and where to find some of these services here: www.schoolball.co.nz.

Email: bellabridesmaids@xtra.co.nz 19 Santa Cruz Drive, Papamoa, Tauranga

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Technology | Smart Education

Samsung calls for next round of Kiwi kids to innovate for a better tomorrow After a highly successful launch in 2021, Samsung Solve for Tomorrow is back and better than ever in 2022.

The competition’s organisers are seeking the young problem solvers, creative thinkers and scientists of tomorrow to design solutions to real-world problems facing their communities.

First school in New Zealand connected to Hyperfibre Network for Learning (N4L) has partnered with Spark and Chorus, to upgrade the first of a selected group of schools and kura with very high network usage to Hyperfibre doubling their connection speed to 2Gbps, the fastest internet connection currently available for schools in Aotearoa.

Hyperfibre was installed at Wellington College on 31 May, giving them the opportunity to use cutting edge technologies that require faster internet speeds, delivering new learning experiences to students and productivity benefits to teachers.

The internet was heavily utilised at Wellington College by both kaiako and ākonga. The faster connection provided by Hyperfibre will improve the ability to learn, teach, work and innovate in the 1,700-student high school.

“Hyperfibre has increased the speed and throughput of our school’s internet connection allowing our tauira to better interact with the world around them. Traffic congestion at peak times has been cleared up and it’s also given the school new options around future internet traffic usage.” says Darrell Harvey, Wellington College’s Deputy Principal.

Larrie Moore, chief executive officer of N4L, says technology is helping to provide more diverse learning opportunities and having a highspeed network is a crucial piece of the puzzle.

“The way our tamariki are learning is changing and with this comes the need for ultra-fast fibre and low latency.

Samsung has again teamed up with the Museum of Transport and Technology (MOTAT) to encourage Kiwi kids to apply their skills in STEAM subjects and create solutions that can change the world for the better.

Building on last year’s success, Samsung has widened the entry eligibility to include all Year 5-10 students across New Zealand.

This year, entrants will also have the opportunity to receive early feedback on their project plans from a panel of industry expert judges.

Drew Kenny and Harrison Maxwell shared the inaugural Solve for Tomorrow crown in 2021, with entries which drew on real-life experiences to inspire their ideas.

Larrie Moore, N4L CEO.

“Hyperfibre has increased the speed and throughput of our school’s internet connection allowing our tauira to better interact with the world around them."

“We are responsible for the broadband networks of New Zealand’s schools and kura. In conjunction with the Ministry of Education and our partners, we’re delighted to bring Hyperfibre to schools, ensuring that those networks are fit for purpose,” he says.

Drew created the world’s first ‘Parkinson’s Belt’ – a concept she created and prototyped to help give people living with Parkinson’s disease easy access to medication, water and their support alarm on a daily basis.

Harrison’s project ‘Beautify the Berms’ explored how councils across the country could better use roadside berms to provide habitats for essential wildlife.

“We are so excited to be running Solve for Tomorrow again this year with MOTAT. We were blown away with the quality of last year’s entries and we can’t wait to see what new ideas our community of young change makers comes up with this year to address some of society’s biggest challenges,” says Simon Smith, Head of Brand Marketing at Samsung NZ.

World-renowned scientist, Associate Professor Dr Siouxsie Wiles, is returning as a judge, alongside MOTAT Education Manager, Julie Baker and Samsung’s Simon Smith.

The winners will share $20,000 in prizes including prize money and Samsung tech for them and their school. “The Solve for Tomorrow competition really goes to show the importance of STEAM subjects in solving realworld problems and it’s fantastic to see so many students engaging with them.

It’s incredibly inspiring and heartwarming that the young people of New Zealand are so driven to give back to their communities,” says Dr Wiles.

Julie Baker says she’s looking forward to offering this year’s students the opportunity to receive judges’ feedback if they complete and submit their project plan early.

“While this step is optional, it provides students the unique experience of collaborating with industry experts, receiving advice and mentorship which they can take on and use to adapt or reconsider elements of their project,” she says.

Entries are now open. Students simply need to send in their project plan by 8 July 2022 to be eligible for early feedback.

Entrants will have until 2 September 2022 to submit their final entry.

The winning individual or team for Solve for Tomorrow 2022 will be announced in September.

To find out more, visit: www. samsung.com/nz/solvefortomorrow.

Not all schools require more than a 1Gbps connection. For some larger schools who heavily utilise the internet, having a faster network that is more capable and secure is a huge benefit. N4L is focused on getting the right connection, reliability, and bandwidth to schools, leveraging new technology and services as they become available.

N4L and Spark will also be working with Hyperfibre providers Enable and Tuatahi First Fibre to connect the other selected schools over the coming months.

Samsung’s Solve for Tomorrow competition is going full steam in 2022, challenging even more young innovators to apply their skills for good.

www.principalstoday.co.nz Term 3, 2022 | 25

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Learning Space | EOTC

Finding the right support for school trips There are many factors that must be considered when selecting an appropriate school excursion.

Some of the more exciting and memorable trips will expose students to things they have never seen, give them the opportunity to do things they might not otherwise, or give

them access to places they would normally never have a chance to go.

Making sure your helpers are fully aware of their roles and responsibilities, ensuring they are comfortable with them and have the appropriate skills to carry out the task is vital in ensuring a school excursion is safe and enjoyable.

Depending on the activity, it may be necessary to hold one or two meetings with parent helpers to assess their capabilities so that appropriate-level tasks can be assigned to them.

It is vital they are made aware their role is to support the leader and ensure the health and safety of everyone in the group.

This means they must follow the instructions of the activity leader and the person in charge and help with control and discipline. But perhaps more important is to confirm with them that they can also enhance the learning experience.

risk, they need to know that they can openly communicate with the person in charge. This may require the need to take mobile phones especially if the class is going to split up into smaller groups during the trip.

To help students get the most from the visit, teachers can also inform caregivers of how they can enhance the learning experience.

These include: • Talking to the teacher before the visit and finding out about the curriculum topic and the learning goals • Getting involved with students at the site – follow the lead of the teacher and education officer, and help focus students’ attention on the learning goals • Encouraging students to take responsibility for their own learning – work with them in small groups • Talking with the students about their learning

Making assistants aware that you are accessible at all times during the excursion is also important.

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

If a parent/caregiver feels that any participant’s safety is being put at

• Be enthusiastic and participate fully.

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07 332 3510 tuiridgepark.co.nz bookings@tuiridgepark.co.nz 28 | Term 3, 2022 www.principalstoday.co.nz

Learning Space | EOTC

School camp checklist One year before camp

3

Three months before camp

3

1. Select the camp location. Useful resources include the Directory of Residential Camps and the CCNZ web page: www.cci.org.nz

1. Send letters out requesting fees and permission slips. Mention it in the school newsletter.

2. Take a tour of the camp facility before booking. Camps always have staff available to meet with camp coordinators and go over their plans. Any difficulties can be discussed and other options can be presented at this point. Careful planning at this stage eliminates confusion and worries later.

2. Consider arrangements for parent help and include in permission notice. Arrange this if it is needed.

3. Sign a booking contract. Be aware of financial penalties and minimum charges should you have to cancel.

4. Place the camp dates on the school calendar.

3. Start to plan out the camp programme activities (possibly with students on a ‘camp committee’) and create a detailed camp schedule.

Six months before camp

3

1. Carefully think through the ultimate goal or purpose of your camp.

2. Consider all the costs and work out a camp budget.

Remember camp fees, camp activity charges, bus cost, costs of visiting out-of-camp venues, special costs like hireage of equipment, prizes etc.

3. Consider fund raising activities if necessary.

Success in climbing back up the ladder Last term we spoke about focusing on following the rules (without blame) and the support that is available from having strong networks.

Kokako Lodge (Auckland) is extremely proud to announce the results we are getting as our young Year 9s start coming through and participating in these programmes.

We started the experience by requesting the schools have the students in groups before they come up the driveway. This way they arrived with an expectation of immediate participation (rather than starting a day of holiday at a fun place). This is particularly important on a one day programme.

As soon as they sat down (6 groups so far) we told them in a plain and simple way that they were still in kura (school) but that it was day for new learnings. Yes, the same expectations of school (values) were there, but this was an open opportunity for personal and collective growth.

With the impact of Covid still being felt everywhere we focused very much on quality rather than quantity. We did not want the students running through

EOTC plays such an important part in increasing the hauora (wellbeing) of each student as well as bringing some of the academic learnings forward to be used in a practical way.

We are looking forward to building on what we have achieved as these students return in 2023 as Yr10s.

3

1. Get aggressive on gathering permission slips and payment for camp. Ask about special needs, diets etc.

2. Finalise the programme, including some contingencies for bad weather. Forward the programme to camp staff.

3. Create a detailed ‘requirements’ checklists.

4. Develop your camp workbook for students.

4. Touch base with the camp to make sure all plans are confirmed. Discuss activities with camp staff. (Some camps need to arrange extra instructors or have more than one group in at a time, so the earlier you are on to this, the better).

5. Request risk management sheets from camp or outdoor provider.

6. If you haven’t visited the camp, do it now.

I am me

I am worthwhile

activities and only getting the obvious learning that each activity presented. With professional facilitation we integrated the objectives of the day as we went along and repeatedly introduced the values and personal growth opportunities as we saw them.

“With professional facilitation we integrated the objectives of the day as we went along and repeatedly introduced the values and personal growth opportunities as we saw them.”

One month before camp

Funding available Please ask us about funding for active recreation, wellbeing and leadership.

Kokako Lodge (Ak)

A time to refocus Help your students get back on track by a change of environment, EOTC and even team building to grow their support structures.

Kokako Lodge is only 30 minutes from South Auckland. We are surrounded by 17,000 hectares of tranquility, challenge (high ropes) and adventure.

Spoken Word, Reflection Journals, team building games and personal challenge (by choice).

For more information please contact Kokako Lodge on 09 292 4349 or visit www.KokakoLodge.org.nz www.principalstoday.co.nz Term 3, 2022 | 29

U-SKILLS 3+2

U-SKILLS 3+2

3 days a week at UCOL and 2 days a week at school 3+2 students have the chance to gain a tertiary qualification and in some cases start their apprenticeship while still at school.

You will spend 3 days-a-week at UCOL and 2 days-a-week at school as you work towards a New Zealand Certificate in a particular career pathway.

Designed for: Students who are looking to gain hands on experience and begin the transition from school to tertiary study.

Benefits: Gain a FREE relevant tertiary qualification while still at school. Build on previous achievement and experience at NCEA and/or U-Skills Trades Academy. Still be enrolled at school.

Where does 3 + 2 lead? Higher level of study (i.e. Level 4 and above), apprenticeships or employment.

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9am - 2.30pm For more information, contact: u-skills@ucol.ac.nz or visit ucol.ac.nz/u-skills This advertisemtnet is intended as a guide only. Programme details are subject to change. Please refer to ucol.ac.nz for the most up-to-date information.

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To apply: Students and schools follow the usual U-Skills application process however there is a specific 3 + 2 application form. For further information please email u-skills@ucol.ac.nz

Learning Space | EOTC

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

HAVE YOUR NEXT

ADVENTURE

CYC AT

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.

WWW.CYC.ORG.NZ

cycnga

christianyouthcamps

P. 07 824 8495 | E. info@cyc.org.nz | A. 148 Waingaro Rd, Ngāruawāhia

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. trampolines. Plus our brand new waterslides where you can race your mates or your teacher down our twin water slides.

A wonderful spot The beautiful 14-acre Camp Raglan campsite is pleasantly situated on the slopes of Mt Karioi overlooking the panoramic view of Raglan and the Tasman Sea. Camp Raglan offers a fully catered camp for a total of 150 children and adults in dormitory style accommodation which is particularly suited to primary and intermediate school children.

All the main facilities are under one roof.

The resident chef cooks 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.

The gymnasium has equipment for basketball, volleyball, badminton, and hockey and is a great space to use for many activities if the weather is not at its best. There is also a sound system available in the gym.

The main hall has a stage area, with two large TV monitors and a large screen at the back which is excellent for showing movies etc in an evening.

The hall has a sound system for your use.

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

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

32 | Term 3, 2022 www.principalstoday.co.nz

Learning Space | EOTC

3

One week before camp

Are you looking for a venue for your next school camp?

1.Finalise details with camp staff, e.g. final numbers, special diets.

2.Gather up materials, prizes, games, musical instruments, sound gear, food etc.

3

On Camp 1.Enjoy the experience with your children.

2.Delegate whatever you can to reliable parent helpers and responsible students.

3.Arrange a night roster for adults settling children after lights out.

The teacher does not need to be up late every night! (The first night is usually the latest.)

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 whereever 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.

LEARN OUTSIDE THE CLASSROOM!

LOOKING FOR SOMETHING DIFFERENT?

Contact us at Lakes Ranch for your next Unforgettable Camp Experience! www.lakesranch.org.nz office@lakesranch.org.nz Ph (07) 3503010

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.

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

www.principalstoday.co.nz Term 3, 2022 | 33

Working Space | Health & Wellness

Eat your greens For better or worse, fast food is an undeniable component of Western diets. Convenient, cheap, and in most cases tasty too — it’s easy to understand why.

The detrimental health effects of eating such highly processed foods on a regular basis are well-documented.

It’s a tale as old as time; an apple a day keeps the doctor away, whilst taste and convenience today set the stage for obesity, diabetes, and heart disease tomorrow.

But if that isn’t enough to put you off your meal, a research project published in Public Health Nutrition found that people who eat fast food are 51 per cent more likely to feel depressed.

This news doesn’t bode well for Aucklanders, who have spent a whopping $6.7 billion dollars on takeaways over the past six years according to new Eftpos data analysed by Health Coalition Aotearoa and the Helen Clark Foundation.

Health Coalition Aotearoa chair, Professor Boyd Swinburn says, current regulations are far from satisfactory.

“We’ve got an epidemic of obesity and diabetes. Successive governments have done very little to try to prevent that,” Boyd says.

“All parents want healthy neighbourhoods for their children - yet the community doesn’t have a say, nor does even the Council.”

Auckland Regional Public Health Service and Health Coalition Aotearoa are calling for urgent new legislation that clamps down on unhealthy food and drinks advertising.

“The power to regulate or not regulate does sit with politicians because local governments can only really act if they have national legislation that allows them to,” Boyd says.

“We don’t have regulations on junk food marketing to kids. We don’t have regulations to try to remove or prevent these food swamps from happening - there’s a whole raft of policies that can be implemented, which just haven’t.”

Encourage healthy habits • Use meals as a time for family/ whānau to hang out and chat about their day • Eat together as a family (if you can) • Make sure you switch off any devices, including mobile phones • Choose meal times well suited to your children – this might mean eating a bit earlier than you usually do

Choose a variety of foods from the four food groups every day • Vegetables and fruit • Breads and cereals • Milk and milk products • Lean meats, chicken, seafood, eggs, legumes (ie, cooked dried beans, peas and lentils), nuts and seeds.

Aim for more nutritious takeaway meals

And indeed, the fast-food industry has historically consistently targeted children via the use of toys, colourful advertisements, and collaborations with popular media companies.

• Feed your child three healthy meals a day – don’t forget breakfast • Encourage your children to taste and eat new foods

• Pizza with lots of vegetables and a bit less cheese

Not to mention the children’s play areas built into fast-food locations.

In many ways, the entire industry is catered towards kids.

• Do your food shopping with your children and help them to select healthy foods, like fruit and vegetables

• Pasta including tomato-based sauce (rather than cheesy sauce)

Getting kids to eat healthy is much tougher than just saying “no” to junk food. This is because children now spend most of their time in the digital media space out of sight of their parents. Companies know this and market to children anywhere and everywhere they spend their digital minutes.

• Make cooking and food preparation exciting – include your children from a young age and involve them more and more as they grow up

• Thick wedges or chips rather than thin chips

Food marketing has a direct impact on young people’s food preferences.

It adversely impacts eating behaviours and influences diet, weight, and health in many ways.

One of the most important things we can do for our children is talk to them about food marketing and encourage them to talk to us. This starts with teaching our children that fruits and vegetables can be just as tasty – if not tastier – than fast food.

If you’re struggling with how to tackle the issue, Health Navigator NZ has shared the following helpful tips to getting started:

34 | Term 3, 2022 www.principalstoday.co.nz

• Provide healthy snacks (low in salt, fat and sugar) during the day and in-between meals • Remember that it takes 8-15 times trying something new before it becomes familiar so keep trying new foods all the time.

• Kebabs or wraps

• Sushi

• Rice/noodle takeaways with plenty of vegetables – (not fried) • Baked potatoes served with a side of salad, meat, and beans.

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Working Space | Hydration

Staying hydrated We all need to have enough fluid to be able to function at our best.

In particular, children are at risk of dehydration, especially when either in hot weather or when they are exercising.

But here’s the thing about hydration - by the time they feel thirsty they are probably already dehydrated — so it’s up to teachers and care givers to ensure they are drinking enough.

8 glasses of water a day

As well as being less heat tolerant than adults, young children have a higher proportion of body water than adults, making them less heat tolerant and more likely to get dehydrated, especially when being physically active and in hot climates.

Encouraging children to drink fluids regularly is important as they may not remember to have a drink themselves.

Water works Water is the best choice of fluid to combat dehydration. Avoid sports drinks, fruit juices, soft drinks and flavoured mineral waters, since they all contain sugar and are acidic, which can lead to tooth decay.

The recommended daily intake of water for children is: • 5 to 8 years old: 5 glasses (1 litre) • 9 to 12 years old: 7 glasses (1.5 litres) • 13 years old and over: 8 to 10 glasses (2 litres).

• A dry or sticky mouth

Remember that children need even more water when they are exercising.

They should drink before, during and after physical activity — even if they aren’t thirsty.

• Few or no tears when crying

Tips to help kids stay hydrated

• Dry, cool skin

• Make sure they always pack a water bottle

• Irritability

• Choose water rather than sugary or fizzy drinks • Remind them to drink before a sports game • encourage them to have a few mouthfuls of water during any breaks in the game • Make sure they have a big drink afterwards to make up for any sweat they have lost.

The warning signs of dehydrated Mild dehydration can be treated by giving a child more to drink. But serious dehydration — for example, if they are unwell — can be very serious. It’s important to know what to look out for.

If a child has a fever, diarrhoea, or vomiting, or is sweating a lot on a hot day or during intense physical activity, watch for signs of dehydration. These include:

• Eyes that look sunken • Peeing less or fewer wet diapers than usual

• Drowsiness or dizziness.

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

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

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

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

36 | Term 3, 2022 www.principalstoday.co.nz

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

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

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

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

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

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

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

Cases of negative side effects have been attributed to energy drink consumption related to its high caffeine content, including death and heart issues.

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

Water A good part of our body mass is water, and we cannot live very long without it, so it’s no surprise it benefits us when we exercise. While our fluid intake includes other forms of fluid found in food and beverages, the best way to achieve optimal hydration is water.

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

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This is great for the environment as well as being safe due to the auto sensor, meaning no buttons are needed to be touched when refilling your own bottle.

Check out full testimonials from some very satisfied clients on our web site. www.merquip.co.nz/About+Us

Proudly supplying NZ schools with drinking water systems www.merquip.co.nz | 09 636 0 www.principalstoday.co.nz Term 636 | info@merquip.co.nz 3, 2022 | 37

First Aid and Health & Safety Supplies for your School!

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You’ll enjoy the following benefits when you purchase from us: 1. Prompt friendly customer focused service.

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4. Special rates for schools and tailored packages to suit your school.

5. We’ll go the extra mile to meet your needs.

38 | Term 3, 2022 www.principalstoday.co.nz

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www.principalstoday.co.nz Term 3, 2022 | 39

Working Space | Health & Safety

Students on work experience Schools are making more work-related learning experiences and programmes available to their students. Work experience prepares students for life after school by providing an understanding of health and safety standards.

Students can gain work experience through various schemes like a Gateway programme, school organised work experience or a parttime, paid employment arrangement that is incorporated into a learning programme.

Preparing a student for work experience

• Is there a specific training programme for students in the workplace that includes information on evacuation and emergency procedures, safe and correct work practices, including the use of tools and equipment onsite?

• Are all potential hazards identified, communicated to students and controlled?

• Does the workplace keep records of previous student placements and are they reviewed?

• Is the workplace sufficiently staffed and can it provide the close supervision that students will most likely to require?

The Ministry requires students to have a general knowledge of health and safety before they begin work at their placement.

According to the Ministry of Education, students have different roles and responsibilities when at school and while on work experience. A student is considered “other” while at school and a worker while on work experience.

This is because the HSWA considers people on work experience as workers, therefore, transferring the responsibility of PCBU from the school to the employer when the student is on work experience.

When assessing whether the work experience placement is suitable for a student, the Ministry of Education suggests schools ask employers these questions:

Furthermore, the Ministry suggests contacting the placement host and discussing workplace health and safety to determine what types of risks are present in the workplace and how these risks are managed.

is suitable; this is to confirm previous students’ safety.

• Is the workplace committed to creating a safe work environment with its health and safety policy readily available to employees?

Ongoing communication and an in-person visit to the workplace can both help determine the suitability of the workplace.

Some investigative work can give you the insight you need to decide whether a workplace is appropriate for your students.

• Are employees encouraged to report hazards and is there a process in place so that employees can provide input on health and safety?

Also, if a workplace has already participated in work experience placements, it should have previous students’ records for you to review so you can determine if the workplace

Once you are able to assess the suitability of the workplace, students must learn general health and safety training before students can begin work at their placement.

This is because a student in the work experience programme most likely doesn’t have prior work experience, knowledge of warning signs, experience using personal protective equipment or the ability to work with minimum supervision.

As a result, students on work experience need to undertake appropriate health, safety and wellbeing inductions before their work experience commences.

It should be done in conjunction with the school and the employer and ensure that students have an understanding of their role, rights and responsibilities.

When schools and workplaces cooperate and provide safe learning experiences for students, all parties can come out with longstanding relationships that benefit the community overall.

Information kindly supplied by the New Zealand Ministry of Education, visit: www.education.govt.nz

Relationships in the Workplace Sometimes it’s good to be alone – but not always.

Sharing a burden can help reduce the load.

Developing positive relationships in the workplace is critical for career success.

By understanding yourself and getting to know your colleagues, you can build lasting work relationships. Being part of a cooperative team built on trust and effective communication will improve your job satisfaction.

Good workplace relationships are built upon: • Getting to know your colleagues and management.

• Open communication is crucial for building trust with others.

Who can 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 40 | Term 3, 2022 www.principalstoday.co.nz

• Understanding and valuing your co-workers means you will be valued too.

• Sharing knowledge, information and ideas with colleagues helps build effective teams.

• Teamwork, communication and problem-solving skills are crucial to working well together.

• When everyone does their fair share of work and gives credit where it is due, the workplace flourishes.

Here are some helpful tips: • Understand your strengths and weaknesses. As self-awareness helps us become more accepting of others.

• Identify your needs in relation to your job and what others need from you.

• Ask questions and listen to your colleagues to find out what’s important to them.

• Be aware of your tone and body language as well as the words you say. Keep your tone even and arms relaxed rather than crossed.

• Pay attention to those around you and notice if someone needs assistance.

• Remember to ask for help yourself.

Speak to management or a trusted colleague if you are experiencing difficulties.

• Everyone needs to feel their work is appreciated. Acknowledge the work of others and you will be acknowledged too.

• Be positive. Positivity is contagious.

If you are feeling stressed or need some support, contact a Vitae clinician on 0508 664 981 or email assistance@vitae.co.nz

NEED A NEW website FOR YOUR SCHOOL?

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aplnz.co.nz www.principalstoday.co.nz Term 3, 2022 | 41

Working Space | Ventilation

Ventilation in schools It is important you consider how you ventilate your teaching and other occupied indoor spaces Making sure indoor spaces are well ventilated and have lots of fresh air is recommended for schools at all levels of the COVID-19 Protection Framework, along with the appropriate use of face coverings, physical distancing, good hygiene and other health measures.

Good ventilation works alongside these measures to help slow the spread of the virus that causes COVID-19.

The best way to maximise ventilation is to open all windows and doors as much as possible, and whenever it is practical to do so.

The exception to this is spaces that are fitted with ducted air conditioning systems (excluding heat pumps), which do not rely on opening windows to bring in fresh air.

Ventilation in winter Air flow behaves differently at different temperatures – for example, the bigger the temperature difference between outside and inside, the more efficiently fresh outside air is drawn in through open windows.

This means ventilation can work better during cold weather, so you can still achieve good ventilation with windows just partially open.

There are several ways to do this depending on your school’s design, how each space is being used and the outdoor conditions.

Support is available to schools who are concerned about maintaining good ventilation. This includes: • Specific ventilation advice from a Te Mahau COVID-19 ventilation team • The free supply of a limited number of portable air cleaners and CO2 monitors, being distributed to all schools in Term 2

• The supply of additional portable air cleaners where this is found to be the correct interim or supplementary solution • The ability to purchase suitable portable air cleaners and CO2 monitors from the Ministry’s nominated suppliers at discounted pricing • Funding of urgent property improvements over $5,000 that are required to achieve good ventilation.

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Ventilation guidance A space’s ventilation will be influenced by how it was designed, how it is currently being used, and the outdoor conditions.

Good ventilation will provide fresh, clean air while maintaining comfortable temperature and humidity levels for the people in the space.

Good ventilation helps reduce COVID-19 airborne transmission by

quickly and consistently removing the old air and replacing it with fresh, clean air.

Indicators that a space may not be well-ventilated include a feeling of stuffiness, lingering smells and elevated CO2 levels created by the people in the room.

When this is occurring, schools should also consider increasing the use of other measures such as face coverings and physical distancing.

You can quickly improve the air quality in any space by: • Limiting more vigorous activities, or moving them outdoors or to a better ventilated space • Limiting the number of people, especially in smaller, confined spaces • Fully opening all windows and doors to flush the air in the room, and where it’s an option to do so, briefly vacating the room at the same time.

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Working Space | Ventilation Guidance for ducted, mechanically ventilated spaces Some schools are fitted with ducted mechanical ventilation systems that automatically source fresh air from the outside while also managing the temperature of the room.

• Having the system configured to come on at least two hours before and after the school day

These are often referred to as HVAC or air conditioning systems. This doesn’t include heat pumps, because they don’t supply fresh air.

• Continuing to use your portable CO2 monitors to check if the system is working effectively.

One way to identify if your space has a ducted mechanical ventilation system is to look for vents in the ceiling that bring in fresh air or extract old air.

Guidance for using heat pumps and other heating systems You can continue to use heat pumps to heat or cool spaces, even when windows and doors are open.

• Increasing the amount of fresh air brought in by the system and minimising the amount of old air it filters and recirculates

Where ducted mechanical ventilation systems are fitted, the above advice for naturally ventilated spaces doesn’t apply unless the system has specifically been designed to work in conjunction with windows and doors being open.

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

Ventilation and filtration are two different things.

make the room more comfortable, they do not improve its ventilation.

Ventilation can be done naturally through open doors and windows, or by mechanical ventilation units.

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.

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.

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

If not, windows and doors should remain closed to allow the system to work as designed.

Heat pumps and most other heating systems only heat or cool recirculated air within the space.

They do not bring in fresh air, so to achieve good ventilation they must be used alongside a means of providing fresh air.

When using heat pumps and other heating systems:

A well-configured ducted mechanical ventilation system will provide good ventilation while managing indoor temperatures. Make the most of this by:

• Pre-heat the space to a comfortable temperature before the school day to improve the draw of fresh air through partially opened windows

• Resetting the temperature of the room to a comfortable level after it has been vacated and aired out, by briefly closing all windows and doors and running the system on its highest setting before re-occupying the room and reopening windows.

• Ensuring the system is regularly checked, cleaned and maintained by an appropriately skilled technician

• Increase indoor heating or cooling during the day, if you need to, to offset the impact of having the windows open

Ahead of the colder months, your heat pump or heating system should be checked and serviced to make sure it is running at its best.

These typically recycle air in a room and change its properties, by warming or cooling it or removing moisture. While these

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.

Using a heat pump with windows open will be less efficient and may incur some additional power costs.

Information sourced from: www.temahau.govt.nz.

Te Mahau is a part of Te Tāhuhu o te Mātauranga The Ministry of Education

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Property | Boilers

Boiling point

If you are considering installing a boiler, you

Schools need to manage and maintain their boilers well so that it runs safely and efficiently.

need to consider the ministry requirements for room temperatures.

Issues to consider when installing a boiler If you are considering installing a boiler, you need to consider the ministry requirements for room temperatures.

The Ministry’s Designing Quality Learning Spaces (DQLS) standards expect school rooms to be kept at certain temperatures so that people using them are comfortable, healthy and safe.

Secondary teachers are pleased the Government is removing coal boilers from schools, but they need to go sooner than 2025, says Melanie Webber, president of PPTA Te Wehengarua.

“This is something that PPTA has been pushing for, through our involvement in the Fossil Free State Sector coalition.

Funding boilers The school boiler is essential infrastructure to keep a school operating. Getting a new or replacement boiler is a ‘priority two’ item in a 10 Year Property Plan (10YPP).

If the boiler breaks down or needs urgent repair, it becomes a ‘priority one’ project. If your school has to close down without it (because it is winter for example) it must be replaced or repaired immediately.

Secondary teachers delighted dirty boilers are going

“It is great that students and teachers will be able to work in safe and healthy learning environments, and it’s a sound investment by the government in the future for our rangatahi/ young people.

You also need to check with your local council about whether your school area has restrictions on releasing emissions in the area to minimise pollution and the effects on neighbours, and if you will need a resource consent.

If your school must burn a fossil fuel, natural gas boilers are environmentally preferable to coal or oil because their emissions are less harmful.

Modern wood chip boilers are the most environmentally sound option for schools. In most regions, they cost about the same to run as a coal-fired boiler.

If your school still has a coal boiler, only use high-grade coal. Lower-grade coal contains high levels of sulphur.

It can corrode and shorten the life of the boiler.

However, they still can harm the environment and people’s health if they are not installed, maintained and operated correctly.

“Learning environments need to reflect the future we want for our young people and everyone in Aotearoa.

“However, we would love to see this happen sooner than 2025, given the urgency of the climate crisis.

“There are still hundreds of school boilers fuelled by oil, gas and diesel. We challenge all parties to commit to the next step of funding all schools to run on 100 percent renewable energy by 2025.”

MW Heating is a New Zealand owned business which specialises in servicing and maintaining wood chip and wood pellet boilers in schools

www.mwheating.nz

EDQ

Mark Wiseman, the Managing Director of MW Heating has been installing and servicing biomass boilers in New Zealand schools since 2007 and is recognised as a specialist in the boiler field.

Based in Ashburton, Mark and his team of service technicians currently cover school boilers from Auckland to Invercargill with most of the servicing work being completed during the school holidays and outside the heating season.

Converting Coal Boilers to Wood

MW Heating can convert existing coal boilers to use wood pellets which is becoming increasingly popular as New Zealand aims to remove coal and other fossil fuels.

Maintenance and On-Call Assistance

MW Heating recommends servicing your boiler before and after the heating season to ensure maximum efficiency from your fuel and school heating system. MW Heating can provide inclusive maintenance and servicing packages to suit your school with the option of 24/7 breakdown phone support to provide heating assurance during the winter seasons.

Staff Training Packages

Mark and his team of service technicians are available to provide your school caretaker or facilities manager with hands-on training and support ranging from half day modules on basic cleaning and operation to multi-day training packages to suit each schools’ needs. Many school boilers suffer from poor maintenance and lack of understanding of installed systems, MW Heating can assist you and your staff to tune and maximise the efficiency of your boiler to improve the environment inside your school.

To find out more about our maintenance packages for wood chip and wood pellet boilers or to receive a quote for an annual servicing or training package, please contact Mark Wiseman.

Phone: 021 620 108 Email: office@mwheating.nz 46 | Term 3, 2022 www.principalstoday.co.nz

BIRCHFIELD C O A L M I NE S LTD Birchfield Coal Mines Ltd owns and operates the following opencast coal mines on the West Coast of the South Island:

• Steel production • Cement production

• • • •

In 2017 Birchfield Coal Mines Ltd purchased a number of Solid Energy New Zealand assets, a number of these assets including rehabilitation liabilities and work continues to appropriately rehabilitate these sites to meet high environmental standards.

Island Block Opencast near Reefton; Giles Creek in the Mai Mai Valley near Reefton; Strongman Opencast Mine near Greymouth; Mt Davy / Liverpool near Greymouth.

In addition to these mining permits and coal mining licences, Birchfield Coal Mines Ltd hold a number of exploration permits and other mining permits that are currently being developed into production or explored.

Birchfield Coal Mines Ltd supplies coal into the South Island domestic market, this market consists of hospitals, schools, dairy factories, swimming pools, aged care facilities and a number of smaller horticultural businesses.

Coal from the Mt Davy / Liverpool permit is a highly sought after export coking coal that can be used in any number of industries, these include:

Some coals supplied to the domestic markets are blended.

Both Giles Creek and Strongman Coals are screened and washed to remove fines and gravels that can contaminate the coal during the mining process.

Both of these coals are very low in ash due to washing and have a very low sulphur content, Giles Creek .5 Sulphur and Strongman .3 Sulphur.

Our coal blending is done using a purpose built coal blending plant that takes all the guess work out of blending and produces a consistent blend every time.

Phone 0275310998 www.birchfieldcoal.co.nz www.principalstoday.co.nz Term 3, 2022 | 47

Property | Boilers

Maintaining your boiler Every school needs to manage and maintain their system well, as there is a legal responsibility to make sure school boilers are safe.

so that the boiler does not run when it is not needed.

Boiler tuning business grant

Identify boiler failure as a potential risk in your health and safety plan, and include this work as part of your school’s maintenance planning.

The Energy Efficiency and Conservation Authority (EECA), estimates that for every $1 spent on boiler tuning, $30 can be saved through increased efficiency.

For more on your legal responsibilities, go to approved code of practice for the design, servicing, maintenance and safe operation of boilers, visit: ww.business.govt.nz/ worksafe/

EECA runs a boiler tuning funding programme for organisations with boiler capacity of over 200kW. For more information, go to boiler tuning support on the EECA website.

You can minimise energy loss with regular maintenance. Set up a system

Engaging a maintenance contractor and inspector

www.viessmann.com

As part of managing a boiler well, you need to engage a boiler maintenance company, under a preventative maintenance contract, which can maintain your boiler regularly, preventing the boiler from breaking down or developing dangerous faults.

information and records. You should have an operating manual.

If you don’t, ask your maintenance contractor to provide one.

Keeping records

You’ll also need an inspector who is independent from your maintenance contractor, to do a certified boiler safety inspection each year. For information on inspection firms, contact WorkSafe New Zealand.

Provide the maintenance contractor, inspector and the person operating your boiler, with all relevant

Keep records of all work, repairs or modifications to your boiler.

Ask your maintenance contractor and inspector to provide updated information after each visit.

It is your responsibility Reminder: with the new Health and Safety legalisation, everyone from school boards, principals and staff have a responsibility to keep everyone safe.

For effective health protection in schools: Air purification and ventilation system in a single unit.

VITOVENT 200-P Great marks for indoor air ventilation and filtering The innovative ventilation system combines the supply of fresh air with efficient HEPA filtering to achieve virtually 100 percent purified indoor air.

48 | Term 3, 2022 www.principalstoday.co.nz

THE RESPONSIBLE SOLUTION TO REMOVE VIRUSES AND BACTERIA IN YOUR CLASSROOM

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T : 0800 www.principalstoday.co.nz Term 433 486 or +649 524 3,0543 2022 | 49

Sport & Recreation | Swimming Pools

Keeping youR pool healthy Schools are required by law to test their swimming pool water to ensure it is safe to swim in.

Swimming Pools are treated to keep the microorganism population down to levels which are considered safe for bathers and the quality of the water depends on the efficiency of the water treatment.

To gauge this, a testing programme has been set up with accepted guidelines as per the New Zealand Standard for Pool Water Quality NZS 5826:2010.

Four different tests are carried out and below is an explanation of each:

Standard Plate Count This test looks for the total number of general bacteria, which present in the water. If there are high counts of bacteria it may be indicative of a problem, and “where there is smoke, there may well be fire”.

Faecal Coliform Count This is an indicator test which looks at the presence of bacteria of faecal origin. If faecal coliforms are present, it indicates that there is a possibility that other bacteria associated with

the gut, such as Salmonella or Campylobacter, may also be present.

These bacteria can cause sickness.

Staphylococcus aureus Count This bacteria can cause skin irritations especially in wounds, cuts or abrasions. It can also cause sickness if swallowed or ingested.

It can be found in infected wounds or in the nasal cavity when you have a cold.

Spa and swimming pool guidelines - NZ5826:2010 Standard Guidelines • Standard Plate Count: (less than) <200 bacteria per ml water • Faecal Coliform Count: (less than) <1 bacteria per 100mls water

Pseudomonas aeruginosa Count

• Staphylococcus aureus Count: (less than) <100 bacteria per 100mls water

This bacteria is associated with eye and ear infections when dunking the head in swimming pools.

• Pseudomonas aeruginosa Count: (less than) <10 bacteria per 100mls water.

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50 | Term 3, 2022 www.principalstoday.co.nz

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Working Space | School Furniture

Getting classroom furniture right Educational environments have changed.

The classic image of a teacher standing in front of a sea of perfectly aligned wooden desks is much less applicable today than in the past, and really doesn’t do the trick for captivating young learners’ attention, nor learning potential.

As intentions evolve, pops of colour, differently shaped furniture, and large group zones for collaborative learning are taking over conventional schooling environments.

Education has steadily moved away from unilateral learning, something that traditional furniture was able to satisfy, and has now plunged into an era where creativity, digital literacy and collaboration are the new golden ticket to the acquisition of knowledge.

The importance of ‘human skills’ such as creativity, team work, originality, debate and initiative now take centre stage.

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 why learning spaces are being transformed.

Free open spaces encourage 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 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

• 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

• 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

• 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.

Trusted by Hundreds of Kiwi Businesses and Home Offices www.mcgreals.co.nz Contact Us! Phone 09 307 5290 2/19 Auburn Street, Grafton, Auckland 1023

www.principalstoday.co.nz Term 3, 2022 | 51

Working Space | Fundraising

Getting the word out How to fundraise and promote school events So - how do you create fundraising events that are supported by your local community?

Post flyers or posters throughout the local area

The answer is by creating a solid promotion 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.

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 posters up anywhere, otherwise you could get fined by the local council.

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

Promote events on social media

Post details on community websites

You would be surprised how much attention you can get via digital mediums especially when it comes to platforms such as Facebook and Instagram.

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.

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

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.

As well as this, your local council or region might also have a free community listing for events – so ask

around and share your event info left, right and centre with your community.

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

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

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

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 52 | Term 3, 2022 www.principalstoday.co.nz

School Grounds | Tree Maintenance

Keeping trees under control Trees on school property need to be maintained so they don’t become a hazard to students or staff.

Some councils have general rules around removing trees, so contact your local council or Heritage New Zealand to find out if any trees at the school are protected. The Ministry of Education suggests visiting the Heritage New Zealand website for more information in regard to protected trees.

Some trees are protected and you should talk to your local council before trimming or removing them.

As with everything, trimming and removing trees comes at a cost. Payment for maintenance should come from your Property Maintenance Grant (PMG).

Maintenance Trees need to be regularly trimmed. If they get too big, they become costly to maintain and difficult to remove.

Large trees can also be a hazard in high winds and can block light and affect neighbours.

Trees can also be a health and safety hazard around a swimming pool.

For that reason, be sure to remove trees close to the swimming pool to prevent leaves and branches falling in and contaminating the water, and to prevent people trying to jump from the tree into the pool.

Protected trees Check if a tree is protected. Some trees are protected such as naturally established native trees, trees with historical, cultural or botanical

If a protected tree needs emergency work to deal with a hazard to people or buildings, such as a damaged branch that may fall, you can contact your local council for advice.

Pay for maintaining or removing trees value and trees protected on the certificate of title, which might need a resource consent to do anything to them.

If your school has a protected tree you may need resource consent for activities near it such as excavating or digging, depositing material close to the tree, construction work, putting in pipes or power lines, and storing things under the tree.

Although resource consent is probably not needed for maintenance, such as trimming or removing dead branches, it is best to check first.

Tāne Mahuta is the largest living kauri tree in New Zealand.

However, trees don’t have to be as old or large as Tāne Mahuta to be protect. Naturally established native trees, trees with historical, cultural or botanical value might be protected.

Do you have any protected trees on your school campus? If so, a little digging into why the tree is protected can be a fun and interactive way to teach students about native wildlife or local history.

PMG covers general maintenance work on trees such as trimming and removing dead branches and removal of a protected tree with council consent.

However, the 5 Year Agreement (5YA) funding cannot be used for maintenance. It is only for capital improvements to buildings and other school facilities.

Content kindly provided by the Ministry of Education and adapted to fit this magazine.

More information can be found at www.education.govt.nz.

Servicing Aucklands schools for over 45 years Tree risk assessment • Consultancy • Report writing Hedge Trimming • Stump Grinding • Branch Chipping

• •

Tree Removal • Tree Pruning FREE Mulch Service for Schools

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1976

Phone: 09 570 9674 Email: hello@treefellas.co.nz www.treefellas.co.nz www.principalstoday.co.nz Term 3, 2022 | 53

Feature | ???

Dayle ITM

Dayle ITM At Dayle ITM, we’re big on relationships, honesty, and flexibility.

We’re the friendliest and most reliable building supply specialists out there, servicing Auckland, North Waikato & Coromandel daily. Our three handy locations in Avondale, East Tamaki, and Kopu means we’re conveniently located as your one-stop-shop for trade and DIY building supplies.

Going the extra mile? That’s our team.

Dayle ITM has been family-owned and operated for forty-five years and counting, that’s just one reason why we’re trusted trade partners to thousands of builders across the upper North Island. And, being part of the ITM Co-operative means we’re connected to over 90 stores across New Zealand, so we can support your next building project – wherever it is.

We’re committed to the success of your next project – it’s this dedication that sees us continually investing in ways to support the building trade. It’s why we’ve invested in three pre-nail frame and truss plants – to help speed your project timeline. It’s why we have a fleet of 12 delivery trucks on the road daily – to ensure you’ve got what

you need, when you need it. It’s why we host free LBP training evenings for all of our customers – to ensure you’re always at the forefront of industry updates; it’s why we make it easy for Dayle ITM customers to purchase off one accounts across three locations – to make your job easier. If you’re a

54 | Term 3, 2022 www.principalstoday.co.nz

busy construction business or a weekend DIY warrior, talk to us about the very best in building supplies, advice, and service.

We’ll see you right! Find us online at www.dayleitm.co.nz or call any of our three handy locations on 0800 DAYLE ITM.

“We’re committed to the success of your next project – it’s this dedication that sees us continually investing in ways to support the building trade.”

www.principalstoday.co.nz Term ?, 2021 | 1

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 3, 2022 | 55

Property | Roofing

Working Space | Educational Resources

Improving learning and teaching

Choosing the right roof When it comes to 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.

In choosing roofing materials, you should consider: • How the roofing will stand up to local weather conditions • How it can keep energy costs down • Which components may have shorter lifespans (e.g. plastic materials that may become brittle or degrade • 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

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.

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.

Five points to consider when it comes to your roof

• If it matches the building’s design and type of construction

1. There is a big difference between price and value when selecting a replacement roof

• If it can improve the building’s appearance

2. Maintenance of your roof should be scheduled on a regular basis

• If its cost will be within the project budget.

3. Your roof will not last forever.

There comes a time when repairs simply won’t be the answer as leaks will persist

Translucent plastic sheeting used in schools Translucent plastic sheeting is a material often used in school roofs 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: • People may fall through it — a risk that increases as the sheeting ages and becomes brittle • It may catch fire as it can be flammable.

4. Always seek more than one quote when repairs or a re-roof are required 5. Use a member of the Roofing Association of New Zealand – they are well informed about changes to the building code, health and safety regulations and technical matters.

Content sourced from the Ministry of Education. For more information, visit: www.education.govt.nz.

56 | Term 3, 2022 www.principalstoday.co.nz

The New Zealand Curriculum describes the learning all young people should experience no matter what school or kura they go to and the progress and expectations associated with this learning.

• Recognition and development of their personal values, which make it possible for them to achieve their personal goals

It provides the framework for schools and kura to use in their local curriculum design.

Cross curricular or thematic approach Financial capability provides an authentic context for linking or integrating learning areas via a broad theme. Key competencies and values can be developed through the learning experiences.

Within this there is also support for school and curriculum leaders, and professional learning and development providers.

At www.nzcurriculum.tki.org.nz you’ll find resources to aid the process of curriculum design and review.

It includes information, research, tools, suggested areas of focus, and inspirational stories to help schools make decisions about how to give effect to the national curriculum.

As an example, let’s look at financial capability.

Financial capability is highlighted in The New Zealand Curriculum as an example of the type of theme that schools could use for effective cross-curricular teaching and learning programmes.

Developing financial capability supports ākonga to: • Participate in economic life • Gain the knowledge, skills, and competencies to make good money management decisions across a range of financial contexts

• An awareness of others’ values and priorities, which will enable them to participate meaningfully in the community.

Teaching and learning approaches

Inquiry Building students’ financial capability works well using an inquiry approach. This approach enables students to ask and find answers to their own questions, make links to contexts which are meaningful and relevant, recognise choices they can make, and the potential consequences. A social inquiry approach to building financial capability considers the impact of financial decision making on the community and wider society.

Enterprise Financial learning and enterprise learning can happen simultaneously – one context reinforcing the other. Financial capabilities enhance students’ engagement in enterprise learning, and enterprise learning enhances students’ engagement in building their financial capability.

• Knowledge and understanding of financial information and processes

Inclusion Different cultures and families/ whānau may have very different values and approaches to financial decision making. An inclusive approach to financial capability involves exploring the diverse values that people have about money.

• Personal financial management competencies

Content sourced from www. nzcurriculum.tki.org.nz.

• Improve the financial well-being of individuals and society.

In becoming financially capable, students will develop:

LET’S LEARN ABOUT BLOOD THE NEED FOR LIFESAVING BLOOD AND PLASMA NEVER STOPS. Did you know that fewer than four percent of New Zealand’s population gives blood or plasma?

As the organisation that is responsible for the collection, processing and distribution of blood and blood products in Aotearoa, New Zealand Blood Service (NZBS) relies on the voluntary donations of generous, unremunerated donors to fill the more than 4,000 appointments required each week to keep pace with current demand.

Today’s children are tomorrow’s donors.

To help raise awareness about the constant need for blood and plasma, NZBS has produced a series of educational resources that can be used in the classroom to teach your pupils about how being a donor helps save the lives of fellow New Zealanders.

Primary Teaching Units

Let’s Learn About Blood (Levels 3 & 4) Focuses on developing students’ understanding of the cardiovascular/ circulatory system - one of the body’s most important systems, and how blood keeps our body going.

Healthy Me, Healthy Blood (Levels 3 & 4)

Save Lives - Give Blood (Levels 3 & 4)

Focuses on developing students knowledge about how to keep their body (and their blood) healthy by making healthy choices.

Focuses on developing students’ awareness and knowledge of blood donation and how it helps others.

Secondary Teaching Units

Teaching Unit Level 5

Teaching Unit Level 6

Teaching Unit Level 7

Teaching Unit: Level 7

English, Science, Social Studies - Year 10

Health and Physical Education, Science - Year 11

Science - Year 11, Year 12, Year 13

Social Studies - Year 11, Year 12, Year 13

Digital Resources

Amazing Blood

Take Action

Can be used as a literacy resource for Level 5 of the New Zealand Curriculum with links to the science and social sciences learning areas.

Can be used as a resource for teaching English at Level 7 of the New Zealand Curriculum with links to the social sciences learning area.

What’s The Difference

Maintaining Healthy Iron Levels

Can be used as a resource for teaching English at Level 7 of the New Zealand Curriculum with links to the science learning area.

Is available on Google Drive using Google Slides. Google Slides is an online presentation application (similar to MicroSoft PowerPoint) that can be used on a range of devices, desktops, laptops and digital whiteboards.

You can find all our educational resources online by visiting

nzblood.co.nz/knowledge-hub/teaching-resources | nzblood.co.nz/knowledge-hub/digital-resources We may be able to organise a blood drive at your school.

For more information please contact us on 0800 448 325.

nzblood.co.nz www.principalstoday.co.nz Term 3, 2022 | 57

Inspiration grows at Lincoln Lincoln High School science teacher Willem Tolhoek is looking for new ideas to inspire his students.

He is spending a semester at Lincoln University to find them.

Willem has been given the opportunity to work alongside scientists and postgraduate students from the Faculty of Agriculture and Life Sciences as part of the Science Teaching Leadership Programme.

Funded by the Ministry of Business, Innovation & Employment (MBIE) and managed by the Royal Society Te Apārangi, the programme provides primary and secondary teachers with experiences that will enhance their teaching of science.

He hopes to return to school highly motivated and able to inspire students and teachers to be scientifically literate.

He’s keen to participate in “some of the amazing current science research happening at Lincoln University” and investigate ways of creating a stronger relationship between the faculty and the Lincoln High science department.

Willem, who has a degree in ecology, is working as a “Participant Teacher” in the Department of Pest Management and Conservation, which offers the Master’s in Pest Management programme, an example of some of the highly targeted qualifications at Lincoln

aimed at meeting some of our national goals, such as New Zealand’s aim to be predator-free by 2050.

We are sure we can offer something to inspire students at Lincoln High, and not only in science.

Our specialist programmes cover agriculture to tourism, agribusiness, food production, property management, sport and recreation as well as the environment, and our graduates work around the world in a huge variety of roles.

“Our Future Leader scholarships do just what they say, growing leadership skills as students work in the community and on campus to make a difference.”

Perhaps inspiring is also the number of scholarships available, through Lincoln, but also from organisations groups and individuals which not only offer financial assistance but valuable connections to industry, and experience.

Our Future Leader scholarships do just what they say, growing leadership skills as students work in the community and on campus to make a difference. Our Sport Scholarships produce an impressive honour roll of national representatives and champions.

Applications are open for them now.

We have fantastic accommodation options, and our Halls of Residence

58 | Term 3, 2022 www.principalstoday.co.nz

are places where lifelong friendships are formed.

The Lincoln University Māori and Pasifika Accommodation Scholarship was established to support Māori and Pasifika students who show strong leadershi p potential in their communities.

Again, we want to grow that potential while they are with us, so they can produce positive change.

We regard Lincoln as a safe haven, where students enjoy a wealth of opportunities through our leadingedge educational facilities, powerful land-based research activities, meaningful industry collaborations, global connections and worldclass learning environments. And they become part of a thriving and inclusive student community.

Hui Whakatuwhera Open Day 2022, 22 July, is our chance to show how our specialist, land-based qualifications can grow into amazing career opportunities, especially in the thriving food and fibre industries but also in important roles in government, private sector planning/design, and management.

Registrations are open now for anyone wanting to study with us in 2023, at www.lincoln.ac.nz Inspired yet?

Come to Lincoln University

Hui Whakatuwhera Open Day 2022 Find out how Lincoln graduates grow great careers in some of New Zealand’s most important industries.

Explore our campus, attend seminar sessions with our lecturers, meet current students and find out all about our comprehensive student support services.

Friday 22 July 10am – 4pm www.lincoln.ac.nz/openday

Before-School Care • After-School Care • Holiday Programmes

Why have over 70 schools in New Zealand chosen Kelly Club?

Quality care you can trust

♥ Your values are our values

Childcare subsidy approved

Our revenue-share model

Flexible bookings for parents Largest 100% NZ-owned provider

Making your out-of-school care easy and hassle-free since 2009.

What are you waiting for? Speak directly with Founder and Director, Paul Jamieson. Email paul@kellyclub.co.nz, or call 021 409 241.

Learn more at join.kellyclub.co.nz