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This issue of Principals Today kicks off interviewing Andrew Auimatagi, St Thomas of Canterbury College assistant principal and rugby league head coach, who discusses recent successes and tackling brotherhood with heart. There are pieces about rural education, educational shifts that will impact learning, the ongoing issue of teacher shortages, the adoption of AI in the classroom, and the balancing act of embracing sporting prowess and artistic creativity.
We also have articles about helping students with exam stress, the impact of Gen Z teachers, supporting new educators, the cost of emergency planning, and educators weigh in on the curriculum rollout, plus lots more.
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Angela Elley
Jarred Shakespeare
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The staffroom
Anonymous teacher column
How effective are the induction programs for new teachers in New Zealand? Are these programs providing the necessary support and mentorship to help new teachers succeed?
Not very effective. Graduating teachers feel like they are left to fend for themselves and learn on the job. This is another way in which teaching compares poorly to other professions.
What are the challenges associated with relying heavily on relief teachers who may not be registered or experienced?
The issue is the growing shortage of available relief teachers which leaves schools increasingly desperate in their efforts to ensure that they have an adult in front of students at all times. The problem will only be exacerbated by the extra CRT that was negotiated as part of the last Primary Teachers’ Collective Agreement. There is a sense that the bar has been lowered out of necessity.
The approach ignores the needs of individual learners, especially the most vulnerable.
The pressure to make it work will further deter potential teaching candidates, thereby adding to the recruitment and retention problems in the profession.
Adds to recruitment problems - deters potential candidates. Graduates in other areas are paid more.
Are all stakeholders, including teachers, principals, and parents, being adequately involved in the decisionmaking process regarding education system changes?
No. It is widely publicised that the government relies on input from “think tanks” that do not represent the most important stakeholders. This has led to concerns about a lack of consultation or transparency and adds to the impression that it is an exercise in pushing a political agenda.
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Are the changes to the education system happening too quickly, without sufficient time for consultation and implementation?
The coalition’s changes to education can be seen as no more than a kneejerk reaction to NZ falling behind other countries in key areas.
Rather than taking the time to investigate the real causes, their response once again makes education a political football.
At the risk of mixing metaphors, students have become guinea pigs in the coalition’s experiment. The speed with which they are rolling out the changes adds to the sense of it being experimental and lacking in substance. The rollout leaves no time for proper research and training.
How are schools adapting to the rapid pace of change? Are they receiving the necessary resources and support to implement new policies and practices effectively?
Schools are scrambling to enrol teachers into PD programmes.
The budget to buy resources and pay for teacher upskilling is lacking.
With PD providers expected to be vetted by the Ministry it has all become a bit of a lolly scramble. In this scenario, history has shown that the neediest schools with the most vulnerable students often miss out.
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Additionally, the ecocept® pad is made from recycled materials, aligning with the school’s sustainability goals and reducing the overall environmental impact of the project. Its durable construction extends the lifespan of the turf system, offering a long-term, cost effective solution for the school’s sports facilities.
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Too much too soon
Warnings sounded about the pace of education change
A recent survey conducted by NZEI Te Riu Roa reveals that a significant majority of principals and teachers believe the government’s expedited rollout of two major curriculum changes by early 2025 is overwhelming.
Educators express that the existing under-resourcing for the diverse learning needs of approximately 30 percent of their students is a pressing issue that the government must address to make these changes manageable.
In the survey, conducted in early September, 77.5 percent of principals and 73.7 percent of teachers indicated that the pace of change is too rapid to be effective.
One principal shared that, “It is unsustainable. After five years in this role, I’m struggling to manage this level of work and
stress, especially with two new curricula to implement next year. It’s simply unmanageable.”
Many educators emphasise the importance of executing changes thoughtfully. One teacher noted, “The current pace is a barrier to integrity in implementation, raising concerns about rushed approaches that could undermine teaching and learning”.
Several educators echoed similar sentiments, with one stating, “I’m juggling full-time teaching and principal duties, and I can’t keep up with all these changes”.
The survey also revealed that 67 percent of teachers and 63 percent of principals felt the new curricula would not adequately address their students’ real needs. Concerns were raised about the additional roles educators are expected to fill, such as providing psychological support and managing anxiety, which detracts from their core responsibilities.
The lack of timely specialist support for students with additional learning needs was highlighted as a significant concern. One principal remarked, “Despite years of waiting for better support, the situation is worsening. The strain on our teachers is immense, and many may leave the profession if this continues.”
Schools reported that, on average, 30 percent of their students have additional learning needs, yet only 1.1 percent of principals believed these students were well-supported. The majority, 76.4 percent, indicated that support was partial but inadequate.
Even among those who support the new curricula, there are worries about the speed of implementation. Only 16.6 percent of teachers and 18.8 percent of principals thought the changes would have a positive impact, and merely 6.2 percent of teachers and
5.3 percent of principals felt the pace was appropriate.
The workload has also become a significant concern. Over half of the principals (52.3 percent) and a significant portion of teachers (37.5 percent) reported working between 51-60 hours per week, while a third of teachers worked 41-50 hours.
Alarmingly, 36.3 percent of teachers and 52.3 percent of principals anticipate that the new curricula will require even more hours each week.
Overall, both teachers and principals identified a lack of learning support and the demands of new government initiatives as major sources of stress, which aligns with OECD findings indicating that the percentage of teachers experiencing significant stress from changing national requirements exceeds the OECD average.
Educators unsatisfied with NCEA Rollout
By Ben O’Connell
A recent pulse check on how the new NCEA Level 1 is being rolled out has revealed shocking problems, says Chris Abercrombie, president of PPTA Te Wehengarua.
The survey, completed last month by teachers from over 200 schools, highlights major issues with the new system.
Eighty-three percent of teachers said that resources were arriving too late, and 80 percent worried about how useful the materials were. 81 percent were unhappy with the examples provided for assessments, and 75 percent felt let down by the support from the Ministry of Education and NZQA.
Many teachers expressed frustration over unclear guidelines for assessments, which caused confusion and extra work. Teachers, especially those in smaller schools with fewer resources, said they were feeling stressed and overwhelmed.
Nearly 80 percent of teachers were happy with the support they received from their own school departments, and 70
percent felt supported by their subject associations.
One new aspect of NCEA is the literacy and numeracy requirements, which students must pass to obtain the qualification. Almost 80 percent of teachers were concerned about what would happen to students who couldn’t meet these new standards.
Survey results confirm concerns
Chris Abercrombie said the survey results confirm concerns that had been consistently voiced by subject associations about the new Level 1 rollout.
“Students deserve a great introduction to NCEA, and secondary teachers had very high hopes for the changes. We fully support NCEA being more accessible, providing equal status for mātauranga Māori, having fewer and larger standards, and a simpler structure.
“However, the rollout has been a shambles. The lack of adequate support and resources at the national level is taking a huge toll.
“It’s making the NCEA system confusing for students and
“If the Ministry and NZQA only do one thing adequately for secondary schools, surely it should be to ensure that a comprehensive change programme for our national
qualification
is fully developed, resourced and implemented.”
making the workloads of many teachers completely unsustainable.
“Subject associations are trying desperately to fill the gaps; however, they are volunteers, and the resources provided by the Ministry have been inadequate.
“If the Ministry and NZQA only do one thing adequately for secondary schools, surely it should be to ensure that a comprehensive change programme for our national qualification is fully developed, resourced and implemented.”
The PPTA Te Wehengarua is calling for a quick fix to improve the NCEA Level 1 rollout and a full review to ensure that Levels 2 and 3 are introduced more smoothly in the future.
The new NCEA Level 1 rollout brings several changes designed to simplify NCEA and ensure students are better prepared. Key updates include fewer standards, requiring students to complete fewer assessments with a stronger focus on core learning areas.
Literacy and numeracy corequisites mean students must now pass these separately to receive their NCEA qualification. Equal importance is given to mātauranga Māori, making the curriculum more inclusive.
While these changes aim to improve education, many teachers report concerns about delayed resources, unclear guidance, and the pressure it places on already stretched school staff.
League of their own
By Ben O’Connell
St Thomas of Canterbury College assistant principal and rugby league head coach Andrew Auimatagi talks recent successes and tackling brotherhood with heart.
St Thomas of Canterbury College (STC) made history in 2023 as the first school from outside Auckland to win the New Zealand Rugby League (NZRL) Secondary Schools Tournament in 23 years. This year, they took it a tackle, tap, and step further, securing back-to-back titles at Auckland’s Bruce Pulman Park.
When Andrew Auimatagi arrived at STC in 2011, there were limited opportunities for rugby league players to compete in the school’s competition. Today, the school has a major reputation for producing tomorrow’s batch of national rugby league greats.
Andrew is a proud St Thomas’ old boy, a student from 1995 to 2001. He says the school is pretty different today, but the special character core remains.
As a school alum, recent media coverage about St Thomas’ sports success has been extra special for Andrew, as is seeing old boys excel internationally.
Over the last few weeks, old boys have been getting in touch to celebrate with supportive messages. The brotherhood
lasts long after students leave the school.
St Thomas’ old boys making it in rugby league are sprinkled across the Tasman, with Brisbane Broncos second-row forward
Jordan Riki one of them. The fact there are so many successful STC old boys is particularly affirming and special, Andrew says. “We help develop these guys, and then they go off and chase their dreams.
“I’m just really proud of how far we’ve come not only in sport but across the board. I work with great people, the amazing students, and the families of the community. To see success not only in rugby league but in football, basketball, rugby, and more, and inside the classroom; it’s awesome.”
On the recipe for success, Andrew says that great staff, engaged students, and supportive parents are a winning combination.
“You’ve got the boys wanting to come to school every day.
You’ve got the staff that want to give their best every day. It’s a great formula. Our junior boys
“I’m just really proud of how far we’ve come not only in sport but across the board. I work with great people, the amazing students, and the families of the community. To see success not only in rugby league but in football, basketball, rugby, and more, and inside the classroom; it’s awesome.”
see our senior boys succeeding and thriving, and that creates momentum and inspiration.”
His advice for educators is to embrace an extra-curricular approach, something he has never regretted. “Being a teacher who immerses themselves in each year of the school is so important. The connections and relationships we build with our students and whanau are long-lasting.”
Education of value
Brotherhood and manawa (heart and spirit) are cornerstone values at St Thomas’ as well as the two values that speak to Andrew, his personal journey and philosophy the strongest.
“In terms of my role, it’s about helping our young men understand their talents and strengths and channelling that in a positive way to help them achieve, sometimes, what they cannot imagine achieving.”
As staff and community figures were shifting around, St Thomas’ recently took the opportunity to redefine its values. “Edmund Rice charism, who we are, and educating hearts and minds are all strongly connected to what we do.”
Per its website, the Edmund Rice charism highlights the primacy of God (presence), cultivates a communal ethic of care (compassion), and is committed to humanised action
based on justice (liberation). He was a Catholic missionary and educationalist who founded the Christian Brothers; their ethos of justice and peace for all remains in schools worldwide today.
Andrew also values sports and health as vehicles that help students to express themselves.
“They’re tools to help our boys learn and grow,” he says.
“It’s all about balance. We really drive the holistic approach to education. It’s important for our young men to understand that there’s more to life than sport and the wins and the losses, as much as it’s sometimes their top priority.
“We try to promote the growth of character through sport. It’s about the journey, the hard work, and those unplanned byproducts that come along the way which help and serve our young men in the future.”
Making the dream work
In particular, Andrew cannot speak higher of team sports, insisting it’s not all about the individual. He says the journey of working towards a common goal or purpose is rewarding for students. “Team sport is engaging. Communication, teamwork, collaboration, problem-solving; you learn so much through working with others. All of this will help them when they’re out there leading their own teams or operating in teams beyond St Thomas’.
“The boys have bonded and connected, and with that, there’s a lot of trust and confidence. They want to work hard for each other and for the school.”
Andrew says that success lies within the cultural space and environment St Thomas’ offers young men. With each win, St Thomas’ continues to build its formidable reputation. STC athletes no longer see themselves as the underdogs.
“They have confidence and belief that they can chase national titles and gold medals. We were one penalty off making the national football final this year, and excel on the rowing scene, as other examples. The boys across the board have a lot of pride in the school.”
One historic rivalry for STC is St Bede’s College. Andrew is
proud of recent rugby union success over Bedes, as rivalries between schools stoke healthy competition. Many of the school’s rugby league players also enjoy rugby union, among other sports.
“It’s about providing opportunities for our boys to play both, as that’s what’s best for them,” Andrew says. “We work to keep balance in their lives and support them on and off the field.
“We have a group in Europe on a classics and history trip right now. We just had a Pasifika group perform at a trans-Tasman principals’ conference. We’re proud to cater to all our boys and
provide opportunities for them to express themselves and thrive.”
From field to classroom
Beyond national success, as assistant principal, Andrew also names success within the classroom as a key highlight. St Thomas’ is making headlines for sports success, but academic achievement is also growing. This tends to fall under the radar, but Andrew says it shows the inspirational power of sport.
“Our NCEA results over the last few years have been pretty amazing,” Andrew notes. “Last year, university entrance was up 70 percent,” he says.
“We’ve got engaged boys who are working with passionate educators, and with that comes good results.”
Looking ahead, with new students come new families.
Induction evenings and interviews with caregivers and students around this time of year always excite Andrew. But this year, massive change is on the horizon as the entire college shifts in structure.
“We get a snapshot of the next crop of STC students coming into our changing school. We are moving to a Year 9 to 13 school, so next year we won’t have Year 7s.”
In 2025, St Thomas’ is eyeing up a rugby league threepeat. Providing an environment where students can belong and succeed but also push their own boundaries is the name of the game, Andrew says. “I’m an optimist; it’s always about seeing how far we can go.”
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The flexibility of being able to study online from Hawke’s Bay, where Skye lives, made distance learning with Open Polytechnic preferable to other study options.
“I couldn’t see how I could do my teaching qualification without travelling to Auckland or Palmerston North every few weeks for tutorials and practicums, until I found Open Polytechnic’s programme,” Skye says.
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She found the Graduate Diploma in Teaching (Secondary Education) programme, very practical and the eight-week practicum at William Colenso College, where she now works, helped her to find employment there.
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Unpacking rural education Back roads to learning
According to data from the Environmental Health Intelligence New Zealand collected in 2018, 16.3 percent of Kiwis were living in rural areas.
This accounts for approximately 766,060 kiwis living rurally in 2018.
With so many New Zealanders living rurally, the need for accessible rural education for our tamariki and rangatahi is essential. But, trying to find staff has proved difficult, according to Andrew King, Oropi School Principal and the President of the New Zealand Rural Schools Association.
“The challenges in relation to attracting staff are because of proximity to an urban centre. This brings travel and time costs. This is not remunerated.
“Because rural schools tend to be smaller, one can often not offer enough hours to prospective employees because funding is based on student numbers in the school.”
Andrew says teachers at rural schools are often required to teach multiple year levels, which
can be considered unattractive and harder for potential teachers.
“With fewer students, there are fewer additional allowances available to give to staff for additional responsibilities that you can get in larger schools.”
Data collected from Education Counts says that in 2023, 66,437 teachers were working at main, minor and secondary urban schools, while 7,167 were working rural.
With many kids heading to urbanisation to attend boarding school, Andrew says, “This definitely impacts rural schools as it alters the socio-economic dynamic, as those who can send their children to boarding school do so because they can afford it.
“They also select this option because of more subject options, I suspect. However, if they remained in their local school, then numbers would increase staffing to be able to offer more subject options.”
According to Andrew, rural schools offer very different opportunities that aren’t as easily available in urban schools.
“Because rural schools tend to be smaller, one can often not offer enough hours to prospective employees because funding is based on student numbers in the school.”
As numbers are a lot smaller, it is not uncommon for rural schools to have multilevel classrooms, which also encourage the kids to build mixed-age group bonds.
For teachers considering moving out of the city and to the country, “the joys of being in a smaller rural school context are that it is actually great for your career because you are involved in so many aspects of school operations.
“This gives you breadth and depth to your career progression, especially if you want to get into school leadership.
“Rural contexts can often afford students more opportunities to connect with the natural environment and surroundings, which are often on their doorstep.”
Learning about farming, horticulture, and environmental sustainability are some of the more available opportunities for rural kids.
“Because many rural primary schools tend to be smaller than urban primary schools, there are more freedoms and space for children to explore.”
“Rural contexts have more freedom to make decisions and come up with new ideas to implement more quickly. You can also connect children in these schools to the context of outdoors a lot more easily.”
To make a positive change to rural education, Andrew believes that staffing and resourcing inequities and shortages need to be addressed more.
“While there are pockets of an initiative to improve retention and supply of the workforce to go to rural schools, these do not
go far enough because they have a limited number of funds to give out and tend to target the most isolated schools.
“These initiatives need to be expanded if we are going to address the shortages and resourcing needs across all rural communities.”
Andrew says that working at a rural school is a great stepping stone for any teaching career, as there are many more role opportunities than you would usually get in an urban school.
“There used to be a time when country service in rural schools was a requirement for teachers.
“This sort of service needs to be encouraged and supported because it actually gives you a lot of skills across a number of areas working in contexts where there are less people to delegate roles and responsibilities to.
“It gives you breadth and depth of experience and knowledge about the profession.”
The home of smart teaching
Embracing the Kia Tau Philosophy:
Dear Principals,
With sector challenges and dynamic school environments, it’s no surprise that conflict is on the rise. While it can never be eliminated, it can be effectively managed. Fair Way’s Kia Tau approach provides a pathway forward.
Kia Tau, which means ‘to calm,’ is our practice philosophy. It’s about early conflict de-escalation and proactive management. It aligns with the Treaty of Waitangi, ensuring conflict management processes are inclusive and culturally responsive.
The Power of Preparation and Management
The conflict management cycle consists of four key steps: Prepare, Manage, Resolve, and Learn. Focusing on the first two can create a more harmonious school environment and reduce the need for more intensive measures.
Preparation is the cornerstone of effective conflict management. This involves developing clear policies and procedures, training staff on conflict dynamics and communication skills, and fostering a positive school culture. Encouraging open conversation and mutual respect among students, staff, and the wider school community helps prevent conflict from arising.
When conflicts do arise, addressing them promptly and effectively is crucial. This involves identifying the root causes, implementing neutral mediation, and maintaining confidentiality. By doing so, we can ensure that conflict is managed constructively, preserving everyone’s mana and fostering a sense of fairness.
Benefits of Early De-escalation
De-escalating conflict early benefits schools by reducing disruptions and improving relationships. Prioritising early intervention and continuous improvement ensures schools remain places where every learner thrives.
You don’t need all the answers. Embracing a philosophy like Kia Tau is a great start and can turn conflict into a constructive experience, supporting a positive school culture.
Warm regards, The team at Fair Way
Vision care and social justice education
The Fred Hollows Foundation NZ’s Education Pack was tailormade by Shayla Close, Head of Social Studies at Palmerston North Boys’ High School, guided by the refreshed progressionfocused NZ curriculum.
Each free downloadable pack, available across six year levels, contains lesson plans, Powerpoint modules, and supporting resources.
The lessons enable students to deepen their understanding of the big ideas (understand), as they explore the context (know), using critical practices (do).
“The resources are tailored for each of the phases of the new curriculum, with some of those phases being 3–4-week blocks of learning – but the way it’s
been structured means you can dip in and pick the ones that best fit what you have time for,” Close explains.
“The planning and connections to the curriculum have already been done, the lessons are made, and the resources are there – it is ready to pick up and go.”
The Education Pack is particularly well suited to Social Sciences, covering themes of local history, social action, and connection with the Pacific.
“The Fred Hollows Foundation NZ is a great example of a sustainable social action, which is a significant part of what social studies is all about,” Close says.
Nine out of 10 people who are blind, don’t need to be because their condition is preventable or treatable. The Foundation works in the Pacific with governments, Ministries of Health, and universities to restore sight to
the needlessly blind and vision impaired, train local eye health specialists to provide eye care services in their own communities and work to strengthen local health systems so that everyone can access quality eye care.
The Foundation continues the work of a legendary New
Zealander, the late Professor Fred Hollows. Fred was an internationally acclaimed eye surgeon and social justice activist who championed the right of all people to high quality and affordable eye care. hollows.org.nz
SOCIAL STUDIES EDUCATION PACK
Scan to discover the Education Pack
or visit our website www.hollows.org.nz
Our Education Pack is a comprehensive resource for Social Sciences classes. It aligns with the NZ Curriculum for years 5/6, 7/8, and 9/10. Included are engaging lessons that promote understanding of important concepts and critical thinking skills.
The learning modules include teaching on:
• Who was Fred Hollows? And what is his legacy?
• Analysing decisions and taking social action
• What challenges do some people face in our world? And what are the consequences of this?
• Identifying values and perspectives
“The planning and connections to the curriculum have already been done, the lessons are made, and the resources are there – it is ready to pick up and go.”
- Shayla Close, Head of Social Studies at Palmerston North Boys' High School.
Outpacing change
Three key educational shifts to disrupt the status quo and unlock human potential
Staying ahead means constantly evolving. Education and the tertiary sector, in particular, will need to undergo significant reform if it wants to prepare today’s students to not only ‘keep up’ with but ‘outpace’ change as we adapt to the future of work.
Simona Turin, CEO of academyEX, explores three key shifts that need to happen now to ensure we’re ready to tackle what comes next.
1. We must look forward, not backwards
Gone are the days when past knowledge was enough to stay competitive. Today, it’s all about having the latest information and insight at your fingertips.
To successfully equip ourselves with the tools we need to succeed in a tech-driven global economy, look for institutes that focus not on ‘studying history’ but those that predict and prepare for the future.
This means integrating cuttingedge tools and practices like
AI, sustainability and other emerging disruptive technologies into our curriculums.
It also means partnering with leading industry leaders to understand market trends. This forward-thinking approach to education will create a workforce that’s not only adaptable but also capable of leading in an ever-changing world.
Our Masters programmes teach leadership, AI (and other disruptive technologies), sustainability and resilience.
These skills connect our students to opportunities that stretch and grow them for the future; we are not just preparing students for the challenges of tomorrow but empowering them to become innovators and disruptors of the future.
2. We must re-learn how to learn
Learning is no longer a ‘one and done’ exercise where a workshop or a conference will equip us with the tools to be future-ready. With AI and other technologies advancing at lightning speed, we must relearn how to continuously connect with new knowledge.
To successfully equip ourselves with the tools we need to succeed in a tech-driven global economy, look for institutes that focus not on ‘studying history’ but those that predict and prepare for the future.
personalise education based on individual needs.
Creating learning loops—where learners can immediately apply what they’ve learned, get feedback, and iterate—is also essential. By fostering a culture of lifelong learning, we can turn rapid technological advancements into significant growth opportunities.
3. Rediscovering the joy of learning: unleashing the power of play
We need a proactive and consistent approach to upskilling and re-skilling. The future of work is already here, and we need to rethink our relationship with education.
Likewise, our education systems need to be willing to meet these different needs. Teaching people how to learn efficiently and continuously is crucial.
Courses should be designed to be the ‘start’ of something new, not the ‘end’ of mastering a set body of work. This is achieved through adaptive learning platforms that
Could the ‘smallest feet’ make the biggest impact on our educational approach? Young kids learn best by doing — through hands-on activities and practical experiences — and this method of learning can be incredibly effective for adults too, especially in making education more practical and directly applicable to real-world problems.
To make tertiary education more impactful, we need to incorporate project-based learning and realworld problem-solving.
Through a commitment to transformative education, we are not just preparing people to adapt to change but empowering them to become the architects of their destinies.
Response to chronic teacher shortage questioned
Post Primary Teachers’ Association media release (re-written)
In an effort to encourage unqualified teachers and teachers who are no longer registered to work as relief teachers in schools, Education Minister Erica Stanford has launched a new initiative to grant ‘limited authorities to teach’.
In a media release published by the PPTA mid-September, following on from principals all over the country receiving an announcement via email from the Minister of Education, PPTA’s Te Wehengarua president, Chris Abercrombie says that this means trained and qualified subject specialist teachers will not teach thousands of young people.
“Very few of these relievers will be across the new requirements for the implementation of level 1 NCEA, or the new English and Maths curriculum or structured literacy delivery. Some teachers without practising certificates won’t have taught for well over three years.
“Principals are already reporting that the constant use of relievers impacts on students’ enjoyment of school, which then impacts attendance. Having more unqualified and uncertified people in front of them is not going to help with this. Secondary students need specialist teachers who are grounded in their subject and can challenge and stretch students’ learning and knowledge.”
Chris says the Minister’s response demonstrates a systematic inability to acknowledge and appreciate the value of teaching, as well as to make sure that current educators remain in their current roles and that new ones are drawn to the profession.
“The cold hard fact of the matter is that there are thousands of highly skilled and experienced former teachers in Aotearoa New Zealand today who would come back to school next week if the salary and conditions were attractive.“
“The Government needs to urgently create a workforce strategy for the teaching workforce.”
Chris also says the government has to provide adequate support for the new NCEA criteria, enhance wrap-around services for kids who require it, and enhance teacher compensation and working conditions.
“The cold hard fact of the matter is that there are thousands of highly skilled and experienced former teachers in Aotearoa New Zealand today who would come back to school next week if the salary and conditions were attractive.
“Every young person has a right to a trained and registered specialist teacher in every subject. Denying them that right, because of a failure to ensure a consistent supply of New Zealand trained and qualified secondary teachers, undermines the life choices of our young people and the future of Aotearoa New Zealand.”
Chris thinks the Education Minister has to consider very seriously the double standard of severely underfunding the public education system, where the vast majority of students and teachers are learning and working, rather than throwing hundreds of millions of dollars into charter schools, something the Treasury advised against.
Exam stress
Exam season presents significant challenges for both students and teachers. As exams approach, students face increased academic pressure, which can take a toll on their mental and emotional wellbeing. Teachers play a crucial role in preparing students academically as well as supporting their emotional and psychological health during this demanding period.
New Zealand’s educational system encourages a broad approach to learning. This framework can lead to increased expectations. The National Certificate of Educational Achievement (NCEA) system, with its multi-level approach, demands consistent performance across various subjects and assessments, which can heighten anxiety among students. Many students also juggle part-time jobs, extracurricular activities, and family responsibilities alongside their studies, adding to their stress.
Teachers must be mindful of the pressures that students face and create environments that support balanced learning and well-being.
One of the most effective ways teachers can assist students is
through open communication. By creating an atmosphere of trust, educators can encourage students to speak openly about their concerns and stresses.
Teachers should regularly check in with students, making it clear that they are approachable and available for support. Sometimes, students may not realise how overwhelmed they feel until they articulate their worries, and teachers can help them find practical solutions.
For example, discussing workload management, clarifying exam expectations, and offering guidance on where to focus their efforts can help to alleviate feelings of overwhelm.
Teachers should also validate students’ emotions, reminding them that stress is a normal part of the learning process and that
Holistic support for students during exam season
The rising awareness of mental health in New Zealand schools has highlighted the importance of emotional regulation. Mindfulness and relaxation techniques are becoming increasingly popular in schools as tools to manage stress and anxiety.
seeking help is a sign of strength, not weakness.
Many students struggle with procrastination or cramming as exams approach, which can worsen their stress. Teachers can introduce and reinforce effective study strategies tailored to the individual needs of their students. For instance, encouraging the use of timetables and study planners can help students break down
By Jamie Quinn
their revision into manageable chunks, reducing the anxiety of last-minute preparations.
The rising awareness of mental health in New Zealand schools has highlighted the importance of emotional regulation. Mindfulness and relaxation techniques are becoming increasingly popular in schools as tools to manage stress and anxiety. Teachers can incorporate brief mindfulness exercises into the classroom routine during exam season, such as deep breathing exercises, short meditations, or guided visualisations. These techniques can help students reduce stress, increase focus, and enhance overall well-being.
Some schools have begun introducing dedicated mental well-being programmes that provide students with tools to manage exam stress. Teachers can support these initiatives by creating space in the classroom for students to practice these techniques. Even simple strategies like encouraging students to take regular breaks during study sessions can make a significant difference in managing stress levels.
Even simple strategies like encouraging students to take regular breaks during study sessions can make a significant difference in managing stress levels.
A positive, inclusive classroom culture is essential during exam season. Teachers can create an environment where students feel comfortable sharing their concerns and supporting each other. Peer support can be a powerful tool, as students often relate more easily to the experiences of their classmates. Encouraging group study sessions, peer tutoring, or collaborative learning can build a sense of community, making students feel less isolated during this stressful period. It’s essential to maintain a balance between setting high expectations and being understanding of students’ limitations. Some students may need additional support, whether due to personal circumstances
or learning challenges. Teachers should be proactive in identifying these students early and offering tailored support, which could include extended deadlines, extra tutorials, or even just a few words of encouragement.
While exams are an important part of academic success, an overemphasis on grades can exacerbate stress. Teachers can help students reframe the way they view exams, shifting the focus from achievement to learning and growth. Reminding students that their worth is not tied to a grade helps reduce performance anxiety.
In some cases, students may need additional academic or emotional support. Teachers can work closely with school counsellors or learning advisors
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to ensure that students at risk of burnout receive the attention and care they need. Working collaboratively across the school can create a network of support that can help students during exam season.
Exam season is a challenging time for students, but with
the right support, teachers can help reduce stress and promote resilience. By encouraging open communication, promoting effective study strategies, and encouraging emotional wellbeing, teachers play a critical role in supporting students through one of the most demanding periods of the school year.
Independent Schools of New Zealand (ISNZ), in partnership with McCrindle Research, has released a comprehensive report on “The Future of the Teaching Profession in Aotearoa New Zealand”. The report provides an in-depth analysis of the evolving landscape of the teaching profession, with a particular focus on the experiences and expectations of Generation Z teachers.
Generation Z, born between 1995 and 2009, currently comprise 25% of the workforce in New Zealand. They have been shaped in an era of cultural diversity, globalisation, social media anddigital integration.
Guy Pascoe, ISNZ chief executive says, “Generation Z bring something new to the classroom, and there is opportunity for schools to embrace the diversity that this cohort offers. They see the teaching profession differently and have unique expectations
compared with some of their older colleagues.”
The report highlights common pain points around workplace flexibility and how young teachers envisage a work-life balance. Generation Z values flexible work arrangements, but this can be challenging to achieve in school environments that are inherently highly structured.
Schools are responding to this challenge in a variety of ways, such as allowing for a more generous leave provision, dayto-day flexibility and minimising afterschool meetings.
Diana Patchett, Principal of St Margaret’s College, chooses to be more flexible with their discretionary leave, “because that’s the kind of thing you need to do to keep Gen Zs in the game”.
Recognising the importance of being proactive in creating a workplace where personal and professional growth is nurtured, and developing collaborative, cross-generational learning environments is critical.
The report also captures the voices of young teachers who reflect on their experiences entering the profession. One teacher noted, “Coming out of university … it just does not set you up for what a day-to-day classroom experience is going to be like at all.”
This sentiment underscores the need for more hands-on training and robust induction processes to bridge the gap between academic preparation and practical application.
Christine Leighton, Rector of St. Andrew’s College says, “The number of students teachers interact with today is exhausting, and while they bring incredible energy and new perspectives, we must ensure they are equipped with the practical skills required for effective classroom management.”
Understanding the trends and expectations of Generation Z is crucial for organisations across various sectors, including education.
By recognising their values and preferences, we can better prepare for the
By recognising their values and preferences, we can better prepare for the future workforce and create environments that foster innovation and collaboration.
future workforce and create environments that foster innovation and collaboration.
Research methodology
The research was conducted by McCrindle and involved focus groups with primary andsecondary school teachers aged 29 and under, alongside indepth interviews with principals representing a combined experience of 64 years in school leadership. This mixedmethod approach provided a comprehensive view of the current state and future direction of the teaching profession in New Zealand.
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Preparing for success New teachers need more support
Teachers are fundamental to influencing student outcomes in schools, and their effectiveness is critical for educational success.
Recent research conducted by the Education Review Office (ERO) has revealed a concerning trend: many new teachers are entering the profession unprepared, despite the hard work and commitment demonstrated by both schools and the teachers themselves.
“While nearly all new teachers express a genuine passion for teaching, an alarming two-thirds of principals report that these educators come into their roles lacking adequate preparation,” says Ruth Shinoda, head of ERO’s Education Evaluation Centre.
This discrepancy raises important questions about the readiness of new educators to face the challenges of the classroom.
The findings are particularly troubling when examining
the specific areas where new teachers feel unprepared.
For instance, over a third of new teachers reported struggling to manage classroom behaviour effectively when they first began teaching.
Additionally, one-third of new primary school teachers admitted to feeling unready to teach science, a core subject that is critical to a well-rounded education.
The ERO’s investigation suggests that the current teacher education programs often fail to equip new educators with the necessary skills.
“We recognise that schools are working diligently to support their new teachers, who often learn on the job quite quickly. However, we must ensure that initial teacher education programs are better aligned with the practical knowledge and skills needed in today’s classrooms,” Shinoda explains.
“To achieve the government’s ambition to raise student achievement, it is critical that our teaching workforce is well-prepared and supported.”
- Ruth Shinoda, head of ERO’s Education Evaluation Centre
A significant concern highlighted by ERO is the variability in the quality of teacher education across New Zealand.
While some programs are effectively preparing their students, others do not meet this benchmark, resulting in inconsistency in readiness among new teachers.
In fact, more than a quarter of new educators reported that they found their teacher education experience ineffective.
To improve the situation, ERO recommends enhancing teacher education programs to create stronger connections with the practical competencies required in the classroom.
Their research indicates that new teachers who spend more time in real classroom settings during their training feel more equipped for the challenges they will face. Moreover, it is essential to attract high-achieving individuals to the teaching profession. Teachers who have excelled in NCEA Level 3 are shown to be twice as likely to remain in the profession for five years or more.
Therefore, increasing the status of the teaching profession, along with removing barriers such as high costs and accessibility issues related to initial teacher education, is vital for ensuring a bright future for education in New Zealand.
•
Strong leadership starts with you
Self-care strategies for principals
As important figures in education, principals carry many responsibilities—from setting academic standards to managing faculty and ensuring a safe, supportive environment for students. The constant demand to perform at a high level can take a significant toll, making self-care an essential strategy for effective leadership.
Principals are often so engrossed in the day-to-day management of their schools that they tend to sometimes neglect their own well-being. However, incorporating self-care into their routines is not just beneficial; it is crucial for sustaining the energy and empathy needed to tackle their roles productively. Engaging in self-care can prevent burnout, help decision-making, and lead to a more positive and beneficial school environment.
The psychological and emotional advantages of self-care for principals are momentous. Regular self-care not only helps manage stress but also boosts emotional resilience,
making principals more adept at handling the different challenges that come with their positions. Self-care cultivates a positive mindset, leading to increased job satisfaction and a more inspiring leadership style. When principals feel good, their positivity can infuse the entire school, enhancing staff morale and student performance.
Top self-care strategies for principals
Prioritise physical health: Maintaining physical health is a key aspect of self-care. Regular exercise such as walking, cycling, or swimming can massively lower stress levels and improve overall health. A nutritional diet fuels the body well, building up energy levels and cognitive function, which are essential for the day-to-day demands of school leadership. Committing to these health practices not only helps principals manage stress but also sets a positive example for the entire school community.
Cultivate mental well-being: Mental well-being is essential for principals, who need to maintain a clear and focused mind to manage their responsibilities effectively. Practices such as mindfulness, meditation, or even engaging in creative activities like painting or music can help
clear the mind and reduce stress. Also, dedicating time to personal interests and hobbies provides a well-needed break from work, allowing principals to return to their duties refreshed and with renewed energy and perspectives.
Establish and maintain boundaries: Boundary setting is extremely necessary for maintaining a healthy worklife balance. Principals should set clear limits on their work hours and communicate these boundaries to their colleagues and community. Learning to delegate effectively, too, can significantly lighten the workload while encouraging other staff members and creating a collaborative school environment.
Practical tips
for integrating
self-care into a busy schedule
Schedule self-care time:
Scheduling self-care activities is crucial. By treating these activities as fixed appointments, principals can ensure they do not overlook their own well-being amid their busy schedules. This can include anything from short daily breaks to engaging in a favourite hobby to scheduled weekly sessions devoted to physical or mental health activities.
Seek professional support: For principals dealing with high levels of stress, seeking support can be quite beneficial. This could involve therapy, stress management workshops, or even coaching sessions designed to enhance leadership skills while promoting personal well-being. Reflect regularly on personal well-being: Regular reflection on personal well-being allows principals to monitor their health and make needed adjustments to their self-care routines. Keeping a personal journal or having regular discussions with a peer or mentor can provide valuable insights and support, helping principals maintain a balanced approach to both their professional and personal lives.
Self-care is fundamental for principals, whose impact as leaders is closely linked to their personal health and well-being. By investing in their own selfcare, principals not only build on their capabilities but also set a powerful example for their staff and students, promoting a culture of well-being throughout their schools. Embracing these self-care strategies can help principals not only survive but thrive in their challenging roles.
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Ensuring student safety before and after school
By Jamie Quinn
As children grow and gain independence, their safety before and after school becomes a concern. Ensuring students’ safety is a shared responsibility between schools, teachers, and parents. By implementing clear safety protocols and creating an environment of trust and communication, educators will play an important role in protecting children.
Road safety
Teaching students the basics of road safety is essential. Schools should regularly incorporate road safety education into their curriculum, emphasising the importance of using pedestrian crossings, looking both ways before crossing the street, and waiting for the green light at traffic signals. Encourage students to make eye contact with drivers before crossing to ensure they are seen. These habits are necessary for students’ safety, especially when walking to and from school.
Key contacts
It’s important for students to know key contact information, including their parents’ names, phone numbers, and home addresses. Teachers can help reinforce this by providing
activities that encourage students to memorise these details. For younger students, consider having them carry a card with this information securely in their backpack. This can be invaluable in case of emergencies, helping school staff or first responders quickly reach a parent or guardian.
Providing students with a list of useful contacts and emergency phone numbers is also a good idea. Schools can supply students with wallet-sized cards that include contact numbers for their parents, school administrators, and emergency services. These cards can be lifesavers in situations where quick access to help is needed.
Trust your instincts
Empowering students to trust their instincts is an important
Empowering students to trust their instincts is an important part of their safety education. Schools should create awareness programs that teach children to recognise uncomfortable situations and encourage them to remove themselves from such situations immediately.
part of their safety education. Schools should create awareness programs that teach children to recognise uncomfortable situations and encourage them to remove themselves from such situations immediately. Reinforce the idea that if something doesn’t feel right, it probably isn’t, and they should seek help from a teacher, school staff, or another trusted adult.
Body autonomy
Body safety is another vital topic that schools need to address. Educators should be teaching students that their bodies belong to them and that no one has the right to touch them inappropriately. Incorporating age-appropriate lessons into the curriculum about consent and body autonomy helps children understand their rights and the importance of saying “no” to unwanted physical contact. Students should also know they can report any incidents of inappropriate touching to a teacher or counsellor without fear of getting into trouble.
Trusted adults
Building a safe and trusting relationship between students and educators is key to their mental and emotional wellbeing. Teachers and school staff should strive to create an environment where students feel comfortable talking about their concerns. Regularly check in with students, ask them about their day, and listen attentively. This open line of communication makes it more likely that students will report any troubling experiences.
Stranger danger
Stranger danger awareness is an essential part of keeping students safe. Schools should educate students on how to identify and avoid strangers, stressing the importance of not going anywhere with someone they don’t know. To enhance safety, consider introducing a school-wide code word that students can use to verify the identity of people who claim to be sent by their parents for pick-up. This code word should be known only to trusted family members and friends.
Recognise unsafe behaviour
Educators should also teach students how to recognise and report unsafe behaviour. Focus on behaviours rather than the types of people, helping students understand that anyone can exhibit unsafe behaviour. Encourage students to report any suspicious actions to a teacher, school counsellor, or parent. Clear procedures for reporting such behaviour should be communicated to students, parents, and staff.
Maintaining communication with local parents and being aware of who students walk home with can further increase safety. Schools can create a sense of community by facilitating connections between parents and encouraging them to form networks that look out for each other’s children. This community approach helps
ensure that students are not left to navigate potentially dangerous situations alone. Clear rules about getting home after school should be communicated and reinforced regularly. Schools can work with parents to establish guidelines on where students should go after school, who is authorised to pick them up, and what time they should be home. These
rules help create a predictable and safe routine for students.
Lastly, remind students that in any emergency, they should call 111. Schools should conduct regular drills and safety briefings to ensure students know how to respond in various emergency scenarios. Having a clear understanding of how to seek help can provide students with the confidence they need to stay safe.
In June, national media reported that some schools were spending thousands of dollars on private consultants who develop lockdown protocols. As the number of perceived threats and risks rises, so does the pressure on schools to develop their emergency strategies. It’s hard to determine whether the number of schools going into lockdown is rising nationwide as the Ministry of Education doesn’t keep an official record of school lockdowns. Schools are not required to report them to any agency.
The Ministry of Education says that each school board is responsible for planning and implementing its procedures to follow in the event of an emergency, including lockdowns. This means schools develop procedures that are appropriate for their own school community and operating environment.
“We provide information and guidance to schools to help them develop appropriate emergency procedures,” the Ministry of Education says.
As such, schools must create lockdown plans themselves, which can be a daunting task. Schools are required to have emergency protocols in place, but specialised assistance demands limited resources.
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One organisation providing such services is Harrison Tew. Established in 2010, their aim is to address “the widespread poor planning and lack of training and support for schools in their emergency planning and response”, as their website reads.
Their website includes several testimonials from school leaders, pleased with their services. Developing a site-specific lockdown, crisis management and emergency response plan for your school with such an organisation is one option for schools.
The impact of threats
In September, a threatening email plunged two Auckland Muslim schools into lockdown. The Federation of Islamic Associations (FIANZ) said in a press release they were “particularly concerned about the welfare, well-being, and the trauma experienced by the students at the schools, their parents, teachers, staff, and the wider community.”
FIANZ expressed concerns about how “the government has defunded, deprioritized and dismantled many of he key national security framework components of the Royal Commission”.
Government moves to dismantle national security components lead to wider discussion about how changes in policy affect all schools, particularly minority communities.
Developing effective lockdown emergency plans is a complex challenge that involves more than just planning for physical safety. Schools must consider student and staff wellbeing, communication, and maintaining calm during emergencies.
Frequent lockdowns and anticipation of emergencies takes a mental toll on the entire school community. Managing the trauma associated to these events and the long-term impacts on learning also matters.
The emergency checklist
The Ministry of Education provides the following checklist to help educators plan and prepare for an emergency.
1. Have we prepared an emergency management plan?
2. Have we selected an incident management team (IMT) and assigned key roles to staff?
3. Have we ensured our IMT have had training? (For example, understand their role, undertaken drills and practice scenarios)
4. Have we developed a communication plan which identifies who we need to communicate with and how?
5. Have we developed an emergency reunification procedure to reunite children, students and families?
6. Have we included transport management in our planning?
7. Are we conducting an assessment of our school or early learning service environment on a regular basis to identify and assess new risks?
8. Are backup systems in place so that information is securely stored in more than one place in case of damage in an emergency?
9. Do we have emergency response warning systems in place to alert staff, children and students when evacuation or lockdown/shelter in place is required?
10. Is our evacuation equipment kit up to date and readily accessible?
11. Are we carrying out practice drills on a regular basis appropriate for our risk environment?
12. Do we have a reasonable and appropriate amount of food/ water/medicine?
13. Have we reviewed our plan and assessed the effectiveness of our procedures and actions?
14. Is emergency preparedness a standing agenda item along with health and safety, at meetings?
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Guiding student career choices
Transitioning from high school to the next phase of life can be a crucial and often stressful time for many students. As they approach the end of their secondary education, the pressure to decide on a career path intensifies, bringing with it a mix of anxiety and uncertainty.
This key period is marked by an expectation to make life-altering decisions, from choosing further education and training options to jumping straight into the workforce. For students unsure of their career aspirations, this can feel like standing at a crossroads without a map.
The expectation to have a clear plan for the future can add to this stress. Students often compare themselves to peers who might seem more directed about their future careers, which can lead to feelings of inadequacy and
confusion. This overwhelming variety of choices – from university degrees and vocational training to apprenticeships and gap years – can make decisionmaking even more daunting. Each option comes with its own set of implications for a student’s future, making the decision heavily weighted and, for some, paralysing.
The fear of making the wrong choice can loom at large. The concern that a chosen path might not lead to job satisfaction or worthwhile opportunities adds another layer of pressure. This anxiety is compounded by the high cost of education and the competitive job market, can lead students to question their interests and skills in practical terms.
The transition from high school into the workforce or further education is a significant step for students, and having access to reliable, thorough resources
The expectation to have a clear plan for the future can add to this stress. Students often compare themselves to peers who might seem more directed about their future careers, which can lead to feelings of inadequacy and confusion.
The importance of different gateways to success
For a long time, parents, teachers and students viewed a university degree as the golden ticket to a successful career and financial security. However, it is becoming clear that the university route is no longer the only – or even the best – option. A growing number of schools and students are recognising that a career in the trades is an equally rewarding and practical alternative.
Between 2020 and 2024, student sign-ups to BCITO’s Gateway programmes surged from 362 to 560, while participating schools increased from 85 to 118. This shift reflects a broader mindset change, with more schools acknowledging the importance of offering diverse career pathways that talk to each student’s own abilities and interests.
BCITO’s Gateway programme provides the perfect platform for Years 11-13 students to “test drive” a career in trades—building valuable skills and work experience all before they finish school. Students can try new trades and discover their strengths and passions without the financial pressure or uncertainty of tertiary study. It also opens doors to permanent job offers and apprenticeships, giving students a head-start on the road to employment and full qualification.
“It gives our students the opportunity to find out more about the various trades that exist, find out the skills that are required, and have that critical taste,” says One Tree Hill College Principal Nick Coughlan.
The school is a regular participant of the 12-week programme, which has connected students with local employers. James Robertson, Site Operations Manager for Woods Glass, has taken on six One Tree Hill College students.
To find out more, visit bcito.org.nz/gateway
“When you’re that age, 16 or 17, you don’t quite know what you want to do in life. So to come out and get a taste of what working life really is, it’s invaluable,” he says.
BCITO support staff regularly come to site to help the students, assess them, and answer any questions.
Individualised learning agreements are established between the school, the learner and the workplace to ensure students are getting the most out of their experience, including NCEA credits.
For the students, the benefits of pursuing a career in the trades are compelling.
While the construction pipeline has normalised after the post-Covid boom, the industry is still crying out for skilled workers to meet tomorrow’s infrastructure needs, with a wide array of trades and pathways available.
Unlike the traditional university pathway, where students often accumulate significant debt before earning their first paycheque, trade careers allow individuals to earn while they learn. Trades also offer real opportunities for career progression. In fields such as carpentry, joinery, painting and tiling, apprentices can quickly move from learning the ropes to taking on leadership roles or even starting their own businesses, with life-long learning opportunities.
Principals and school leaders have a crucial role to play in preparing students for success and helping them understand the options available once they leave school. In an increasingly competitive employment market, the Gateway programme is a hugely valuable addition to any school’s toolkit, aligning with the diverse needs and aspirations of today’s learners.
Pathways in the trades
Apprenticeship Gateway
Qualified tradesperson
Students in years 11, 12 or 13 can explore BCITO’s different trades through onsite work placements.
Students can head into an apprenticeship from school and earn while they learn
As a qualified tradesperson they can work, start a business or train more.
SUPERVISOR Supervise on-site staff and subcontractors, and manage health and safety.
CONTRACT SUPERVISOR Oversee multiple contracts, programme control, and supervision of health and safety.
CONTRACT MANAGER
PROJECT MANAGER
Manage finances, control costs, and ensure you’re within budget.
Manage large-scale commercial projects, hotels, stadiums or apartment complexes.
QUANTITY SURVEYOR Calculate project quantities and costs, control the start of construction processes.
Business owner
They can own their own business and control their future
The website also offers interactive tools like quizzes to assess personal interests and aptitudes, which can guide students towards careers that suit their personality and strengths.
can greatly ease this process.
The Careers NZ website is an invaluable tool for teachers and school counsellors to help students make these big decisions. This platform offers a number of resources designed to help students understand their career options, align their interests with potential job paths, and equip them with the necessary tools to make informed choices.
One of the main benefits of this website is its detailed career profiles, which provide insights into various professions. These profiles include information on the skills required, educational pathways, and what to expect
from each career. This can help students who are unsure about their future discover professions they might not have considered previously. The website also offers interactive tools like quizzes to assess personal interests and aptitudes, which can guide students towards careers that suit their personality and strengths.
For teachers and counsellors, the site offers structured lesson plans, guides, and workshops that can be used in the classroom.
These resources are tailored to help educators facilitate career education effectively, ensuring that students receive
the guidance they need. By incorporating these tools into classroom discussions or counselling sessions, educators can provide more personalised support to students, helping them to explore their future in a supportive and structured environment.
The website also features practical advice on job searching and application processes, including tips on writing CVs and preparing for interviews. This practical guidance is needed for students transitioning into the workforce, making the site not just a career exploration tool but also a practical guide to entering the job market.
The website’s design is userfriendly, making it accessible for students with different levels of tech experience. It includes video interviews with professionals across various fields, giving students a firsthand look at potential careers. These videos can be especially motivating as they provide real-world insights into the day-to-day activities of different professions.
Careers NZ fosters an understanding of the job market’s current trends and the economic factors influencing available opportunities. This market insight is crucial for students to understand the viability of different professions over time. For instance, it highlights areas with skill shortages, potentially guiding students towards indemand careers that might offer more stability and growth opportunities.
Careers NZ serves as a bridge between high school and the next stages of life, whether that’s higher education or entering the workforce. By leveraging this resource, educators can enhance their support for students during this transitional period, helping them to navigate their future with confidence and clarity. This approach not only aids students in making educated decisions but also supports educators in their role as advisors, making it an essential tool in education and career planning.
Link to Careers NZ: www.careers.govt.nz
EarnLearn Gateway Programme
Meet Caleb, an Apprentice Plumber, Gasfitter and Drainlayer.
Caleb knew he wanted to find a career that wasn’t stuck in an office. He signed up to our Schools Gateway programme with a plumbing company. Caleb was offered an apprenticeship and he’s now almost fully qualified, with his apprenticeship due to finish later this year.
Our Gateway programmes are a blend of theory and onjob training. Students doing Gateway will gain practical work experience and training with qualified professionals.
To register your school with our Gateway Programmes, call 0800 EARN IT (0800 327 648) or email registrations@earnlearn.ac.nz today
is a
Our Gateway programme is a great opportunity to introduce Year 11-13 students to the Civil and Energy industries. Students gain practical work experience and training with local infrastructure companies, while getting a recognised NZQA Micro-credential that gives them credits towards NCEA and a qualification.
Enrol your school today at www.connexis.org.nz/schools
EarnLearn
Business Division of Te Pūkenga –New Zealand Institute of Skills and Technology
TEC’s app for seamless transitions
Navigating the transition from secondary school to tertiary education can be a complex and emotional journey for many students and their families. The Tertiary Education Commission (TEC) has developed a user-friendly app that aims to make this process smoother and more informed, empowering students to confidently take the next step in their education.
The app offers an invaluable tool for schools, students, and tertiary education organisations by providing detailed data on how school leavers transition to tertiary education. It tracks key statistics, such as how many students are enrolling in tertiary institutions, which schools or regions they come from, and how their secondary school achievements align with their
The app offers an invaluable tool for schools, students, and tertiary education organisations by providing detailed data on how school leavers transition to tertiary education.
It tracks key statistics, such as how many students are enrolling in tertiary institutions, which schools or regions they come from, and how their secondary school achievements align with their chosen fields of study. This information helps educators and institutions identify trends and potential gaps, ensuring that no student falls through the cracks.
intervene and provide the necessary support.
For schools and educators, the app serves as a powerful tool to guide students on their journey. It allows them to monitor and assess the effectiveness of their transition programs, leading to better outcomes for students.
Parents, too, can take comfort in knowing that their children are being supported with datadriven insights.
Ultimately, this app is more than just a tool; it’s a bridge that helps students move confidently from one phase of their education to the next, ensuring they are well-prepared for the challenges ahead.
chosen fields of study. This information helps educators and institutions identify trends and potential gaps, ensuring that no student falls through the cracks.
Students can benefit immensely from this data-driven approach. By seeing how their academic
performance aligns with the expectations of tertiary programs, they can make more informed decisions about their future. The app also flags any potential delays between finishing secondary school and enrolling in tertiary study, enabling schools to
For more information, the full guide is available on the TEC website www.tec.govt.nz
Transitioning to tertiary
As students reach the end of their high school journey, it’s natural they turn to teachers and staff for advice on their next steps. Helping rangatahi transition from NCEA to tertiary and vocational pathways can be a major undertaking.
Ryan Thomas, director of recruitment at the University of Canterbury, says that high school students can face several key challenges when transitioning to university or tertiary education, which can vary depending on a student’s unique circumstances.
“Some of the more common themes I’ve noticed after almost a decade in student recruitment include academic adjustment, social and emotional adjustment, and financial responsibility.
“University courses are often structured differently from secondary school courses and will require the students to adopt an approach that includes critical thinking, research, and more independent learning than they’ve experienced previously. The workload can also be much higher despite appearing to be much less on the timetable because of the increase in independent learning.
“Starting university is a big life adjustment for anyone, particularly those who have moved away from their home surroundings to attend
By Ben O’Connell
Some of the skills Ryan mentions as key for students moving up include:
• Time management
• Critical thinking
• Problem-solving
• Study skills
• Collaboration
• Self-advocacy
• Independence
• Digital literacy
• Resilience
• Adaptability
university. Building new social networks is key, but it also introduces an additional challenge: how best to balance study with an increase in extracurricular and social activities.
“While many students understand that attending university is an investment in their future, they may overlook the fact that it also represents the first time they will be required to manage their own personal finances while also balancing study and, where applicable, employment.”
Not just university
University study is not for everyone, or perhaps not the best fit for the student right now. Ryan says that uncertainty is completely normal, as is considering university study in the future.
“The number of adult learners returning to tertiary education is increasing year on year,” he says.
“We should embrace the fact that universities are about life-long learning. Accessibility to university education is key. It is okay if you don’t go to university straight from school.
“What is important is to ensure students have a plan for what they want to do after school, whether that be working to get some experience on their CV, starting a trade or exploring vocational pathways. All of these are options we should embrace and celebrate in our communities.
The role of advisor
Teachers, career, and pathway advisors are vital sources of information and guidance for students deciding their next steps after school. Ryan says that promoting a sense of self-reflection within students ensures they can confidently explore their nterests and strengths.
“Providing accessible information to students around the tertiary pathways available is also strongly recommended and can include relevant websites, videos, sessions with universities, evening information sessions with universities, guest speakers, alumni talks, peer-to-peer discussions and of course, university open days.
“From here, it is important that students are confident and comfortable in discussing the real-work applications of where different education pathways could take them. An important message is that it is okay for students to change their minds, and they absolutely will.
“I encourage parents to really get involved in the decision: share resources, share information, do what you need to do to ensure your young person can make a confident, informed decision for their future.”
Ryan Thomas speaks to university, supplied by UC
University of Canterbury, supplied by UC
Unlock Your School’s Digital Future
Discover the path to a smarter, safer, and more efficient learning environment.
In today’s world, technology is deeply intertwined with education, playing a crucial role in shaping the learning experiences of students. It not only enhances the teaching and learning process but also prepares students for a future that is increasingly digital. At Target State Consulting, we understand the significance of technology in education and offer a suite of services designed to optimise technology management for schools, ensuring they can achieve their strategic outcomes efficiently and cost-effectively.
Our services include:
¤ General IT Advisory
Our team delivers strategic counsel on a broad spectrum of IT topics, assisting schools in making informed decisions that align with their educational goals and tech initiatives.
¤ Advisory Panels on Careers in Tech and Emerging Tech
We offer insights into the latest technological advancements and advise on how they can be integrated into educational programs to prepare students for tech-centric careers.
¤ Technology Cost Reviews
We conduct thorough evaluations of your current technology spending to uncover opportunities for cost savings, ensuring you can allocate resources where they’re needed most.
¤ Procurement Support
With our expertise, we guide you through the procurement process, helping you secure the best technology products and services at the most favourable terms.
¤ Post Incident Reviews
After any technology-related incident, we provide a detailed analysis to identify the root cause and offer actionable recommendations to prevent future issues.
By partnering with us, schools can ensure that their technology strategy not only supports their current needs but also paves the way for future innovation and success.
EXPLORE YOUR SCHOOL’S TECH POTENTIAL WITH A FREE ASSESSMENT. Seize the chance to enhance your educational technology approach with our expert evaluation. Elevate your school’s tech capabilities today.
To book your free evaluation, visit www.targetstate.co.nz or email info@targetstate.co.nz
Leading the way in stainless steel electrical solutions
Stainless Electrical Products, a privately owned and operated enterprise, has been at the forefront of stainless steel fabrication and manufacturing since its establishment in 2004.
Situated in Hamilton, the company excels in delivering top-notch products, ranging from sheet metal and stainless steel wire to complete machinery and accessories specifically designed for the food and dairy sectors.
With managing director Aub Hart, Stainless Electrical Products has undergone a transformation, evolving into a multifaceted business specialising in stainless steel fabrication and electrical solutions.
Beginning as an electrical contracting business named Midland Electrical Services Ltd, the company swiftly recognised the market demand for topquality stainless steel products. Aub established Stainless Electrical Products to cater to this demand, initially focusing on manufacturing stainless steel enclosures.
Range’ enclosure stands out for its recessed lid design, facilitating easy cleaning. However, Stainless Electrical Products extends beyond New Zealand, with products supplied to Australia and the Pacific Islands. Their involvement with Yashili New Zealand’s milk processing plant
“Today the company’s scope encompasses a wide array of products, from sheet metal to complete machinery, predominantly catering to the dairy and food industries in New Zealand.”
Today the company’s scope encompasses a wide array of products, from sheet metal to complete machinery, predominantly catering to the dairy and food industries in New Zealand. Their ‘Hygienic
illustrates their pivotal role in supplying hygienic enclosures, cable mesh, and isolators for industrial plants.
From design to fabrication, Stainless Electrical Products specialises in building electrical
enclosures, cabinets, and assorted products according to customer needs. With their water jet cutter, they offer an end-to-end service of computer-aided designs to the final delivery of the product. Ensuring a highquality finish remains their commitment while maintaining competitiveness and meeting stipulated timelines.
Stainless Electrical Products continues to thrive as a leading player in the industry, upholding its commitment to quality, innovation, and customer satisfaction across diverse markets.
For inquiries, contact the dedicated team at Stainless Electrical Products today at 07 859 1119 or email them at info@stainlesselectrical.co.nz. Alternatively visit their website for more information www.sep.co.nz.
Our product range includes:
■ Cabinets
■ Enclosures
■ Pull Box/Junction Box Enclosures
■ Pin Lock Hinged Door Enclosures
■ HMI Panels
■ Air Manifolds
■ Wire Mesh Cable Trays & Components
■ Meter Boxes
All items are manufactured in our workshop in Hamilton. Our team is committed to manufacturing a high-quality unit with a professional finish.
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We are specialised in security systems such as security alarms, monitoring services, CCTV and access control sales and maintenance across Taupo, Rotorua and the wider Bay of Plenty region.
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Sustainable waste solutions
At Container Waste, we are committed to providing sustainable waste management solutions and services to the highest possible standards.
We believe our customers should enjoy a hassle-free experience with assistance throughout every step of the process: online ordering, booking, drop off, collection and disposal.
Maintaining great relationships and repeat business is integral to our success and we pride ourselves on delivering the best service and experience for our customers. We have the capacity and flexibility to provide a prompt and reliable waste collection service, and as our tagline suggests we are “At your disposal”, whatever our customers require we will assist them through the process
At Container Waste, we know there is no ‘one size fits all’
commercial waste management solution. Instead, we take a total systems approach by understanding how your business operates, what services are already in place and what your business requirements are. We then tailor a waste management solution to the needs of your business. With a wealth of industry experience, we understand that each sector has its own waste management demands and challenges. Our wealth of local experience and our commitment to increasing resource recovery within Canterbury’s commercial and industrial markets can assist our customers in achieving their goals of waste minimisation.
Where possible, our waste is disposed of through a material recovery facility which enables us to provide our business customers with increased resource recovery efforts.
Additionally, we offer bins for Gib, Scrap Metal, Untreated timber and Cardboard.
Put your energy and effort into changing the things you can change.
Do you need strategies for coping with change? A Vitae counsellor is independent, objective and confidential
Call 0508 664 981 24/7 to make an appointment, or book online at vitae.co.nz/contact/counsellingform/
Positive thinking
Positive thinking involves tackling life’s difficulties with a constructive and optimistic mindset.
Traits of different thinkers
Positive thinkers typically:
• Acknowledge their achievements and give themselves credit for successes
• Attribute bad outcomes to external factors
• View negative events as temporary and uncommon.
Conversely, negative thinkers often:
• Interpret situations with a cynical attitude
• Blame themselves when things go wrong
• Undervalue their contributions.
Benefits of positive thinking
• Improved mental health
• Enhanced ability to manage stress
• Increased resilience to illnesses
• Better overall physical health
• Lower rates of depression
• Reduced risk of heart disease.
Cultivating positive thinking
• Educate yourself
Learn about positive thinking techniques that resonate with you
• Surround yourself with positivity
Spend less time around negative people
• Visualise success
Focus on imagining favorable outcomes and situations
• Use positive language
Incorporate affirming phrases like “I can,” “It’s possible,” and “I am able” into your daily life
• Smile more Smiling can boost your mood and positively influence those around you, fostering better relationships
• Shift your focus Identify when your thought patterns are negative or unhelpful and shift the narrative
• Practice affirmations Regularly remind yourself of your positive traits and qualities.
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Buildings built before 2000 are likely to contain asbestos The shadow of asbestos
At the time, the use of asbestos-containing materials was widespread in New Zealand and overseas because of their fireresistance properties, strength and insulating capabilities. Many New Zealand schools are more than 40 years old and therefore, are likely to contain asbestos. As the Person Conducting a Business or Undertaking (PCBU) in control of schools, School Boards and principals are responsible for managing asbestos in their schools.
This can seem daunting however, with the right approach, asbestos can be well managed. Being proactive in identifying and managing asbestos is key to maintaining a safe and healthy environment for kaimahi and ākonga.
Understanding asbestos: Turning awareness into action
It’s important to remember that asbestos does not pose a significant health and safety risk when it’s left in place and is in good condition. And even in poor condition, it’s safe to leave while a solution is being developed as long as it’s controlled and asbestos fibres cannot be inhaled.
The first steps to safer buildings are understanding where the asbestos is and what condition it’s in.
Steps to better asbestos management: Confidence through knowledge
Know your school buildings’ history
Being aware of the age and construction materials of your school buildings is the first step in identifying potential risks.
Look for common materials
Guidance on the WorkSafe website provides extensive lists and visual references, detailing the common locations of asbestos. Using these resources to recognise these materials will help you to take targeted actions to manage them safely. Monitor the condition of materials
Regular inspections are important. If there is asbestos at your school, you need to know if it is still in good condition or if it is deteriorating.
As soon as it starts to deteriorate, the level of risk increases.
Engage a qualified and experienced asbestos surveyor to help you build an accurate understanding and make sure appropriate safety controls are introduced.
Asbestos experts will inspect your buildings and provide detailed reports to inform your
Who can remove and dispose of asbestos containing materials?
There are two types of asbestos removal licences –Class A and Class B.
Class A Licence holders can remove all types of asbestos, including friable (crumbling).
Class B Licence holders can only remove non-friable asbestos (solid).
school’s Asbestos Management Plan (AMP).
Professional support ensures that you can move forward with confidence, knowing that you have a clear understanding of where the asbestos is and what condition it’s in. Your expert will also provide advice on how to respond if the asbestoscontaining materials start to deteriorate.
Virotech Helps Keep your School Safe from Asbestos & Mould
Asbestos Consultancy Services
d Interactive Asbestos QR Code Tracking System
d Management, Refurbishment and Demolition Surveys
d Asbestos Project Management Services
d Licensed Worksafe Clearance Assessors
d Asbestos removal project management
d Asbestos Soil Sampling
Mould Consultancy Services
d Air quality and mould spore testing and comprehensive recommendation reporting
d All reports submitted under American Council for Accredited Certification (ACAC) Certified Microbial Investigator Standards
Other Services
d Flood contaminated water sampling
d Soil and Lead sampling and HAZMAT consultancies
d North Island wide coverage, also travel to the South Island periodically
d A friendly and professional team of WorkSafe NZ approved consultants
d Experience in working with residential, commercial, and infrastructure clients.
d We hold the full range of professional accreditations
“Whether it’s our staff or onsite contractors, with a simple scan, anyone can access the asbestos data for any specific building or room in real time, making it incredibly easy to manage”
Rachel Ward-McCartenPrincipal Wesley Intermediate
Virotechs Interactive QR Code Tracking System makes accessing asbestos data extremely simple for Wesley Intermediate
In 2016, changes to Health and Safety regulations required all facility owners and operators — known as PCBUs — to have a clear understanding of the asbestos risk in their buildings.
Virotech was born out of these regulation changes, knowing there would be a real need for expert service providers to help guide organisations through their responsibilities.
As Virotech grew and deepened its industry knowledge, it became clear that accessing and utilising this asbestos information for customers was a real issue. “We recognised early on that while we could complete detailed asbestos survey reports for our clients, the process afterwards was often cumbersome and the information wasn’t always easily accessible or utilised effectively,” explains Scott Bower, Managing Director of Virotech. “We turned to technology to address this challenge, which led us to develop our interactive QR code tracking system, bringing the survey alive.”
This industry leading solution has been a game-changer for Virotech’s clients, including large
multi-site companies and government agencies including schools and hospitals. The interactive QR code system allows users to instantly access essential asbestos information with a simple scan from their smartphone right where the asbestos is located. It’s a completely live system and updateable anytime.
“I had heard numerous horror stories about asbestos issues in schools and wanted to ensure we could minimise any risks,”
One notable success story is Wesley Intermediate School in Auckland. Principal Rachel WardMcCarten, who took the helm in 2022, was particularly concerned about managing the asbestos risk in the school’s predominantly older buildings. “I had heard numerous horror stories about asbestos issues in schools and wanted to ensure we could minimise any risks,” Rachel shares.
Virotech conducted a comprehensive asbestos management survey of Wesley
Intermediate and installed their QR code tracking system.
“Additional to the survey report, the interactive QR system gives me peace of mind knowing that our asbestos data is instantly accessible to anyone who needs it,” Rachel says. “Whether it’s our staff or onsite contractors, with a simple scan, anyone can access the data for any specific building or room in real time, making it incredibly easy to manage, versus a largely administrative task previously.
We worked with Virotech to include all our asbestos management information within the interactive system, so for us, it supports our school asbestos management.”
For school principals and facilities teams looking to improve the way their asbestos risk is managed on site, Virotech offers an obligationfree assessment. With a team spanning most of the North Island, and periodically in the South Island, Virotech are flexible and always available to discuss a schools needs right away, even if you’re currently using another third party for your asbestos survey and register.
The best in asbestos
The Ministry of Education is considering tighter controls on asbestos removal. Reports of classrooms wrongly cleared as asbestos-free highlight the issue’s complexities. Many state schools were built when asbestos was common in construction.
“There is a sizable number of locations where, after a removal, there is currently unsafe, residual asbestos which requires immediate intervention work,” a mid-2023 internal ministry report said.
“Remediation has been performed by unqualified contractors in a manner which is often considered not legislatively compliant, in keeping with best practice, or safe.”
In 2022, the Asbestos Sector Review found that the number of exposed workers is likely grossly underestimated. This finding led to calls for better training and protections for tradespeople.
A known carcinogen, exposure to asbestos is the country’s number one workplace killer, claiming about 220 lives a year.
WorkSafe has run the voluntary asbestos exposure register for several years, but it’s recently
shut down. The agency said the register “was not completely reliable” as it relied on people self-reporting. WorkSafe is working on a solution for managing this information in the future.
It’s crucial that New Zealand schools tackle asbestos responsibly, remove the substance safely, and work to protect our tradespeople and rangitahi from the carcinogen.
Buildings built before the turn of the millennium are likely to contain asbestos and should be assumed as potential risks. That’s when an asbestos management plan is required under current NZ regulations.
To prepare a management plan, you must engage an asbestos surveyor or expert to ensure accordance with WorkSafe guidance.
Leading experts in the field, Morecroft can safely and quickly remove and dispose of asbestos waste through licensed and authorised disposal sites and are industry leaders in assisting schools through the minefield of regulations.
They have almost 35 years of experience working in the challenging education sector, where the safety of students and staff is paramount.
They provide demolition and deconstruction services for residential and commercial clients, in a range of environmental services, including asbestos, mould, biohazard, trauma and crime scene, as well as water damage remediation.
Having managed hazardous materials for almost 35 years, there isn’t a lot the team hasn’t seen. Talk with Morecroft today about your hazardous materials projects, compliance, or if you have any questions regarding the asbestos management plan for your school.
It’s crucial that New Zealand schools tackle asbestos responsibly, remove the substance safely, and work to protect our tradespeople and rangitahi from the carcinogen.
A family business founded in 1991, Morecroft is committed to excellent service, innovative solutions, and providing you with a perfect result on time every time.
Based in Auckland, Morecroft serves residential, commercial, and government clients nationwide. The company is proud of its highly skilled team, many of whom have been with the company for 20 years or more. You can always rely on Morecroft to provide you with an outstanding outcome.
Contact Morecroft at 0800 33 33 11 and visit their website www.morecroft.co.nz
Industry leaders in mould remediation, occupational hygiene and hazardous materials management.
Assisting schools nationwide since 1991.
Mould remediation
IICRC certified mould experts specialising in the education sector
Occupational hygiene
Services to identify and reduce exposure to hazards in your school
Asbestos Consulting, Removal and Surveying
NZs leading asbestos experts
Contact
Asbestos Management Plans (AMPs): A blueprint for safety
AMPs are a regulatory compliance requirement. You must have one. It is the document that captures everything known about asbestos at your school.
It helps you maintain a safe environment for your staff and students, and anyone who comes to do work on the school’s buildings. An AMP also provides clear, actionable steps for managing asbestos over time.
Key components of an effective AMP include:
• Comprehensive records
Detailed documentation of where the asbestos is, its condition, and the actions needed to manage it
• Proactive monitoring
Regular checks to make sure that asbestos-containing materials remain in good condition, with clear procedures for tackling issues that arise
• Clear responsibilities
Defined roles for everyone involved in asbestos management, ensuring that each task is handled by the right person at the right time
• Actionable plans
Step-by-step guidance for managing damaged or deteriorating asbestos, ensuring that necessary actions are taken promptly and safely.
By implementing an AMP, you are demonstrating your commitment to safety and your proactive approach to ensuring a healthy learning environment while meeting your legislative requirements.
Supporting schools: Your partner in safety
The Ministry of Education is standing up a National Asbestos Management Programme (the programme) to support schools in every aspect of asbestos management.
The programme will offer:
• Access to trusted experts Schools will be able to connect with qualified asbestos professionals off a national list of approved suppliers ensuring that all asbestosrelated tasks are carried out to the highest standards of safety
and professionalism. The list is expected to be available next year
• A national, standardised approach
Schools can be confident that the advice and approach provided is the same best practice guidelines being used by all schools. This will be achieved through standardisation of documentation and a suite of reporting templates
• Clear and practical guidance School-specific, Ministry guidance will be available on the Education website that provides straightforward advice on identifying, managing and monitoring asbestos, helping schools take informed and effective action
• Training and support The Ministry will be developing training designed to support school leaders and property managers with the knowledge they need to manage asbestos effectively.
ASBESTOS SPECIALISTS IN THE EDUCATION SECTOR
MBC Environmental Solutions
With many school buildings constructed between the 1940s and 1980s, asbestos management continues to be an important issue. It has been estimated that asbestos was used in over 3,000 different products, meaning it can be found just about anywhere. Left undisturbed, most ACMs do not pose a risk to health. However, when damaged or degraded, or when disturbed through refurbishment of demolition work, they can become a hazard and must be managed safely.
Based in Christchurch, MBC Environmental Solutions (MBC) has carved out a niche in the asbestos industry to become the go-to contractor for asbestos work in the education sector, operating in primary schools, secondary schools and tertiary institutions. Holding both Class A & B asbestos removal licenses, issued by WorkSafe, MBC has four teams of expert removalists, all police vetted.
MBC has worked at over 100 schools in the South Island, including the Chatham Islands. More recently, as a key asbestos contractor for the Ngā Iti Kahurangi programme, MBC has been working at small and remote schools throughout the Mainland. They have unparalleled experience of removing asbestos in schools and understand the unique environment in which they operate.
Many projects have been multi-year, multistage, redevelopments. Due to the sheer volume of asbestos removal, it is impossible for removal work to be restricted to school holiday periods. MBC have developed robust processes to allow asbestos removal works to occur during term time. This has allowed adjacent areas of schools to remain live and has assisted with speeding up the timeframes of projects, bringing much needed teaching spaces online earlier.
Thousands of independently collected air monitoring samples demonstrate that all asbestos removal work has been conducted safely, posing no risk to the school communities.
Excellent planning and communication are the key ingredients to success, particularly when working in a live school.
Mark Hamilton
MBC Operations Manager
REEFTON AREA SCHOOL – CEILING REMOVAL AND ROOF VOID DECONTAMINATION
Scope of works: Cut and drop of ceilings, removal of asbestos and decontamination of roof voids. The total area was approximately 685m² made up of 9 classrooms and 12 ancillary rooms.
Testimonials:
“Dealing with ACM in a school environment can be a difficult proposition as we want to keep all members of the school community safe. Mark and his team have been involved in the demolition and refurbishment of a number of projects. Mark would be the one of the best contractors that I have had the pleasure of working with during my time at Christchurch Boys’ High School. I have nothing but praise for the way MBC works with the client to deliver quality solutions.” - Craig Dunnett, Deputy Principal, Christchurch Boys’ High School
“I organise asbestos removals on behalf of the Ministry of Education’s Ngā Iti Kahurangi program. Mark and his team are my “go to” contractors for these works as I know the level of detail and care in planning and execution guarantees a good result, and more importantly a safe operation within what are often active school environments. I would strongly recommend MBC as a contractor for your future projects.” - Graham Weatherly, Project Manager, Logic Group
With the right resources and support, schools can confidently navigate the complexities of asbestos management and feel satisfied that they’re providing a safe and healthy environment for their staff and students.
Facts about asbestos
• Around 170 people die each year in New Zealand from asbestos-related diseases
• Exposure to asbestos dust can cause serious health issues, including various forms of cancer such as lung, larynx, and ovarian cancers
• Asbestos in good condition and left undisturbed is unlikely to pose a health risk and doesn’t need to be removed
• If asbestos is present NEVER cut it, drill it, sand it, scrape it, scrub it, waterblast it, or demolish it, unless you have had asbestos awareness training
• If you accidentally damage or uncover asbestos - stop work
If you would like to talk to the Ministry about an asbestos management issue, contact your property advisor.”
Information provided by the Ministry of Education: www.education.govt.nz
immediately, keep people away, minimise the spread of contamination and get advice on what to do next
• Never use high pressure waterspray, compressed air or power tools on asbestos or suspected asbestos materials
• Always wear the correct personal protective equipment (PPE) when working with asbestos materials
• All asbestos removal work over 10 square metres must be done by either a Class A or Class B licensed company
• All friable asbestos must be removed by a Class A licensed asbestos removalist.
Types of asbestos
There are two types of asbestos found in New Zealand building materials - friable and non-friable.
Non Friable Asbestos - is any material (other than friable asbestos) that contains asbestos. Non-friable asbestos cannot be crumbled, pulverised or reduced to a powder by hand pressure when dry.
Friable Asbestos - is any material containing asbestos
in the form of a powder or can be crumbled, pulverised or reduced to powder by hand pressure when dry.
Non-friable asbestos can become friable if damaged through renovation work, or if it is unsealed or exposed to weather elements.
The only way to know if a product or material contains asbestos is to have it tested by an accredited laboratory.
Our Company Services
Asbestos in your school: it’s time to make a plan
While the Health & Safety at Work (Asbestos) Regulations came into effect in April 2016, which is quite a while ago, there is still no excuse or wiggle room for failing to understand and fully comply with the regulations.
Under the legislation, any buildings built prior to the year 2000 and/or known to contain asbestos, or are assumed to have the presence of asbestos, must have an Asbestos Management Plan, which clearly sets out location of the associated asbestos and how this is going managed.
Asbestos was commonly used in building products from the 1940s onwards, and as a result, many New Zealand schools and facilities are likely to contain some form of asbestos materials.
An asbestos management plan should clearly state the location of any asbestos in the building and how it should be managed on an ongoing basis.
A proper risk assessment should be conducted to determine whether it is safe for the asbestos to remain in place or if it needs to be removed.
For any asbestos that remains in place, the likelihood of disturbance and the appropriate actions to be taken should be factored into.
“We advise anyone who is required to manage buildings or properties that contain asbestos to undertake some type of Asbestos training so they fully understand the risks and their responsibilities,” says Sarah Tohill, communications manager for the New Zealand Demolition and Asbestos Association (NZDAA).
“We have actually just introduced a new one-day course aimed
Asbestos, Mould, and Contamination Consultants
specifically at building owners and managers to help them with their understanding their duties as we see this is still such a gap.”
The NZDAA is the industry body representing the entire asbestos sector and routinely provides free information and advice to the general public through initiatives like Asbestos Awareness Week.
“Asbestos is still very much widespread in New Zealand and found in so many buildings.
“We launched Asbestos Awareness Week to help improve knowledge and promote safer practices when it comes to working around asbestos can and better manage their risks.”
PRM are a boutique consultancy providing risk management services in asbestos, mould, and contaminated land across New Zealand and Australia.
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The hidden threat
Mould dangers in schools and how to safeguard against it
Moulds and fungi can pose significant health risks in school environments, especially to young students whose immune systems are still developing.
They thrive in damp and humid conditions and, if left untreated, can cause respiratory problems, allergic reactions, and other serious health issues. Schools need to ensure they are taking proactive measures to prevent mould growth and act swiftly to remove it when detected.
Mould exposure can trigger a variety of health problems, especially for students and staff with pre-existing respiratory conditions like asthma. Common symptoms include coughing, sneezing, wheezing, skin rashes, and eye irritation. Long-term exposure to mould may lead to more severe conditions such as chronic respiratory illnesses. In extreme cases, mould spores can spread rapidly, affecting the air quality in classrooms and creating a hazardous learning environment.
Mould is often visible as green, black, or white fuzzy patches,
but it can also be hidden behind walls or under carpets. The first sign of mould is usually a musty odour. Fungi thrive in moist areas, such as poorly ventilated classrooms, bathrooms, and basements. Moulds are commonly found in areas with roof leaks, plumbing issues, or condensation problems. Schools must be vigilant in detecting mould early to prevent its spread.
Preventing mould growth starts with moisture control. Regular maintenance and inspection of school buildings are essential, focusing on areas prone to leaks and high humidity. Proper ventilation is also crucial, especially in high-moisture areas like bathrooms, kitchens, and locker rooms.
KEY PREVENTION STEPS INCLUDE:
Fixing leaks promptly: Roofs, windows, and plumbing
systems should be inspected regularly, and any leaks should be repaired immediately.
Improving ventilation: Classrooms, especially those with high humidity, should be wellventilated. Install exhaust fans where necessary.
Monitoring humidity levels: Using dehumidifiers in susceptible areas can help keep humidity levels below 60%, reducing the likelihood of mould growth.
Regular cleaning: Ensure regular cleaning of surfaces, especially in moist areas, to remove any early signs of mould.
If mould is detected, it’s important to take immediate action to remove it, as recommended by the New Zealand Ministry of Education. The extent of the infestation will determine the removal approach. For small, manageable areas, schools can clean the mould with diluted bleach or use a commercial mould remover. However, for larger
infestations, it’s recommended to consult professional mould removal services.
STEPS FOR MOULD REMOVAL INCLUDE: Contain the area: Isolate the affected area to prevent the spread of mould spores to other parts of the school.
Use appropriate cleaning agents: Clean hard surfaces with diluted bleach or specific mould cleaners. Porous materials like ceiling tiles or carpets may need to be discarded if they are contaminated.
Dry the area thoroughly: After cleaning, it’s crucial to dry the area completely to prevent mould from returning. Using fans and dehumidifiers can aid in the drying process.
Monitor the area: Once mould has been removed, continuous monitoring is necessary to ensure it does not return. Regular maintenance checks should be part of the school’s health and safety protocols.
IN OUR SCHOOLS
FACTS
New Zealand has the second highest casualty rate of Asthma and respiratory related diseases per capita in the world.
There are over 1,000 premature deaths per year in New Zealand and 700,000 casualties with associated costs in excess of $7billion.
Mould in buildings is proven to be largely responsible!
Toxic mould is the same bio-hazard level as Asbestos making it a task for Qualified Inspectors, not caretakers, builders or cleaners!
There are recommended safety procedures which should be carried out asap to determine occupational safety for students and staff. You need to be assured of the following:
■ What is causing the mould?
■ Is the mould toxic and harmful to occupants?
■ Do we need to evacuate the area?
■ How do we fix the source & decontaminate correctly?
We provide all answers required with the assurance of an accredited NZ laboratory and internationally qualified/certified Mould Inspectors.
0800 MOULD NZ (0800 6685369)
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The challenges ahead with adopting AI into the classroom
Artificial intelligence is increasingly reshaping education systems around the world, and New Zealand is no exception. AI-driven lesson planning tools and personalised student learning platforms are just some of the ways that New Zealand classrooms are opening their doors to the introduction of AI.
However, this does not come without challenges that need to be addressed if AI is to fulfil its potential in education.
Ultimately, AI is here to stay, and for the education sector to shy away from its potential would be shortsighted. In saying that, there are a number of legislative,
social and logistical hurdles to overcome before we can reap AI’s potential in the classroom.
AI’s current role in New Zealand classrooms
AI provides teachers with a powerful new tool to enhance student learning. Jean Clarke at St. Mary’s College in Wellington, for instance, is already using AI to assist with lesson creation, marking, and providing individualised feedback.
Clarke has even developed an AI system with her husband that helps students practice NCEA questions, receiving instant feedback based on assessment rubrics.
“The student can do an actual type of NCEA assessment. They can write down their answer, have a good think about how they did, and then it will give them their
By Ben Kennedy
grade based on the rubrics that are already loaded and then sort of direct them into how they can do better or what it is that they need to do,” she told RNZ.
The technology is also proving valuable for students. Year 13 student Marianna Boless, also at St. Mary’s College, explained how she uses AI to spark ideas when stuck on assignments.
“I just put in a prompt and spark some ideas,” she said, adding that while AI can be useful for brainstorming, relying entirely on it would not yield good results.
Michael Bangma, deputy principal at Onslow College, highlighted the potential of AI to tailor learning experiences to individual student’s interests.
“Instead of having the whole class learning the same thing, one student could be learning
about satellites in space, then another student could be learning about solar panels on a roof, and I can easily make resources that work for both of them… in the past workloadwise that just wouldn’t have been possible,” he said to RNZ.
While some educators are beginning to embrace AI, the prevailing attitude is more cautious, mostly due to a lack of guidance and resources on how to use it.
Government support and initiatives
The New Zealand government is aware of AI’s growing role in education and has begun introducing measures to support its adoption into the classroom.
The Ministry of Education has emphasised the importance of AI literacy, with curriculum
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Ultimately, AI has significant, currently under-tapped potential in the education sector, but human teachers must remain central in forming educative relationships with students.
development underway (which will be available from the start of next year) to ensure students are equipped with the digital skills necessary for the future.
Ellen MacGregor-Reid, the Education Ministry Curriculum Centre hautū, notes the importance of AI literacy for students in light of the fact that AI is fast becoming integral to a vast number of industries.
The Ministry’s support extends beyond curriculum updates. New initiatives, such as the Network for Learning (N4L), aim to improve schools’ digital infrastructure, while pilot programs like the Cyber Assistant Tool (CAT) are assessing schools’ cybersecurity and privacy needs.
MacGregor-Reid has also highlighted the success of the Manaiakalani Programme, which uses digital tools to support learning and improve student achievement through technology.
The current challenges with using AI in education
As AI tools become more integrated into schools, students from lower socioeconomic backgrounds may struggle to access the same technology as their peers. This issue is particularly pressing in rural areas, where reliable internet connectivity and funding for digital resources can be limited.
Educators like Susana Tomaz (Westlake Girls High School),
a former fellow at UNESCO’S International Research Centre on artificial intelligence, warned AI could exacerbate existing digital inequalities. Targeted policy efforts to bridge this gap will need to be made.
Another major concern is data privacy. Generative AI tools, such as ChatGPT, rely on large datasets, raising questions about how student information is used and stored.
The New Zealand Office of the Privacy Commissioner has issued guidelines urging caution when using AI tools, emphasising that personal data should not be entered into AI systems unless explicitly authorised. Schools are advised to update their privacy policies to ensure compliance with the Privacy Act 2020.
Further, there is the challenge of maintaining academic integrity. AI’s ability to generate text raises concerns about plagiarism.
Some teachers are turning to AI detection tools, but these systems are not foolproof and
often generate false positives or fail to detect subtle AI-generated content.
The New Zealand Qualifications Authority (NZQA) has advised schools to remain vigilant, encouraging teachers to use multiple strategies to verify the authenticity of student work.
Preparing for AI’s future in education
The Ministry of Education is actively working to ensure that AI and digital literacy become core components of the curriculum.
The new Technology Learning Area, set to be introduced in 2025, will provide students with the skills needed to thrive in a digital world, with a focus on critical thinking, ethical AI use, and preparing students for AIrelated careers.
Ultimately, AI has significant, currently under-tapped potential in the education sector, but human teachers must remain central in forming educative relationships with students.
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Artificial intelligence is fast being adopted across various sectors, and education is no exception, with some schools starting to leverage AI’s capabilities to enhance efficiency and productivity. Recently, schools in Italy and the United Kingdom have begun to embrace AI as part of a broader initiative to improve digital literacy among students.
According to a report from Reuters, Italy has launched its first steps toward integrating AI in schools. Spearheaded by Prime Minister Giorgia Meloni’s government, this move is to address the digital skills gap that exists within the country, which is one of the widest in the European Union.
Starting this academic year, AIpowered learning tools will be piloted in 15 classrooms across four regions in Italy. Education Minister Giuseppe Valditara highlighted that AI technology will function as a “virtual assistant” for both students and teachers. The AI systems will be incorporated into classroom tablets and computers, which will aid students in understanding complex subjects while also helping teachers provide a more personalised learning experience.
“The goal is to introduce AI tools that can create tailored educational methods, providing a bespoke learning experience,” Valditara stated during an interview. If the pilot program proves effective, there are plans for expansion to additional schools in the future.
AI tools in UK schools
Italy is not alone in its efforts, as the UK government has also launched a £4 million initiative to integrate AI into classrooms. The main purpose of this project is to transform how teachers plan lessons and assess student work.
Announced this week, the initiative intends to modernise the education system by taking advantage of AI tools to create customised teaching materials while reducing administrative burdens on educators.
The UK’s science and education departments emphasised that
generative AI tools developed through this project would assist teachers by automating routine tasks such as grading and lesson preparation, which will allow them to focus more on delivering engaging lessons.
Early Education Minister Stephen Morgan described the announcement as a significant advancement for AI in education. Science Secretary Peter Kyle noted that the project wants to reduce administrative pressures, transform public sector data usage, and use AI technology for improved educational outcomes. Digital challenges
Past attempts to digitalise European schools have faced hurdles, particularly during the COVID-19 pandemic. A key challenge is the age of the teaching workforce, with more than half of teachers in Europe aged 50 or older, according to OECD data.
This particular demographic reality can hinder the adoption of new technologies and innovative teaching methods, as many older educators may be less familiar with digital tools. While students adapted quickly to online learning, many teachers still struggled with inadequate training and resources.
To overcome these challenges, there is an urgent need for targeted professional development programs that equip older teachers with essential digital skills. Addressing the age-related challenges within the teaching workforce will also be vital for successfully integrating AI into education and making sure that all students benefit from modern learning environments.
How AI and N4L help prevent cyber threats
Like any tool, AI can be a force for good or bad. AI stands for artificial intelligence, although the code only simulates human brains, mimicking traits like learning, conversation and problem-solving.
The technology isn’t new, but until recently, it’s mainly been in the hands of specialists. Lately, new AI tools like ChatGPT have enabled ordinary people to harness its incredible ability to analyse and interpret data, but creating heated public debate about the influence of technology on humans.
What’s less known is that AI is augmenting the work of cybersecurity experts in preventing sophisticated cyber threats, and it’s working behind the scenes to help keep your school safer and more secure.
Helping spot intruders For cyber experts to find evidence of a cyber-attack before it does damage is almost
impossible. It used to involve trawling through thousands of lines of code and logs and, even then, they may not notice anything strange.
But AI can analyse vast volumes of data and uncover anomalies in seconds, unlike days of assessment previously required. This can quickly help reveal attacks and assist with mitigation.
We all have a part to play in being vigilant against online threats - strengthening the ‘human firewall’ is the most effective way your school can stay safer and more secure online. But, if your school is part of Network for Learning’s (N4L) Managed Network, you may e pleased to know their security team already utilises AI to help keep schools safer and more secure.
Faster assessment and response times
Previously, if cyber experts became aware of a cyberattack, they would work with an incomplete picture of causes
and impacts. They needed time to assess the scene, analyse data, then determine the nature of the breach and how to respond.
N4L’s technology utilises machine learning and AI to analyse and assess logs, helping gain faster and better intelligence on threats. This can help speed up N4L’s investigation and mitigation, meaning quicker resolution of cybersecurity threats potentially impacting schools.
Protecting users
The Google or Microsoft tools you probably use at your school are already building more AIdriven protections into systems. You should ask your IT support how to get greater value from these tools and how they can help protect your school.
If you have N4L’s Email Protection, AI is utilised to help filter out advanced email threats and catch unsafe emails before they reach your inbox. It’s also doing it in far greater volume than was possible before and at much greater speeds.
Racing against cybercriminals
AI doesn’t get tired or need holidays – it can be on watch around the clock, finding issues and empowering people to make faster, more accurate decisions. Harnessing it for cybersecurityand keeping schools safer online - helps experts be proactive and preventative.
The best protection, though, continues to be ensuring you’re keeping your online learning environments safer and more secure, like staying on top of your own cybersecurity, continuous education for kaiako and ākonga, and raising awareness of good digital citizenship.
Further information
If you need more information, go to: www.n4l.co.nz or www.education.govt.nz/ cyber-security.
Where career education meets cognitive load theory and the science of learning
MyN4L empowers schools with simplified control and insights into your school’s online environment
Ensuring schools and kura have more oversight of their online environments was one of the main drivers behind the development of N4L’s self-service platform, MyN4L. Te Maire St Francis of Assisi Catholic School has been one of the first schools to use the platform. What can MyN4L do for schools?
Network for Learning (N4L) has started rolling out its new self-service platform, MyN4L, to schools and kura across Aotearoa New Zealand.
The initial service release provides visibility and control over six key areas of N4L’s Managed Internet, Wi-Fi, cybersecurity, and cyber safety services:
• Web Filtering - allows schools using N4L’s Firewall to submit requests to block and unblock websites according to the school’s needs
• Network Monitor - shows schools that have received
Equipment Replacement the performance and functionality of their Wi-Fi network equipment such as switches and access points
• Email Protection - allows schools that have signed up for N4L’s Email Protection to safely see their spam or potentially harmful emails in quarantine, so legitimate emails can be released
• Online Activity - provides schools with Secure Access with a view of what websites are being accessed and blocked on their school’s network
• Guest Access - enables Secure Access schools to control Wi-Fi network access for different types of visitors
• Device Registration - gives school IT leads and external IT providers the ability to add and remove third-party and shared devices, such as printers and CCTV, to a school’s Wi-Fi network during and after Secure Access migration.
A principal can authorise anyone on their team to access the tools, including external IT providers.
Enhancing online safety for ākonga
Principal Jo Earl Te Maire St Francis of Assisi Catholic School in Christchurch says her team at the primary has quickly adapted to using MyN4L.
“The MyN4L interface is really easy to use, it’s simple,” she says.
The St Francis team are using Online Activity to complement their existing classroom management software to enhance online safety in the classroom.
Staged roll-out
“There’s been a couple of times when we’ve wanted to have a better look at what kids have been doing, so we’ve used Online Activity at those times,” Principal Earl explains.
If the school discovers students have been accessing a game or other inappropriate website, they can use the MyN4L Web Filtering tool to request to block it, a task St Francis would previously delegate to their IT provider.
“Being able to manage things ourselves and not have to wait is really helpful,” Principal Earl says.
N4L is managing a staged rollout to provide MyN4L access to as many schools as possible in the coming year. The platform is free to use for all state and stateintegrated schools.
After using MyN4L at St Francis, Principal Earl recommends the platform as a vital tool for schools.
“I would definitely encourage other schools to take up MyN4L. You’ve got more control over what’s happening,” she says.
To learn more about MyN4L and how it can be used at your school, visit: www.n4l.co.nz/support/myn4l
Te Maire St Francis of Assisi Catholic School in Christchurch principal Jo Earl.
More control.
Keeping across activity on your school’s network has never been more important. That’s why the tools in MyN4L put a range of our services at your fingertips, so you can view info and make changes in a few clicks. MyN4L is now being gradually rolled out to state and state-integrated schools.
MyN4L
Illuminating learning
The integration of state-of-the-art audio-visual (AV) equipment in schools has revolutionised education, transforming how teachers instruct, students absorb information, and communities connect with school events.
High-quality sound systems, advanced lighting, and dynamic visual displays are now essential tools for enriching educational experiences and school performances. These technologies have the power to make learning more engaging, school events more captivating, and community connections stronger.
Elevating classroom learning
Incorporating cutting-edge AV technology into classrooms significantly enhances the learning experience. Interactive whiteboards and projectors enable teachers to present complex subjects in a more vivid, engaging manner. For example, high-definition videos of natural landscapes and interactive maps can bring geography lessons to
life, helping students better visualise and comprehend the material. Crystal-clear sound systems ensure that all audio is easily understood, promoting an inclusive environment for students with hearing impairments. This technology can make a real difference in how students engage with the material, leading to deeper understanding and better academic outcomes.
Enhancing school events and performances
Advanced AV equipment is crucial for school events and stage performances that foster students’ cultural and social growth. Sophistic lighting systems can establish the mood and spotlight performances, rendering them more professional and captivating. Whether it’s a play, dance recital, or talent show, expert lighting significantly elevates the visual appeal of these events, creating an immersive experience that draws in the audience. Similarly, pristine sound quality is vital. State-of-the-art sound systems guarantee that every spoken word and musical note is conveyed with clarity, boosting the confidence of
young performers and ensuring audiences fully appreciate their efforts. This professionallevel production quality can make school events truly unforgettable.
Captivating audiences with visual displays
Dynamic visual displays used during school assemblies, presentations, and meetings can captivate students and parents, enhancing engagement and retention of information. Well-designed visual presentations can effectively communicate school news, achievements, and announcements, appealing to visual learners and adding a professional touch to school communications. These displays can help ensure that important information is absorbed and remembered, keeping the school community informed and connected. By leveraging the power of visual communication, schools can foster a more engaged, cohesive community.
Fostering technical skills and collaboration
The integration of AV technology also offers students opportunities to
acquire valuable technical skills. By learning to operate soundboards and projectors or design lighting for performances, students can expand their technical knowledge, confidence, and teamwork abilities. These hands-on experiences can prepare students for careers in the technical arts and equip them with skills that are highly valued in the modern workforce.
Strengthening community ties
High-quality AV systems can build great community engagement and support. Professionally produced school events can draw larger audiences, including parents and community members, building a stronger school community. The increased engagement can attract support and funding for further technological advancements and educational initiatives, creating a positive cycle of growth and improvement. By opening their doors to the community, schools can build partnerships that benefit everyone involved, from students to local businesses.
Audio and video solutions for effective learning environments
VEGA Global New Zealand, a leading provider of integrated AV and IT solutions, helps schools to align with Innovative Learning Environment principles by creating flexible learning spaces where teachers and students can engage, communicate and collaborate.
Partnership is a key component of VEGA’s approach.
Managing Director Stephen Ward explains that the VEGA team takes the time to clearly understand what an individual school needs, rather than just telling them what they can do.
“We then work closely with the school to identify what can be achieved and implement the high-performance integrated AV systems that will create effective, easy-to-use learning environments,” he says.
VEGA’s expertise extends across a broad spectrum.
“We can update existing
classrooms, meeting spaces, halls and theatres with the latest technology, or design and deploy new networks from the ground up,” Ward says.
This expertise and experience are supported by world-leading AV products.
“We partner with great companies such as JBL Professional and HARMAN Professional to research, develop and customise relevant, dependable platforms,” Ward explains.
Initial setup is just part of the story. VEGA’s comprehensive offering includes installation,
ongoing support and maintenance. Ward adds that VEGA can also connect a school’s lighting and heating HVAC systems to bring every space into one managed environment.
VEGA’s partnership approach has worked successfully for
Primary, Secondary and Tertiary Schools and Universities across the country. “It’s all about empowering schools to stay at the forefront of education and deliver their curriculum on a modern, highly effective way that works for teachers and students,” says Ward.
Talk to us about technology that will create effective, easy-to-use learning environments for your primary, intermediate or high school.
We’ll work with you to develop an innovative audio-visual systems solution, from initial design, through to installation and support.
Audiovisual solutions for every need
At Alliance AV, located in the heart of Tauranga, Nick Rose specialises in turning your audiovisual dreams into reality.
Whether you’re looking to enhance your home entertainment system, revamp your corporate conference rooms, or install state-of-theart equipment in retail spaces, he is equipped to deliver topnotch solutions tailored to your needs.
Why choose Alliance AV?
• Expertise you can trust: With years of experience in the audiovisual industry, Nick at Alliance AV brings unparalleled expertise to every project. He prides himself on providing innovative solutions and expert problemsolving to meet each client’s unique requirements.
• Comprehensive services: From initial consultation and system design to installation and ongoing support, he handles all aspects of your audiovisual needs. His services include large music systems, multiple screen solutions, UHF aerial and satellite dish installations, and much more.
• Dedicated support:
Nick’s commitment to your satisfaction extends beyond installation. He offers ongoing service and support to ensure your systems function perfectly, enhancing your experience and providing peace of mind.
Recent success stories
Nick’s portfolio showcases a range of successful projects, including bespoke audiovisual setups for renowned brands at Auckland International Airport and thorough system installations at St. Mary’s
Cathedral and Hotel Armitage in Tauranga. These projects highlight his ability to handle diverse and challenging environments, ensuring highquality sound and visuals that impress.
“From initial consultation and system design to installation and ongoing support, he handles all aspects of your audiovisual needs.”
Join the ranks of his satisfied clients and experience the difference that professional audiovisual solutions can make. Whether upgrading your business facilitate or enhancing your home
entertainment, Alliance AV is your trusted partner in audiovisual excellence.
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Mobile: 022 355 0154
info@allianceav.co.nz www.allianceav.co.nz
Providing Quality Audio Visual Solutions, Premium Service and Unparalleled Support
¤ Setting the standard in sound and vision excellence
¤ Consultation and system design for large music systems and multiple screen solutions
¤ UHF aerial and satellite dish installation, repairs and replacement
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¤ Ongoing service and support to ensure your systems are running as they should
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Education Outdoors New Zealand
Education Outdoors New Zealand envisions an educational landscape where the boundaries of classrooms extend beyond walls, immersing ākonga in the profound lessons that te taiao and all our varied environments offer, recognising nature’s impact on our youth’s development and the future of Aotearoa New Zealand as a whole.
Tragedy incidents in the outdoors underscore the importance of maintaining, reviewing and updating robust safety management systems, meeting current good practice, and engaging in dynamic risk management throughout all events. Lessons learnt from previous fatalities show the attention we must pay to water environments, competent supervision structures and the ongoing professional learning and development of everyone involved in the delivery of EOTC experiences.
The EOTC Management System
Kura must ensure they have a fit for purpose EOTC Management System that is part of their overarching health and safety processes. This system needs to meet current good practice, and current practice evolves as we learn from experience. Education Outdoors New Zealand contributes to keeping the Ministry of Education Guidelines up to date and provides guidance and tools for a good practice EOTC management system. Updates were made
Mistletoe Bay Eco-Village and Campground is set in a sheltered bay with native bush and marine study opportunities. It’s a special place within the Marlborough Sounds, accessible by road, boat and water taxi, with a range of activities for school groups, both primary and secondary. The campground has eight cabins that can sleep up to six people in each as well as tent camping options. We look forward to hosting your next school camp. To discuss or find out more please contact us.
Photo by Caitlin Gillespie
Education Outdoors
New Zealand has recently made available a service to support kura with review of EOTC management systems.
in October 2023 to the EOTC Safety Management Plan Template, EOTC Toolkit, and the new EOTC Coordinators Toolkit These provide a comprehensive framework for planning, implementation, and review. All kura are different and EOTC programmes differ but there are planning considerations that all must follow. Kura can modify these templates to suit but should ensure that any alterations still meet legislative and good practice requirements. It is recommended in the EOTC Safety Management Plan that kura periodically do an external review. Education Outdoors New Zealand has
recently made available a service to support kura with review of EOTC management systems. A review can help affirm the confidence a kura has in their system or highlight areas where improvement is required. This service is not an
Group accommodation in the heart of Rotorua
Rotorua Blue Lake TOP 10 have a wide variety of accommodation options available to suit every budget, from 180 powered and non-powered tent sites to standard and self-contained cabins.
The facilities at the park will keep your group entertained and active, a private or sole use marquee with attached kitchen and BBQ that can accommodate up to 80 people.
The park is central to a variety of local attractions. Lakes Tarawera, Okareka and Rotokakahi are all within 2km of the park, and a short 8km drive will find you in the centre of Rotorua.
Rotorua Blue Lake TOP 10 can offer large groups discounted rates from March – November (excluding peak season only) and can work with you to accommodate any size group and any budget.
audit and can lead to further support for implementing any recommendations.
Professional learning and development
A fit for purpose working system must be in place but learning safely in EOTC is just as dependent on the practice of the people involved. We must ensure that our staff are fully competent, supported, and capable of supervising students effectively. We need all our staff to have a fatality prevention mindset. Professional development is essential to keep our educators up to date with current good practice, so they are confident in the roles and responsibilities they are asked to take.
Furthermore, clear supervision structures and a shared
understanding with external providers are crucial components in maintaining safety. Lessons learned from a recent incident involving an external provider and a school highlight the importance of collaboration between providers and kura. The provider’s explanation on how to work together effectively can be viewed here.
Membership of the National EOTC Coordinator database is a critical way to ensure those with EOTC responsibilities in your school stay up to date and linked into changes and professional development opportunities. This is free, funded by the Ministry of Education, and easy to join. If you are unsure if your school has a current membership please register here and we will confirm details with you.
Mercury Bay Holiday Park
Whether it’s camping or basic cabins for students and self-contained units for staff – Mercury Bay Holiday Park offers a full range of accommodation options and have great communal facilities. Everything you need for your next class trip. Contact us today to find out more.
Photo by Annaliese Elliott
New Zealand’s premier surf school
surf lessons | school education surf programmes | surf tours
Surfing is not just a sport, it’s something that will challenge, educate, inspire - getting students hooked for life!
We offer a variety of programmes, from our ‘Beach Safety Days’ to NCEA Achievement standard courses, which cater for every age; starting with primary through to high school and adulthood. You’ll be amazed at how transformational this sport can be for our younger generations! With 15 years of experience and over 250 schools under our belt, we pride ourselves on being one of NZ’s top surf education providers.
Our philosophy is that learning is something to enjoy and have fun with! Soaking up information is always easier when there’s a mix of visual, vocal and kinaesthetic styles, which is why we combine land-based lessons with water sessions, providing students with a mix of all styles; a space to better themselves. Our moana is the greatest teacher after all!
Experience the ripple effect as students become more confident, safe, and self-assured in the water after just one session; and how this pertains to other aspects of their lives. You pick the beach, we do the rest!
Christian Youth Camps Inc has a Premium Adventure Activities accreditation that has been audited and certified by Qualworx against the Safety Audit Standard for Adventure Activities.
Time For An Adventure?
Need To Regenerate?Need Funding?
Your students or your team can get back on track by a change of environment, EOTC, or team bonding to boost wellness.
We still have dates available for Term 4 and next year.
Get in touch for funding options for active recreation, well-being and leadership.
For information, email office@kokakolodge.org.nz or phone 09 292 4349
Choose Kokako Lodge
Kokako Lodge is only 30 minutes from Manukau City Centre and is surrounded by 17,000 hectares of tranquil bush and adventure!
We offer: High Ropes, Rafting, Archery, Team Building, Orienteering, Reflection and Games, all with a “Challenge by Choice” approach.
In the evolving realm of education, a new shift is taking shape—one that values emotional, social, creative, and spiritual development alongside intellectual growth.
Schools are recognising the profound potential of Outdoor Education (EOTC) as an avenue for holistic student development. School camps have emerged as a liberating gateway for students to connect with nature while honing life skills.
By merging the classroom with the great outdoors, schools foster engaged community members who embrace the future with a profound connection to the natural world. This holistic approach equips students with a diverse set of skills and perspectives, making them well-rounded individuals prepared for life’s multifaceted challenges.
Engaging with nature and diverse cultures fosters environmental
stewardship and cultural appreciation, nurturing a sense of responsibility toward the planet. Regular nature exposure has the added benefit of improving mental health by reducing stress, enhancing sleep, and promoting emotional regulation.
At the core of school camps lies experiential learning. Removed from their comfort zones, students apply knowledge and problem-solving skills to reallife situations. They develop teamwork, communication, and leadership abilities while building relationships, self-confidence, and resilience—essential life skills.
Christian Youth Camps provide activities and experiences beyond the classroom to give students the opportunity to interact with their teachers and peers in new environments. Contact us today to book your next school camp and see how we can help you meet your EOTC requirements.
Gain new perspectives
Kokako Lodge wants to see your students build their resilience,
self-confidence, and well-being
Doing outdoor activities is more than just a pastime, it’s a profound way to enrich students’ lives, fostering selfconfidence and resilience.
Being located in the Hunua Ranges Regional Park, our camp is perfect for nature immersion for groups of any size. The location gives people a chance to connect with nature, escaping their urban lives. Whether it’s a challenging hike or building a successful watercraft to float on, overcoming natural obstacles provides a sense of accomplishment and builds robust self-worth.
Our outdoor activities also serve as excellent team-building
exercises. Group activities like wall climbing, low ropes, and search and rescue require communication, cooperation, and trust. These experiences help forge strong bonds among participants, enhancing their ability to work collaboratively in other areas of life - skills they will use for years to come!
Outdoor recreation encourages students to step out of their comfort zones, face fears, and develop new skills. Doing outdoor activities at Kokako Lodge nurtures the mind, body and spirit, providing a holistic approach to personal development and well-being with our “Challenge by Choice” model. Let us work closely with you and your students to achieve your desired objectives.
Learning in EOTC
It is our usual habit to start conversations about EOTC with the intended learning. Place-based learning is an integral part of the EOTC vision. It acknowledges the significance of the local environment, cultural heritage, and indigenous wisdom in shaping the educational journey of New Zealand’s youth. It aligns perfectly with
the goal of creating culturally competent citizens who respect and appreciate the unique context of Aotearoa New Zealand. Professional learning and resources are available to support Kaiako with pedagogy and curriculum, and ensuring all ākonga are included no matter their diverse needs.
Quality EOTC experiences are characterised by shared
Bridge Valley
An easy and comprehensive solution for your EOTC curriculum, Bridge Valley, nestled at the foot of the Richmond Ranges near Wakefield, has been providing an activities and adventurebased camping experience in Tasman for over 40 Years.
What began as an interactive farm-style camp back in 1981 has been developed into a contemporary camping experience, encompassing dorm-style rooms and cabins, large dining hall and modern facilities. Bridge Valley also offers Tui Lodge, a smaller more selfcontained block as part of Bridge Valley’s accommodation suite.
Bridge Valley is audited and accredited through Outdoors Mark for activities, meeting the highest safety standards with trained instructors.
We take care to provide excellence in challenging activities – such as Laser Tag, High Ropes, Luge Track - for our guests, including program development and paperwork, so staff and adults can also enjoy the experience. Our commercial kitchen prepares all our meals, and we can include off-site adventures for you with a packed lunch if you wish.
Bridge Valley is committed to offering well-thought out teambuilding programs, as well as encouraging self-challenge and self-development. We offer a holiday camp program in the school holidays, and also encourage past campers to continue into our youth leadership and volunteering programs.
For more information, please don’t hesitate to get in touch with us, to start a conversation around how Bridge Valley can help meet your EOTC needs, and contribute to enhancing your school values and spirit. Email camp@bridgevalley.co.nz for more information or to book your spot.
experiences that foster relationships both between ākonga and with their Kaiako. Realising the potential of local curriculum and connecting to place, nature, and te taiao are powerful reasons to invest in getting ākonga outside the classroom.
EONZ is a national professional subject organisation leading, supporting & influencing
education outside the classroom (EOTC) and education outdoors in Aotearoa, New Zealand. We do this through the provision of professional learning, workshops, good practice information, one-on-one advice to teachers, supporting schools with EOTC review, development of resources, and active leadership within the education and outdoor sectors.
Photo by Pete Guyan
Photo by Shayna Jivan
Enhancing education with innovative learning experiences
Immersive experiences, hands-on engagements and learning in authentic contexts are just some of the positive societal impacts a museum can have, and MOTAT’s mission is to inspire the innovators of tomorrow through these paths.
With increasing interest from schools for customised learning experiences, and teachers being time-poor, MOTAT offers value by curating these experiences using unique resources and knowledge. MOTAT’s Education team collaborate with teachers to align their resources with curriculum learning rather than duplicate what goes on in a classroom. The team’s goal is to enrich and augment learning,
particularly to support teachers in the areas of science and technology – subjects many primary school teachers can be nervous to approach.
MOTAT is a huge supporter of EOTC, seeing the benefits first hand, and is also aware of the challenges faced with the rising cost of transport and the lack of additional adults available to help supervise students on field trips. With that in mind, MOTAT tries to make it as
easy as possible for schools to participate by offering multiple ways to engage.
Online workshops, along with established mobile STEAM Cells that make school visits, and learning kits delivered direct to you*, help to break down the barriers schoolsand families face in engaging with museums.
Discover more about our school visits, online workshops and learning kits by contacting our Education team at any time to discuss how we can support you and your class with your learning outcomes.
Find your learning fit with MOTAT
Whether you are looking for an out-of-school visit including rich experiences and inspirational activities or a customised education programme delivered at your school, MOTAT can provide tailored learning opportunities for you and your students.
Visit to explore our unique museum and participate in one of our education programmes, or let us bring our hands-on education experiences to you in a STEAM Cell visit to your school. Book an online workshop for an exciting in-class lesson or borrow a Learnables STEM kit to use in class.
Ensuring safety with ease
In an ever-evolving educational landscape, making sure that the safety and compliance of our schools is number one. That’s where UnderWing comes in – your partner in seamless health and safety management.
Designed specifically for New Zealand schools, UnderWing’s innovative software solution makes monitoring and managing health and safety as straightforward as it is effective. Why choose UnderWing?
• Thorough compliance: Navigating the complex regulations of school safety can be daunting. UnderWing simplifies this process, ensuring your school meets all New Zealand governmental safety standards without stress.
• Effortless management: From risk assessments to safety protocols, UnderWing’s userfriendly platform allows you to automate routine tasks. Create templates for Safety Action Plans (SAPs), Risk Assessment and Management Strategies (RAMs), and more to foster a consistent and efficient safety culture.
• Enhance safety practices: With features tailored for on-site and off-site activities, UnderWing helps you prepare and execute educational events with confidence, knowing that all potential hazards are meticulously managed.
• Time-saving technology: We understand that your primary focus is education. That’s why UnderWing is designed to minimise the administrative burden, freeing up more time for what matters most – teaching and nurturing students.
Health & Safety Software for Schools
• Data-driven decisions: Gain valuable insights into safety trends and feedback loops that highlight areas of improvement. With UnderWing, streamlining your health and safety processes has never been easier, ensuring a safer learning environment for all.
Ready to elevate your school’s health and safety standards? Book a demo today and discover how UnderWing can make a
significant difference in your school. Protect your students, ease your staff’s workload, and meet compliance with confidence. UnderWing is more than just software – it’s peace of mind.
Comprehensive, easy to use software solution designed for schools in New Zealand. Simplify EOTC compliance, enhance health and safety practices, and efficiently manage risks on and off school premises with UnderWing.
Urban Turf is an excellent solution for schools looking to create safe, low-maintenance outdoor spaces and multisport surfaces.
With its realistic appearance and durable construction, it provides a perfect playground surface. Our multisport turf range is ideal for new sports courts and fields or the replacement existing ones.
Urban Turf Artificial grass eliminates the need for constant watering, mowing, and fertilizing, which can be timeconsuming and costly.
By installing Urban Turf, schools can save money on maintenance costs, reduce the risk of injury, and create a beautiful outdoor area that encourages students to engage in physical activity and outdoor play. 0508 872 268
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Urban Turf Solutions manufacture and install artificial turf for school sports fields. Our products not only offer top-notch performance for sports activities, but also look great and add a colourful visual appeal to your grounds.
Urban Turf Solutions boasts a diverse product range designed to meet the specific needs of schools across New Zealand. We have products designed for multisport courts, hockey fields, football fields, tennis courts, cricket wickets, putting greens and playgrounds.
Urban Turf Solutions artificial grass has a durable construction and advanced technology, their turf ensures optimal playability and safety for students
engaging in sports activities. From preventing slips and falls to cushioning impacts, Urban Turf Solutions turf keeps your students safe while they play.
“Whether you need a dedicated 5-a-side soccer field, a multipurpose sports surface, or even a playground, Urban Turf Solutions has the perfect turf solution for you.”
in the long run. Urban Turf enhances the overall appeal of your school and the courts and turf facilities are a great resource for the wider school community.
What’s more, Urban Turf Solutions artificial grass requires minimal maintenance, saving your school time and resources
Whether you need a dedicated 5-a-side soccer field, a multipurpose sports surface, or even a playground, Urban Turf Solutions has the perfect turf solution for you. By choosing Urban Turf Solutions artificial grass for your school’s sports surface, you’re
not just investing in athletic enjoyment – you’re investing in the overall attractiveness and reputation of your school.
Don’t miss out on this opportunity to transform your school’s sports field into a showpiece that will impress students, parents, and visitors alike. Contact Urban Turf Solutions today. info@urbanturfsolutions.co.nz
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Do New Zealand schools overemphasise sports at the expense of the arts?
Both disciplines are essential for all-inclusive student development, but should we be concerned that a disproportionate emphasis on sports may sideline the arts?
Sport is deeply ingrained in New Zealand’s educational system. From primary school onwards, students are encouraged to participate in a variety of sports, which are seen as crucial for developing physical health, teamwork and discipline. Thorough physical education programs and significant community and parental involvement supports this. While these activities are beneficial, the high level of focus on sports achievements is often prominently featured in school newsletters and online and community discussions, sometimes overshadowing academic and artistic achievements.
Strong funding is provided to schools for sports facilities, with many boasting amenities that include professional-grade athletic tracks, swimming pools, and expansive playing fields. A combination of government grants, community fundraising, and private sponsorships often fund these facilities. The availability of such high-level sports infrastructure not only enhances the student athletic experience but also helps to elevate the school’s profile in sports. However, investing
so much in sports can lead to disparity in funding allocation when compared to the arts, raising concerns about equitable educational opportunities.
Arts programs often face significant challenges in funding and support compared to their sports counterparts. Engaging in the arts is known to help build critical and creative thinking, enhance interpersonal skills, and promote cultural and emotional intelligence. Arts education allows students to explore different cultural perspectives through various media, encouraging diversity of thought and innovation.
Sports achievements tend to recieve more public and media attention in New Zealand, which can influence school policies and community expectations. This often leads to a cycle where sports are prioritised over the arts. To address this imbalance, educational policymakers should consider implementation strategies to help elevate the status of the arts. This could involve adjusting the curriculum to ensure the arts are represented equally in educational mandates and creating more public platforms to celebrate the students’ artistic achievements.
This dominant focus on sports can influence students’ extracurricular choices, potentially leading them to look
By supporting both disciplines equally, schools can make sure that all students have the opportunity to explore and excel in all their interests and talents, preparing them for a wide range of future possibilities.
routines could be incorporated into physical education classes to emphasise rhythm and balance. At the same time, sports themes could be used in art projects to explore different aspects of cultural identity and expression.
Building partnerships with local arts organisations and industries can provide students with opportunities to explore artistic careers and education paths beyond school. These partnerships could involve guest classes, workshops, internships, and collaborative projects that not only enhance the arts curriculum but also connect students with real-world applications of their artistic skills.
past their artistic talents. This emphasis on sports may restrict students’ understanding of their full potential in other areas and narrow their future career and academic opportunities. To counteract this, schools could offer incentives for students to engage in the arts and create programs that equally promote arts and sports, helping ensure that students recieve a wellrounded education.
One promising approach is the integration of arts and sports programs, where skills from both disciplines are used together to enhance student learning and engagement. For example, dance
Achieving a balance between sports and arts in New Zealand schools is crucial for nurturing well-rounded individuals capable of contributing to a diverse and dynamic society. By supporting both disciplines equally, schools can make sure that all students have the opportunity to explore and excel in all their interests and talents, preparing them for a wide range of future possibilities. Through thoughtful policies and community engagement, New Zealand can foster an educational environment that values and promotes both physical and artistic pursuits equally.
Unpacking trends in youth sports and recreation Shifting play patterns
In July of this year, Sport NZ released their Active NZ report, which measures the nationwide participation in play, and active recreation in sport from 2017 up until 2023.
The report aims to highlight how activity levels, attitudes and preferences have changed over the last few years for tamariki, rangatahi and adults, with a strong focus on young people.
The Active NZ research shows that tamariki are the most active at 96% in 2023 and that participation in informal activities such as play or extra exercise accounts for most of the time they spend active at 86% in 2023.
For rangatahi, Sport NZ Rangatahi Lead, Roger Wood says, “Those levels of informal activity decrease as they get older, and more time is spent in organised or competitive sport.
In 2023, rangatahi’s weekly participation was at 88%, down from 94% in 2017, with informal participation in 2023 at 77%.
“However, participation in informal activity is still the biggest contributor to time spent
being active for both tamariki and rangatahi.”
The survey took place during COVID-19, and during this time, there was evidence of a decline in happiness and life satisfaction amongst rangatahi. Roger says that although happiness levels have been down since the pandemic, this is less so for those who are active.
“We do know the period during COVID-19 (2020/21) was very challenging for children and young people as they became physically disconnected from their friend groups and relied more on social media and devices.
“This can lead to increased feelings of loneliness and feelings of being left out as well as reducing their involvement in physical activity, which is positively correlated with happiness.”
Trends in happiness and life satisfaction were down for tamariki in 2023 at 80%, compared to 85% in 2017. Meanwhile, rangatahi saw a significantly bigger jump down from 60% in 2017 to 47% in 2023.
Roger says the next step is “we need to work hard to address the reduction in participation during the teenage years in particular because habits and attitudes to physical activity formed during this period ensure into adulthood with consequent impacts on the health and wellbeing of New Zealanders.
“School commitments are also important, so season lengths and expectations need to accommodate those realities.
“The main takeaway would have to be that after a period of relative stability in activity levels (and matched between tamariki and rangatahi) – meeting the guidelines and inactivity trends demonstrate a post-Covid divide with tamariki thriving and rangatahi not doing so well.
“For rangatahi, this is reflected in several long-term attitudinal changes that suggest changes in preferences, for example, the increasing desire for flexibility, to choose activities that fit their own schedule and mood at the time.”
Roger says schools play a big part in getting our tamariki and rangatahi moving and becoming more active.
“Schools are important settings because they are where friend groups are based, and this is an important motivator for participation in physical activity.
“At school – students have consistent and regular access to facilities, equipment and opportunities, and schools generally understand the benefits of physical activity for tamariki and rangatahi in helping improve education outcomes such as achievement, engagement and attendance.”
Roger thinks that by asking rangatahi and tamariki what activities they would want to participate in and giving them the opportunity to organise and deliver that, as well as creating spaces to be active and feel safe from judgement, are powerful ways to increase participation.
“Our Active As secondary schools project is testing these approaches and seeing early success. Schools should ensure they make time for young people to be physically active.”
To read the report, go to: https:// sportnz.org.nz/media/lupchbdk/ active-nz-participationtrends-2017-2023_july-2024.pdf
MIKE STENT DECORATORS LTD
Lifting our game
A safe life around water –preparing the next generation
Lifting water survival competence of New Zealand’s young people can lead to ewer people losing their life to drowning.
The Water Skills for Life programme is purpose-built for school-aged children. Fully formed lesson plans and content equips students with skills to identify risks and make informed decisions to be safer in and around water. And it’s all available for free!
Interventions Lead Esther Hone has single-handedly evolved Water Safety New Zealand’s Water Skills for Life education programme in recent years. The
mission is to strengthen the quality and focus of aquatic education both in schools and the aquatic industry. Tailored for Aotearoa, Water Skills for Life emphasises age-appropriate skills relevant to environments where drownings most happen the most – rivers, beaches, and lakes.
Esther isn’t shy about the ‘wake up call’ needed for aquatic education.
“What if the key to decreasing drownings in New Zealand and making people safer in and around water is what we teach our children? By lifting our game and tailoring what we’re teaching to open water challenges, we can set the stage for a safer future for Kiwi kids.”
Water Skills for Life deliberately focuses on more than just swimming techniques. It builds real-world survival skills that could save lives. This approach teaches children how to navigate diverse and unpredictable aquatic environments, from beaches to rivers and pools, recognising that most drownings occur in open water settings.
Esther Hone: “I often ask kaiako and swimming instructors - what are you doing in your everyday swimming and water safety programmes to address the realities of where the risks are?
Why invest in a Thermal Pool Cover for your school pool
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“It’s essential to ensure that the skills we teach go beyond the pool and prepare kids for the realities of open water. Water Skills for Life is designed to do just that by providing practical, hands-on experiences that reflect real-life situations. By fostering confidence and awareness, we aim to reduce drowning incidents by giving students the skills they need in the environments where they need them most.”
Continued on page 108 >
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Water Skills for Life e-learning module
The Water Skills for Life e-learning module provides a clear and straightforward guide to enhance your teaching approach, boosting engagement, impact, and competence.
The programme delivers essential skills through a structured, age-appropriate curriculum, enabling clear progress tracking and ensuring students are well-prepared for real-world water situations. Best of all, it is easy to access, free to use, and designed to cater to various age groups
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Get involved with Water Skills for Life
Water Skills for Life can be delivered by a variety of organisations as well as individuals, including Swim Schools, Swim Clubs, Council Facilities, private swim instructors, and school teachers.
Key features:
• Water Skills for Life is freely available as pre-packaged content to make it super easy for you and your team.
• A focus on essential ageappropriate survival skills relevant to the beach, river, lake and pool
• A design that supports integration into any aquatic learning programme.
Programme materials include e-learning, professional development stages, an assessment framework, and support from Water Safety New Zealand.
Education is the foundation of drowning prevention, and Water Safety New Zealand is committed to making these life-saving skills
accessible to all. Water Skills for Life exists thanks to the ongoing support and contributions from various organisations, including Sport New Zealand, the New Zealand Lottery Grants Board, and ACC.
A network of 14 regional delivery partners plays a crucial role in bringing this Water Safety New Zealand programme to life across Aotearoa.
Learn about Water Skills for Life at waterskills.org/solutions
We have class for every level of confidence and ability - from babies just learning about water, right through to our classes to support elite training squads.
Our aim is to improve the water safety abilities of our community one person at a time.
The Lido Aquatic Centre we put leisure in your life and life in your leisure
The Lido Aquatic Centre is more than just a swimming complex, it is a complete leisure and fitness facility catering for people of all ages and levels of fitness.
The Lido emphasises water safety and the SwimMagic swim school provides lessons from babies as young as five months, through to school age children right up to adults, who want to learn the basics or to continue developing their techniques. The lessons run seven days of the week and learn to swim lessons are available during school holidays.
The Lido offers general fitness with a fully equipped gym where you can opt for a personal trainer to help with your fitness goals or join in on the group sessions that
run throughout the day.
The indoor 25 metre and outdoor 50 metre pools are constantly in use for their Aqua Fit classes, which includes aqua aerobics and water Zumba.
are
for people who prefer low impact exercises and really help to maintain fitness following injury”.
It also specialises in catering for school children with their Chill Out before and after school programmes along with their regular holiday programmes. The holiday programmes run each school holiday with various activities based at the Lido aquatic centre.
The holiday programme is divided into three age related groups; 5to 8-year-olds, 9- to 11-year-olds and 12+. Full days or half days are available and the programme is OSCAR and WINNZ accredited, so subsidies are available for parents who qualify.
The Lido has indoor and outdoor sports and leisure pools, a diving pool, gym, sauna, steam room, spa, and two hydroslides.
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Recently I was invited to kōrero with some 11 and 12 year olds to explore their working theories on nutrition. We opened by unpacking what ‘healthy’ means.
I was interested to know what their prior knowledge was. What I noticed was their curiosity and excitement as they were all able to enter into this discussion. The ākonga immediately offered suggestions. ‘Good for the body’ and ‘fruit and vegetables’ were the most popular, someone mentioned ‘balanced’ but sounded very unsure of what they meant by that. Their enthusiasm faded as they ran out of more detail.
Our focus group moved onto describing what ‘healthy’ looked like. Can you tell by looking at someone if they are healthy or not? Immediately someone said ‘skinny’, but this was quickly rebuffed by another student who said that wasn’t necessarily the case. For the next few minutes, there was heated discussion about what healthy looked like.
Our discussion then moved to how we can know if a food is
‘healthy’ or ‘not healthy’. This was the core part of our group session as it led to a practical learning of the strategies we have available to us such as the ingredients label, allergens, the nutrition information panel (NIP), and the Health Star Rating (HSR).
The ākonga were interested to know why fruit and vegetables did not have nutrition labels!
While this knowledge is a great tool to have in their toolbox, I wondered about our role as supporting adults in each child’s eating dynamic. This does sound rather a mouthful of words, but when I refer to
best practice for feeding theory by Ellyn Satter, she talks about the trust relationship. A child intrinsically trusts that the adults in their lives are feeding them the foods needed to nourish their body and mind. Through the natural development process of growing from infant through to adolescent and young adult, a child learns how to eat, what to eat and how to procure and prepare these foods for themselves, ready for when they leave home and start caring for themselves, and later on perhaps for a family of their own. Along this journey, they are learning value of food, social context of
food and eating, where food comes from, how it gets to our plate and the importance of nourishing the sources of our food. Children don’t understand the ‘health’ value of food – the cognitive processing of this information is too abstract. Their food preferences are built from positive social experiences with taste and eating.
This certainly confuses things. Children see food. They cannot see nutrition. Balanced eating and eating variety are abstract concepts but children are concrete learners and they like to learn through physical senses. They don’t select food based on their ‘health benefits’. So is there value in teaching children about food, rather than nutrition?
Meanwhile, my focus group has moved on to a practical exercise where they are designing food packaging and I leave them to it. Feedback on my part in this discussion was that it made them think about things they usually wouldn’t think about. What about you? Does this make you rethink how you will talk to your children about food and eating?
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Water Wisdom Encouraging healthy hydration
Hydration plays a key role in children’s growth and development. Water, essential for sustaining vital body processes, also helps regulate body temperature and optimises brain function. Sufficient water intake is especially important for children, as it enhances their ability to stay alert, attentive, and engaged in their educational activities.
However, the warm climate of summer introduces unique challenges. Increased sweating can lead to significant fluid loss, making dehydration a serious concern. This condition extends beyond a bit of discomfort; dehydration can cause fatigue, diminished concentration, and potentially severe health issues. Such risks are particularly relevant in a school environment, where children spend long periods engaging in both learning and physical activities.
Combating dehydration in schools requires a collaborative effort from parents, teachers, and students. Parents play an essential role by initiating discussions about the benefits of hydration and encouraging their children to drink water regularly. They can support their child’s hydration by packing snacks and lunches high in water content, such as specific fruits and vegetables, which provide essential nutrients and help maintain adequate hydration levels.
Teachers can contribute by incorporating brief water breaks during classes, offering students both a moment to rehydrate and a mental pause. Educators can also promote self-awareness among students by teaching them to recognise the signs of dehydration and empowering them to take proactive steps towards their health and wellness.
Adults can set a powerful example by prioritising hydration themselves. When children observe their parents
Role modelling effective hydration practices play a key role in teaching children the importance of staying hydrated.
and teachers making water consumption a priority, they are more likely to match those healthy habits. Role modelling effective hydration practices play a key role in teaching children the importance of staying hydrated.
Schools can further support hydration by ensuring that water sources are readily accessible. This could involve permitting students to keep water bottles at their desks or increasing the number of water fountains available on campus. Hydration exceeds being a mere physical habit; it’s a fundamental aspect of health. Children who maintain good hydration levels are better equipped to learn and perform optimally, as a well-hydrated body significantly boosts cognitive function.
As we approach the warmer months, it is important to remember that proper hydration can noticeably influence a child’s journey of development and discovery. Ensuring that children arrive at school with a water bottle is a responsibility that falls on both parents and caregivers. Teachers and schools should also encourage the use of water fountains or other available water sources and provide regular opportunities for students to drink water throughout the day. By embracing these practices, we can ensure that our children remain hydrated and healthy, ready to explore and learn to the best of their abilities. Encouraging hydration is not just about preventing dehydration; it’s about building an environment where children can thrive physically and mentally.
Addressing Youth Vaping and Misinformation in New Zealand
By Ben O’Connell
New Zealand wants to be smoke-free by 2025, but does it still count if the nation simply shifts from smoking tobacco cigarettes to vaping e-cigarettes?
Prime Minister Christopher Luxon has claimed that 230,000 New Zealanders have quit smoking because of vaping. Vape Free Kids NZ say Luxon is citing data that does not specify that vaping was the reason 230,000 people quit smoking.
The number appears to come from the Ministry of Health’s annual health survey. It’s a count of the number of people who say they quit
smoking over the last three years. However, the survey does not collect data on what method was used to quit smoking.
Co-founder of Vape Free Kids NZ, Charyl Robinson, says that if the Government is serious about cracking down on the youth vaping issue, Luxon needs to get his numbers right.
“Vapes are a serious and highly addictive product that needs to be regulated and managed carefully by the Government who are responsible for keeping people healthy,” she says.
“This Government continues to make decisions that
appear to be in favour of the tobacco industry, who have for decades directly marketed to and targeted children with highly addictive nicotine products.
“How can the Prime Minister take the issue of youth vaping seriously if he can’t get his facts straight?
“We are deeply concerned about what other incorrect information the Prime Minister is basing important decisions on, especially since Cabinet has agreed to legalise even more addictive nicotine products, with nicotine pouches soon to become legal.
“If the Prime Minister is getting incorrect information from his minister responsible for tobacco and vaping, Casey Costello, then maybe it’s time to replace her with a minister who is actually there to fight for the health and wellbeing of our tamariki and rangatahi.”
Calls to replace Costello
The Labour Party is calling for Associate Health Minister Casey Costello to be fired over her advice to Cabinet regarding a 50 percent
tax cut on heated tobacco products (HTPs).
Costello claimed she had independent advice supporting the tax cut, stating that HTPs are less harmful than smoking and citing their use in Japan as an example of how they can help reduce smoking rates. However, the Treasury had warned her that tobacco company Philip Morris would be the biggest beneficiary of the tax cut, and the Ministry of Health found no compelling evidence that HTPs help people quit smoking.
When pressed for details, Costello released five articles that Labour claims do not provide strong support for her position.
Labour’s Ayesha Verrall argues that Costello cannot be trusted, has made a fool of the Prime Minister twice, and should be sacked for her “unacceptable standard of behaviour” and “incredibly poor use of public money”.
Verrall notes that the articles seem irrelevant, are not all independent, and do not focus specifically on the use of HTPs in New Zealand.
Despite Prime Minister Christopher Luxon expressing confidence in Costello, the controversy has raised questions about her judgement and the evidence base for the proposed $216 million tax cut.
At large, the future of changes to smoking and vaping laws is up in the air.
Concerning impacts
In December 2023, Vape Kids NZ shared heartbreaking stories about youth vaping, illustrating the impact of our rangatahi using vapes regularly.
“Families are desperate. They are turned away from stop smoking services and have no control over the proliferation
of vape retailers turning up in every place their children frequent - including the school gates,” said Vape Free Kids NZ co-founder Marnie Wilton.
One mum shared, “Our 15-year-old first tried vaping when a friend in year nine shared theirs with him. He was 12 years old. Three years later, he is heavily addicted to nicotine. He has given up twice and is currently trying desperately to give up a third time using nicotine gum and patches prescribed by his doctor. It’s not going well. He has lung issues from heavy vaping and vaped through three bouts of bronchitis last year.
“I am angry, horrified, and absolutely gutted. The
burden of addiction is very depressing and very real. The self-hatred he feels for being addicted, the emotional upset and anger when he tries to stop, the lying to his parents, the illegal behaviour he is engaged in with utterly complicit adults who sell directly over the counter to him when he goes out to buy vape juice, it’s all real, and it is bad.”
Supporting vaping students
Protect Your Breath is a campaign that aims to breathe new energy into the youth vaping conversation. They add that myths and misconceptions about vaping are pervasive – from inaccurate horror stories to
suggestions that vaping is ‘healthy’. Stomping out misinformation is paramount to tackling the issue.
Health New Zealand’s Vaping Facts website looks to help schools support students. Schools should educate students on the legal and health aspects of vaping, making it clear that vaping is illegal for those under 18 and not harmless. Schools should promote informed decisionmaking, provide resources for quitting, and encourage critical thinking.
Programs like Tūturu help students understand the risks associated with vaping and support from health professionals is recommended for those looking to quit. Data shows rising youth vaping rates, particularly among Māori youth.
The latest results from the 2023 ASH Year 10 Snapshot survey found that 10 percent of 14 to 15-year-olds reported vaping every day, with higher rates among rangatahi Māori (22 percent) and Māori girls (26.6 percent). Daily vaping among those who have never smoked showed no significant change, with rates at 4.6 percent in 2023.
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protectyourbreath.co.nz for more.
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Building the future
School infrastructure projects leading the way in New Zealand
As New Zealand’s population grows, so does the need for welldesigned, functional, and sustainable school infrastructure. In recent years, there has been a strong focus on building new schools and upgrading existing ones to accommodate larger student bodies, improve learning environments, and ensure that schools remain safe, warm, and dry.
Our communities are expanding, particularly in larger cities like Auckland, Wellington, and Christchurch, which means the demand for more schools is increasing. Population growth often leads to overcrowded classrooms and strained resources, making it essential to plan for and construct new schools to meet this demand.
New school builds are designed with a focus on long-term sustainability and flexibility. Architects and construction firms are increasingly adopting environmentally friendly designs,
incorporating natural lighting, energy-efficient heating systems, and outdoor learning spaces that integrate with nature. Schools like the recently completed Te Kura O Moutere in the Tasman District serve as examples of future-proofed designs created to be expanded upon as the community grows. These new builds not only offer more space for students but also create adaptable learning environments for modern educational needs.
Gymnasiums and auditoriums
Gymnasiums and auditoriums are not just sports and performance venues; they are integral to the community. Schools are increasingly looking to build multi-purpose gymnasiums and auditoriums that can serve both school functions and community events. These spaces are designed to be adaptable for various purposes, such as assemblies, performances, sports, and even extracurricular activities like robotics clubs or debating teams.
For example, the South Auckland Middle School’s new gymnasium was constructed with the local community in mind. It includes
retractable seating, state-of-theart sound and lighting systems, and sports courts that can be easily converted for multiple uses. These features enhance the functionality of the space, offering students a venue that supports both physical education and artistic expression while also being available for broader community engagement.
Classroom
renovations and fit-outs
With an evolving curriculum and the incorporation of technology in the classroom, many New Zealand schools are undergoing classroom renovations and fit-outs to provide better learning environments. Modern classrooms are shifting away from traditional layouts to more flexible, open-plan spaces that encourage collaboration and interaction.
Upgrades at Redcliffs School in Christchurch saw old classrooms transformed into vibrant learning hubs with modular furniture, improved ventilation, and interactive technology. These renovations are about more than just aesthetics; they aim to create learning environments that cater to different teaching styles and support the mental
well-being of students by fostering engagement and a sense of community.
Enhancing the learning environment
In classrooms, noise control is crucial for effective learning. Acoustic improvements are a critical part of school renovation projects, as poor acoustics can hinder students’ ability to focus and teachers’ ability to communicate. Projects often involve installing sound-absorbing materials such as ceiling tiles, wall panels, and carpeting to reduce echo and background noise. One standout example of this is the Glen Eden Primary School in Auckland, where comprehensive acoustic upgrades were carried out as part of a wider refurbishment project. These upgrades help create quieter classrooms where students can better concentrate, and teachers can be heard clearly, even in larger or more open spaces. Acoustically optimised learning environments are particularly beneficial for younger students, those with hearing impairments, and those with learning difficulties.
Continued on page 129 >
Our Process. Your Way.
For over 39 years Lobell construction’s builders have filled a niche in the Hamilton residential and commercial construction market. The building team provides specialist construction skills on all projects, from residential buildings and education facilities, to earthquake strengthening and historic building restoration.
Frankton School
Blocks E, F and Q upgrade
Completed 2024
Block E - asbestos cladding, aluminium joinery, flooring and joinery units - removed and replaced. New kitchenette units and wall linings, an existing deck was extended and a new accessible ramp added.
Blocks F & Q - asbestos cladding was removed and replaced with direct fixed ShadowClad. Replacement of flooring, joinery units and modification to the existing sliding doors. New Autex wall linings and internal painting.
Insoll Ave School
Completed 2024
This project primarily entailed minor internal demolition works to strip the existing flooring, wall linings, plumbing fixtures, and partitions and to upgrade the toilet spaces in Blocks A, D, and L.
Block D - Internal refurbishments to the lobby area and toilet spaces involved cutting concrete to upgrade waste-water and hot water pipes and connecting them to existing drainage pipes. Additionally, a new GIB lined bulkhead was constructed to support the
Bankwood School
Block K, WTR and Internal Upgrades
Completed 2024
Block K - weathertightness remediation, recladding and roof repairs, as well as internal alterations and upgrades. Construction of an external timber deck for Block K classroom.
Repaired and modified the roof to enhance watertightness. Replaced one window
new extraction system. Internal works also included the installation of new aluminium joinery, as well as new vinyl and carpet in the lobby, toilets, and adjoining classrooms. Autex and Duralam wall linings were incorporated, along with the installation of new vanity, cabinetry, and plumbing fixtures. Blocks A & L - Upgrades to existing toilet areas. Refurbishment included the install of Duraplan Classic partitions, new Duralam wall linings, new vinyl flooring, install of some existing, and some new plumbing fixtures throughout. New HWC’s were installed on timber framed plinths to both blocks.
with a new sliding door in four classrooms, and reconfigured the toilet and lobby areas using new walls, linings, and fittings. Three new sliding door openings were created between classrooms and lobbies, accompanied by the replacement of all carpets with new carpet tiles. New vinyl floor finishes and plasterboard ceilings were installed in lobbies and toilets. Lobell successfully completed this project on time and within the schools allocated budget.
Hamilton North School
Completed 2021
Minor internal upgrade works to 4 buildings, including replacement lighting, supply and installation of controlled temperature split system heat pumps, installation of a suspended ceiling, new and replacement door joinery and supply and installation of an Archgola plus associated siteworks.
Experts in renovations, earthquake, onsold & insurance repairs.
We have the capacity to undertake projects of various sizes and scopes. From a small repair job, partial or full renovations, new home builds to full-scale commercial construction projects, we have the right people in place to ensure the successful completion of all our projects to an exceptionally high standard.
We are one of the few EQC approved contractors and have extensive experience dealing with all the different workflows and what that means for you and your situation. Whether it’s an On-Sold repair or cash-settled we have the expertise to guide you through the process to ensure you receive what you are entitled to.
We’ve built a strong trusted relationship with our clients since 2009. Having successfully completed thousands of repairs, renovations, full
house rebuilds, extensions, commercial repairs, and much more. With us you are in safe hands.
Our in-house team of professional carpenters, painters, plasterers, landscapers, project managers and more, have decades of experience behind them, so you can be rest assured that when you work with us you’re working with experts in their trade.
m 0800 90 90 80 k enquiries@mcbrideconstruction.co.nz o 68 Orbell Street, Sydenham, Christchurch
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Re-roofing and structural repairs
New Zealand’s schools must also contend with weather-related wear and tear. Ensuring that school buildings are safe, warm, and dry is a top priority for school boards and the Ministry of Education. Re-roofing projects are essential to protecting school infrastructure from leaks, dampness, and weather damage.
For instance, a large-scale reroofing initiative was recently completed across several schools in the Waikato region, where ageing roofs were replaced with modern, insulated roofing materials. These new roofs help regulate the temperature inside classrooms, reducing the need for artificial heating and lowering energy costs. More importantly, they ensure that students and teachers can continue learning in environments that are safe from leaks and water damage.
School facilities maintenance
Maintenance of school facilities goes beyond just repairs.
Ongoing maintenance is essential to keeping school buildings in compliance with health and safety standards. Routine inspections, proactive repairs, and the upgrading of facilities such as plumbing,
electrical systems, and heating are all part of ensuring that schools remain functional.
One example is the Palmerston North Intermediate Normal School, where regular maintenance checks revealed the need for immediate repairs to its plumbing and heating systems. These upgrades were quickly implemented to ensure that students had access to hot water and warm classrooms during the colder months. This kind of proactive approach to maintenance prevents small issues from escalating into major repairs that could disrupt the school year.
Creating sustainable learning environments
As the education system evolves, so does the need for sustainable building practices. Schools across New Zealand are leading the way in sustainable design, from utilising rainwater harvesting systems to solar panels and energy-efficient insulation. These environmentally conscious approaches not only reduce the school’s carbon footprint but also teach students the importance of sustainability.
The Hobsonville Point Secondary School in Auckland is a prime example of sustainability in
Ensuring that school buildings are safe, warm, and dry is a top priority for school boards and the Ministry of Education. Re-roofing projects are essential to protecting school infrastructure from leaks, dampness, and weather damage.
action. The school was designed with environmental sustainability at its core, incorporating passive solar design, water-efficient fixtures, and a green roof that helps to regulate building temperatures while providing an outdoor learning space.
Through smart planning, thoughtful design, and ongoing maintenance, New Zealand’s schools are being built and upgraded to meet the needs of growing communities and provide the best possible environment for students to thrive.
Lyanne
Transform educational
Are you looking to create a vibrant, safe, and engaging environment for your school or childcare centre? Look no further than ASAP Contracting, your local Waikato building experts.
We specialise in school and childcare renovations, ensuring that your educational spaces are not only functional but also inspiring for students and staff alike. Why choose ASAP Contracting?
1. Local Expertise: As Waikato’s trusted building experts, we understand our community’s unique needs. Our team is dedicated to delivering highquality renovations that meet the specific requirements of educational facilities.
2. Comprehensive services: We offer a full range of renovation services, from minor repairs to major overhauls. Whether you
need classroom extensions, playground upgrades, or modernised facilities, we’ve got you covered.
3. Customer-centric approach: At ASAP Contracting, we prioritise listening to our clients. We collaborate closely with school administrators and childcare providers to ensure that every project aligns with your vision and goals.
4. Quality and safety: We adhere to the highest standards of safety and quality. Our skilled professionals use premium materials and advanced techniques to create durable, safe, and aesthetically pleasing educational spaces.
5. Timely delivery: We understand that time is of the essence in educational settings. Our efficient project management ensures that renovations are completed on schedule, minimising disruption to your daily operations.
As one of Hamilton’s most experienced team of Qualified Builders and commercial renovation contractors, we are proud to have completed many educational renovation projects.
¤ Complete classroom remodelling
¤ Building extensions and new additions
¤ Outdoor structures including decks, fencing and retaining walls
¤ Accessibility upgrades including ramps and bathroom alterations
•
• Playground enhancements
• Facility modernisation
• Safety upgrades
• Customised learning environments.
Transform your space today
Ready to enhance your educational facility? Contact ASAP Contracting today to
discuss your renovation needs. Let us help you create a space where students can thrive, and educators can excel.
With over 30 years in the construction industry, A-Line has built numerous classrooms and several full schools across New Zealand. Our modular classrooms are not only customisable and eco-friendly but also incredibly fast to build.
Constructed off-site, these solutions allow schools to expand quickly with minimal disruption to day-to-day school life students' learning continues smoothly and uninterrupted.
We re excited to introduce our new two-storey modular buildings an innovative way to maximise space and enhance your school’s facilities.
Modular builds are the fastest way to accommodate growing rolls, but we also offer traditional on-site construction if required.
Wondering how we can elevate your school’s infrastructure? Contact us today to see how A-Line can help.
sales@a-line.nz
Creative solutions for better learning spaces
With many new-build projects waiting for the go-ahead across the education sector, Principals and Boards of Trustees are facing significant challenges with equipping their spaces to meet the needs of future school rolls. However, Switched On Building Solutions General Manager Daniel Baker says there are creative options for schools.
“While some big-picture projects are still on hold either temporarily or indefinitely, there are ways that primary and secondary schools can improve and repurpose existing spaces to help them better stand the test of time. We are working with schools in Wellington and Christchurch to come up with creative solutions through interior refurbishments, specialist linings and claddings, and facilities maintenance.”
Trusted by the education sector for more than 40 years, Switched On Building Solutions has the experience, expertise, Master tradespeople and project managers to deliver short to medium-term solutions for schools, utlising existing spaces.
Asset management – planned and reactive
“We can work with your school to provide a full asset assessment and facilities maintenance programme. Your facilities will last longer if they are well maintained, allowing for more functional and comfortable learning environments,” Baker explains.
The team also delivers reactive maintenance work, focusing on the school holiday period and outside of school hours to achieve results in a short window of time, with minimal disruption to students, teachers and whānau.
Switched On Building Solutions provides planned and reactive maintenance services to Queen Margaret College, an independent girls’ school in Wellington. Working closely with their maintenance manager and Chief Financial Officer, the team is supporting the school to identify and prioritise work, with five years of upgrades planned out.
Interior refurbishments and specialist panelling and cladding
The team are also skilled in interior refurbishments that make the most of existing spaces within budget, and are approved Trespa®, and Décortech® installers too.
“Switched On Building Solutions worked on the Te Raekura Redcliffs School rebuild. We supplied and installed all Décortech®, plywood linings and Seratone. To ensure this was executed perfectly we worked closely with the architect and Décortech® themselves,” Baker says.
Tenant Brown Architects who worked on the project said: “It was evident the team had invested themselves in the project and were committed to delivering top quality results. The eye for detail that the install team had was second to none.”
School
communities matter
Switched On Building Solutions is proud to also support the wellbeing of tamariki and rangatahi at local schools through sponsorships and projects. As part of the Switched On Group – Kā te Rama, the business has a strong foundation of whānau and iwi ownership and is Amotai Registered.
“We are proud to serve communities beyond just doing the mahi,” says Baker.
Queen Margaret College has five years of maintenance planned out (including fresh paint work, as pictured) managed by Switched On Building Solutions in Wellington.
Switched On Building Solutions supplied and installed all Décortech®, plywood linings and Seratone at Raekura Redcliffs School.
Members of Masters Joiners and JMF Certified CNC
Legacy Joinery is committed to delivering exceptional joinery and cabinetry craftsmanship with outstanding service.
Our hands-on management team oversees every project, customising it to your needs. You can rely on our skilled team to provide top-quality workmanship and exceptional service
Harnessing the sun
As New Zealand continues to advance its sustainability goals, solar energy has emerged as a key player in the educational sector. Schools across the country are installing solar panels to reduce their energy costs, reduce their environmental footprint, and also to enhance educational outcomes by providing students with a practical example of renewable energy in action.
Schools are the perfect place to install solar because they consume all of their energy during the day when the sun is out and can, therefore, maximise the financial benefits.
The Sustainable Energy Association of New Zealand (SEANZ) highlights the growing trend of renewable energy systems within various sectors, particularly in education. Their efforts are multifaceted, involving advocating for policies that support sustainable energy, providing resources and information to help institutions transition to renewable energy systems, and offering technical support to implement these systems effectively. SEANZ also engages in public education
campaigns to raise awareness about the benefits of renewable energy and collaborates with stakeholders to create a conducive environment for renewable projects. For schools, this means a viable pathway towards integrating sustainable practices into their infrastructures and curricula.
Economic and educational benefits of solar energy
The benefits of installing solar panels in schools are twofold: economic and educational.
Economically, the integration of solar panels into school infrastructure presents a compelling cost-saving measure. Over the lifespan of the solar panels, which can exceed 25
years, schools can expect a significant reduction in energy costs. These savings are realised through decreased dependency on traditional power grids and the potential for net metering, where surplus energy generated by the panels can be sold back to the power company. Such financial benefits are especially crucial for schools operating within tight budget constraints, offering them a way to reallocate funds, perhaps towards educational resources or further eco-friendly initiatives.
Educationally, solar panels provide more than just energy; they serve as a dynamic, handson teaching tool for students across various age groups. By integrating solar technology into the curriculum, schools can offer lessons in physics, environmental science, and economics that are grounded in real-world applications. This practical exposure can inspire students towards careers in the rapidly expanding renewable energy sector and instil a sense of environmental stewardship.
A large number of schools around the country have adopted solar technology and documented the benefits of it. These examples not only showcase a significant decrease in carbon emissions but also
Perhaps one of the most exciting new recent developments is the potential for a school to send excess power back to the grid and sell or gift energy to their communities.
demonstrate substantial economic savings, enhancing educational outcomes through the integration of green technology into school curricula.
Perhaps one of the most exciting new recent developments is the potential for a school to send excess power back to the grid and sell or gift energy to their communities. All electricity retailers will purchase your excess energy but some have better arrangements than others and a SEANZ member can advise you on this. Some retailers are able to connect your school and your community to enable trading on your terms.
Despite the advantages, the adoption of solar technology in schools is not without challenges, but SEANZ Members can support schools through this process.
Finance: At a high level, there are various options for schools to cover the cost of installing solar:
1. Lease-to-own
This is a great option for schools who have little or no capital to invest upfront. Repayments on the system can be funded out of the electricity savings over a potential period of ten years or less. In many cases, electricity bill savings are greater than the payments so it’s possible to be cash-flow positive from the start and to own the system at the end.
2. Power Purchase agreements
Another great option for schools with little or no upfront capital. A solar power purchase agreement (PPA) is a financial agreement where the solar installation (solar panels, including installation, maintenance, and upgrades) is provided at no cost to your school. The power generated from the installation is purchased at a fixed monthly fee, guaranteeing savings on your school’s power bills.
3. Purchase outright
Some schools can finance solar installations themselves through capital, grants, fundraising or their own finance. With a short return on investment and a guaranteed 25+ year life, panels
POWERING THE FUTURE OF SCHOOLS
with sustainable, energy
can provide the greatest savings for those who are able. Another advantage is that the system can be depreciated.
Technical requirements:
Schools must first understand the complex technical specifications required for solar panel installations. This includes assessing whether the existing infrastructure, such as roof space, is adequate and structurally sound enough to support the weight and configuration of solar panels. Schools may also need to upgrade their existing electrical systems to handle the new solar energy inputs.
Community engagement:
Successfully implementing a solar energy project also
requires robust community engagement. Schools need to actively involve school boards, parents, and local communities to ensure there is broad support for the initiative. This involves transparent communication about the potential benefits, such as lower energy costs and environmental impact, as well as upfront costs and changes o the school landscape. Engaging the community early often helps mitigate resistance and builds a coalition of support that can drive the project to successful completion.
The potential for expanding solar energy in New Zealand schools is both significant and timely.
Continued on page 125 >
Empowering the community
Far North Solar Systems, a locally owned and operated business based in Kaitaia, is dedicated to providing sustainable energy solutions to the Far North community.
Specialising in both off-grid and gridtied solar systems, the company offers a comprehensive range of services, from design and installation to ongoing maintenance and support.
With a deep-rooted commitment to customer satisfaction, Far North Solar Systems takes pride in building strong relationships with its clients. The company’s team of experts provides personalised guidance and tailored solutions to meet individual needs and budgets. From understanding the specific requirements of new home builders to optimising energy efficiency for existing homes, Far North Solar Systems offers expert advice every step of the way.
The company’s focus on local service ensures prompt response times and a high level of customer care. By being deeply involved in the community, Far North Solar Systems understands the unique challenges and opportunities presented by the region’s climate and lifestyle. This knowledge allows them to deliver optimal solar system designs that maximise energy production and minimise environmental impact. Beyond providing clean energy solutions, Far North Solar Systems is passionate about empowering the community to embrace a sustainable future. By helping homeowners and businesses reduce their reliance on traditional power sources, the company contributes to a healthier environment and a more resilient local economy. With a strong emphasis on quality, reliability, and customer satisfaction, Far North Solar Systems is leading the way in solar energy adoption in the Far North.
Continuous advancements in solar technology and decreases in solar panel costs, coupled with increasingly supportive governmental policies, are encouraging more educational institutions to consider and adopt solar solutions. This shift not only plays a crucial role in reducing environmental impacts by lowering carbon footprints but also serves as a vital educational tool, teaching students about the
importance and viability of sustainable practices. As this trend grows, it paves the way for a transformative period in both ecological preservation and educational enrichment.
The movement towards solar energy in New Zealand schools represents a proactive approach to environmental responsibility and educational enhancement. With support from organisations like SEANZ, schools are better
equipped to tackle the challenges associated with solar energy adoption. As this trend grows, solar energy could become a common feature in schools nationwide, marking a significant step forward in New Zealand’s commitment to sustainability and education.
SEANZ and the Ministry of Education have agreed that only SEANZ member suppliers and installers can supply and install solar PV and related technology
The movement towards solar energy in New Zealand schools represents a proactive approach to environmental responsibility and educational enhancement.
to schools in New Zealand. You can find a SEANZ Professional via their directory.
You can also find more great information on the Ministry of Education website here: https:// www.education.govt.nz/school/ property-and-transport/schoolfacilities/energy-water-and-wastemanagement/solar-panels/
For more detailed information on how SEANZ supports schools in this green transition, you can visit their website at www.seanz.org.nz
Ampelite NZ Ltd is a manufacturer and distributor of natural lighting roofing products that has been operating in New Zealand for 25 years. Their extensive product range caters for both residential and commercial applications. The residential range includes products like Solasafe and Easyclick polycarbonate roofing that are suitable for roofing residential deck areas and pergolas. All of Ampelite’s polycarbonate products are UV protected for the New Zealand environment and are available through leading builders merchants throughout New Zealand.
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.
Webglas in school walkway applications
Building Futures: GGE ’s Commitment to Excellence in Educational Environments
At GGE, we take pride in our long-standing history of creating exceptional educational spaces. Our dedicated team of steel fabricators and erectors brings visions to life, ensuring that every project delivers not just a building, but a foundation for future generations to learn, grow, and succeed.
Rototuna High School
Te Putahi O Manurewa
Te Putahi O Manurewa
Hobsonville PointPrimary School
Why Choose GGE for Your Next Project?
Our Services
At George Grant Engineering (GGE), we offer comprehensive structural steel solutions, including:
• Steel Fabrication: High-quality steel components tailored to your needs.
• Steel Installation: Precise and safe installation, on time and within budget.
• Custom Steel Solutions: Bespoke steel structures for unique designs.
What Sets Us Apart
• Proven Expertise: Over 30 years of leadership in structural steel fabrication, delivering projects with precision and excellence.
• Certified Quality: Meeting stringent standards under the SCNZ Steel Fabricator Certification scheme, ensuring safety and quality.
• Advanced Technology: Leveraging state-of-the-art technology for unmatched precision and efficiency.
• Sustainable Practices: Dedicated to reducing environmental impact, supporting projects with Green Star Ratings.
• Client Focus: Committed to realising your vision with the utmost attention to detail and service.
School Projects Portfolio
Ormiston School, Rototuna Junior and Senior High School, Arahoe School, Flatbush School, Hauraki School, Scott Point Primary School, Orewa North West Primary School, Christian Renewal Fellowship School, Mt Wellington Primary School, Papamoa School, Library, Dilworth School Gym, Hamilton Girls High School, Hobsonville Secondary School, Hobsonville Point Primary School, Te Putahi O Manurewa
